AN ANALYSIS OF TRANSLATING THE ADDRESSING TERMS IN PRAMOEDYA ANANTA TOER'S THIS EARTH OF MANKIND Azimatul Fauziah English Literature, Faculty of Languages and Arts, State University of Surabaya azimatul13@gmail.com Dian Rivia Himmawati, SS, M.Hum. English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya dianrivia@gmail.com ABSTRAK Studi ini focus pada penerjemahan sapaan dalam Bumi Manusia sebagai bahasa sumber dan This Earth of Mankind sebagai bahasa sasaran. Penelitian ini bertujuan untuk mengetahui pengaruh dari kekuasaan dan solidaritas dalam penerjemahan sapaan dan mengetahui faktor yang menyebabkan ketakterjemahan dalam menerjemahkan sapaan. Metode deskriptif kualitatif, teori penerjemahan (House; 2009), hubungan antar kata , kata ganti orang yang memiliki kekuasaan dan solidaritas (Brown and Gilman; 1960), dan register kategori Halliday digunakan untuk menganalisa data. Hasil analisa menunjukan bahwa ada tiga macam sapaan di This Earth of Mankind, sapaan dalam bahasa Belanda, Melayu, dan Jawa. Beberapa sapaan dari bahasa yang berbeda memiliki makna yang sepadan dan penerjemah menerjemahkannya dengan istilah yang sama dengan menggunakan 'denotative equivalence' dan pragmatic equivalence. Penerjemah gagal memahami bahwa penulis membedakan sapaan untuk penjajah dan jajahan, keluarga bangsawan dan masyarakat umum, hubungan formal dan keakraban. Masalah penerjemahan sapaan terjadi ketika sapaan tersebut memiliki konsep khusus yang berhubungan dengan budaya tertentu namun tidak memiliki istilah padanan dalam bahasa sasaran dan karena sistem tatabahasa yang berbeda. Oleh karena itu, penerjemah menggunakan dua pandangan yang berbeda untuk menerjemahkan sapaan. pandangan yang pertama terpusat pada bahasa sumber sedangkan pandangan yang kedua terpusat pada proses penafsiran penerjemah. Hal tersebut membuat terjemahan menjadi sangat berbeda jika dilihat dari mode (cara), field (bidang), dan tenor (tujuan). Kata Kunci: penerjemahan, sapaan, padanan, budaya, kekuasaan ABSTRACT This study focuses on the translation of addressing term in Bumi Manusia as source text and This Earth of Mankind as target text. The purpose of this study is to find out the influence of power and solidarity in translating the addressing terms and find out the factors of untranslatability in translating addressing term. Descriptive qualitative method, translation theory (House; 2009), lexical relation (Kreidler; 1998), pronoun of power and solidarity (Brown and Gilman; 1960), and Hallidayan register categories are applied to analyze the data. The result show that there are three kinds of addressing terms in This Earth of Mankind, Dutch addressing term, Malay addressing term, and Javanese addressing term. Some addressing terms from different language have the same proportional meaning and the translator translated them as the same term and the translator used denotative equivalence and pragmatic equivalence. The translator failed to catch that the author differ the addressing term to show the difference between colonize and colonizer, aristocrat family and common people, intimacy relation and formal relation. The problem of translating addressing terms appeared when the special concept of addressing term related to particular culture do not have any equivalence term in target text and the different of grammatical system. Therefore, it makes the translator use double perspective in translating the addressing term. The first focuses on the source text while the other focus on the process of interpretation by the translator. It made the result of the translation become really different from the original seen from register categories: mode, field, and tenor. Keywords: translation, addressing term, equivalence, culture, dan power INTRODUCTION Bumi Manusia is one of the greatest works of Pramoedya Ananta Toer who was frequently discussed as Indonesia's and Southeast Asia's best candidate for a Nobel Prize in Literature. Terms of addressee plays important role in Bumi Manusia because it indicates the social status of someone. There are three kinds of addressing terms based on ethnicity in this novel. They are Dutch addressing term, Malay addressing term, and Javanese addressing term. Oyetade (as quoted in Chu-Cing Hsu; 2) defines terms of addresseeas words or linguistic expression which speakers use to designate the person being talked to while talk is in progress or which writers use to address the recipient in written communication. Moreover, Braun (1988:7) explains that the actual use and the function of addressing terms depands on the stucture of language, on the speaker's intention and on the address relationship between two interlocutors, as well as on the occasion of the occurrence. Juliane House (2009: 4) defined translation as a process of replacing a text in one language by text in another language. He also explained that translating is not only a linguistic act but it is also an act of communication across culture. Translating terms of addressee from Indonesian into English is not easy because they have different pronominal form. In translating addressing term, the translator should notice on the detail. Words can only be understood when it is considered together with the cultural context. So, in translating addressing term, it is not only replacing the word to another language but creating the same meaning and atmosphere as similar as the original text. Moreover, the addressing terms in Bumi Manusia are closely related to power. Braun and Gilman defined Power as ability to control behavior over another. They also said that power is a relationship between at least two persons, and it is nonreciprocal in the sense that both can not have the same power in the same area of behavior (1960: 254). People who have power will be addressed differently from common people. Power is associated with high social status and it reflects respect and honor. So, people from high social status will be addressed in polite way to show a great reverence. To translate a text as similar as the source text, it is needed to see whether the source text is equivalent to target text or not. House defined equivalence as how similarity of message or function is interpreted (2009: 29). There are many types of equivalence and it depends on the perspective that the translator used. It is possible to use denotative equivalence that use 'real world' referents to which the text relates. Also, the translator could use other equivalence such as pragmatic equivalence which focuses to fulfill its communicative function for the recipients. This study tries to discuss the factors of untranslatability in translating addressing term. There are two research questions for this study, (1) How does the translator translate the Indonesian addressing terms in Toer's Bumi Manusia into English version, This Earth of Mankind? (2) What is the influence of power and solidarity toward the choices of addressing terms in Toer's Bumi Manusia? This study tries to describe about the method of the translator in translating addressing term and know the influence of power and solidarity in translating the addressing term. This study only focuses on translating the addressing terms that have any equivalence problems in their translation and do not pay attention to grammar or another linguistic aspect. This study tries to describe about the process of young learner with visual learning style acquire language and know the relationships between personality and learning style. This study is not only focusing in linguistics but also covering learning activities and psychology area but it is not for learning strategy. Several theories are becoming main cores of this study, such as translation theory of House, lexical relation of Kreidler and Brown and Gilman in pronoun of power and solidarity. . RESEARCH METHOD This study uses descriptive-qualitative in getting and describing about the translating addressing terms phenomena in This Earth of Mankind. This study needs to be explained by words not by numbers or statistics, because this study is stressing on translation aspect and its relationship with culture. Bodgan and Biklen (1984:5) defined the qualitative approach as a research procedure which produces a descriptive data such as verbal or nonverbal utterances or words from the object being observed. The data for this study are utterances. There are two sources of data used in this study. Those data are Toer's Bumi Manusia as source text that was written by Pramoedya Ananta Toer and This Earth of Mankind as target text that was translated by Max Lane. Observation is used to analyze this research. Observation includes collection of the data that is needed by the researcher without manipulating. Sugiyono(2010, p. 146) adds that observation is done by the researcher about what the researcher wants to observe in the research. To observe this research, internet access and taking a note are needed by the researcher as the basic instrument. There were three steps to analyze the data. They were data reduction, data display and conclusion and verification. The researcher sorted the data by choosing the addressing terms that had problem with equivalence. Then, she displayed the data in table. Conclusion and verification became the last step of the data analysis process. In this case, the data had been displayed and discussed before were concluded. The conclusion was the answer of the problems existing supported by some theories related (Sugiyono, 2010, p. 345). To answer the first question, the researcher used lexical relation of Kreidler in his book introducing English semantic and translation theory by Machali. Then, in answering the research question number two, the researcher used pronoun of power and solidarity by Brown and Gilman, translation theory by Nababan and House, then collaborate with Hallidayan register categories of field, mode and tenor. ANNALYSIS AND DISCUSSION There are two analyses in this section. The first is the analysis of the method that was used by translator to translate addressing terms. The second is the analysis of relation between power and solidarity toward the addressing terms. In translating terms of addressees, the translator should find the equivalence between the source text and the target text. House (2009: 29) defines equivalence as a similar message and fulfills a similar function. The writer noticed that the translator use some different patterns. The first pattern, the translator tried to find out the literal or denotative equivalence which use 'real world' as referents for source text to target text. The second pattern, the translator used the original addressing terms from the source text and provided glossary for informing the meaning of the addressing terms in the end of the novel. The last, the translator changed the addressing terms to different addressing terms as the adaptation to the context of target language. After analyzing the method that was used by translator to translate addressing terms, the research used the following table to sum up the result: Table 1 The Comparison of Addressing Terms in Bumi Manusia and This Earth of Mankind No Original Translation Procedure Problem 1. Juffrouw Miss Literal translation Different in context 2. Noni Miss Literal translation Different in context 3. Noni Noni Annotation Inconsistent 4. Mevrouw Mrs/Madam/ Ma'am Literal translation Different in context 5. Mevrouw Miss Free translation Different in meaning 6. Tuanmuda Young master Literal translation Different in context 7. Tuanmuda Master Literal translation Inconsistent 8. Tuan Sir/Mr. Literal translation Different in context 9. Tuan Tuan Annotation Inconsistent 10. Tuan You/he Free translation Different in function 11. Tuan-tuan Tuans Free translation Different in meaning 12. Ndoro Master Literal translation Different in context 13. Ndoro Ndoro Annotation Inconsistent 14. Sahaya I Literal translation Different in context 15. Sahaya Your servant Free translation Different in meaning 16. Meneer Mr. Literal translation Different in context 17. Papa Father Literal translation Different in context 18 Kowe You Literal translation Different in context 19. Nak Child Literal translation Different in context 20. Nyai Nyai Annotation - 21. Nyai-nyai Nyais Free translation Different in meaning 22. Gus Gus Annotation - 23. Sinyo Sinyo Annotation - 24. Mas Mas Annotation - 25. Abang Your friend Free translation Different in meaning 26. Man Man Free translation Different in context 27. Mr Mr. Free translation Different in meaning As shown from the table above, Malay dominated the addressing terms because Malay is neutral language that can be used by Javanese and Dutch in their daily conversations. Noni, Tuanmuda, Tuan, Ayah, Ayahanda, Sahaya, Nak, Sinyo, and Abang are addressing terms that belong to Malay addressing terms. These terms are more common because Malay is widely used in all Dutch East Indies. In the other hand, there were some Javanese addressing terms such as Nyai, Ndoro, Kowe, Gus, Mas, and Man that were used in particular occasions or refer to particular people. Similar to Javanese addressing terms, Dutch addressing terms are only used for certain people. Juffrouw, Mevrouw, Meneer, and Meester are Ducth addressing terms that only used to call Dutch people. There are three patterns in translating addressing terms. In the first pattern, the translator used denotative equivalence which only focused on the meaning of the terms. Machali (2000) stated that as a method, literal translation considers as the most important translation procedure because the basic of literal translation is in clause or sentence level. However, translating addressing terms include and reflect the culture of the society because the addressing terms that were used by the characters determine their background whether their status or ethnicity. Even the words in source text have the same denotation with target text, they do not always have the same connotation. The translator used two different procedures in translating the addressing terms for the first pattern. The first procedure is lexical translation which is used to translate Tuanmuda, Tuan, Papa, Ayah, Ayahanda, Sahaya, Aku, Kowe, and Nak. Some of the terms are not appropriate because there is the difference of interpersonal perspective. The second procedure is adaptation. The translator attempted to make the addressing terms familiar in target text. The terms Juffrouw, Mevrouw, Meneer, Ndoro, and Noni are special concepts that were used in Dutch colonial era. The translation text could be understood by the reader of the target text, but the reader can not catch the essence that those terms are particular addressing terms for certain groups. So, even the words of source text have denotative equivalence in target text, but they are not suitable for the context of source text. In the second pattern, the translator did not change the addressing terms because the terms, Noni, Nyai, Ndoro, Gus, Sinyo, and Mas are special concept of source text that do not have any equivalence word in target text. The translator used annotation to translate because he persisted to use the original terms and gave glossary to explain the meaning of the term. The writer noticed that the translator is understand that the addressing terms have important role to distinguish the identity of the characters, but he only highlighted Javanese addressing terms. The concept of thing in Dutch and English are almost similar because they are in the same language family. So, the translator was easy to find out the lexical equivalence from Ducth terms to English terms. However, the concept of some words such as Noni, Sinyo, and Nyai are especially used in colonial era, so it is difficult to find out the equivalence in target text. Ndoro, Gus, and Mas are terms from Javanese culture who really emphasis in status and familiarity while English only differ for formal or informal situation. Unfortunately, the translator used inconsistent translation procedures for one term. For instance, the term Noni is translated as Miss by using lexical translation and the translator also used annotation in other text so that he did not change the addressing terms. These conditions would make the reader confuse and would make wrong interpretation that Miss and Noni are different. The last pattern showed that the translator change the form of the addressing terms. The translator used free style translation. The translator missed to understand the language system of source text and target text because he translated Nyai-Nyai as Nyais and Tuan-Tuan as Tuans. Nyai and Tuan are not English term, so the plural form of Nyai and Tuan are not necessarily Nyais or Tuans because it is unclear whether Nyai and Tuan are countable or uncountable noun. Accountability concept is universal concept that can be understood by all people and can be expressed through lexical structure in all language, but not all languages have grammatical category for number and not all languages apply the same concept for number. The second analysis is relation between power and solidarity toward the addressing using T and V because in previous part, there are many translations of addressing term that are not appropriate to the context of the novel. The ways of people in choosing the addressing terms are really related to the culture that exist in their society. The culture of society consists of everything that everybody has to know or believe in order to operate manner that acceptable for its member. In Javanese society, especially in the past, the kingdom applied feudal system. This system force lower class people to respect much to people who have more power. Gilman (1960; 252) defined Power as a relationship between at least two persons and it is nonreciprocal because both can not have the same authority. There are many forms of power such as physical strength, wealth, age, sex, institutionalized role in the state, the army, or within the family. The relations called older than, richer than, stronger than, employer of, richer than and nobler then are all asymmetrical. If A is older than B, B is not older than A. The relation called "more powerful than". The pronoun usage expressing this power relation is also asymmetrical or nonreciprocal, with the greater receiving V and the lesser T. Pronoun form of T and V were used by some European countries to differ between 'singular you' tu (T) and 'plural you' vos (V). Now, T and V are used as symbols; the T form is often described as the familiar form and the V form as the polite one. The superior will say T to the inferior and receives V, and vice versa. T and V approach also could be used to indicate solidarity. The T form is usually used by people who stand in the same position. It reflects symmetrical relation; for instance: attended the same school or have the same parents or practice in the same profession. The T of solidarity can be produced by frequency of contact as well as by objective similarities. The dimension of solidarity is potentially appropriate to all persons addressed. Power superiors may be solidarity (parents, elder siblings) or not solidarity (officials whom one seldom sees). Reciprocal T usage was always available to show intimacy. The following part would discuss the power of characters and its influence among the other characters and the writer used T and V form to analyze them. To sum up the relation of power and solidarity through the addressing term that were chosen by the characters in Bumi Manusia, the writer summarized them into a table. The table would illustrate the addressing terms, the interlocutors, the relation between interlocutors, and the function of the addressing terms. Table 2 The T and V form of Addressing Terms in Bumi Manusia No Addressing Term Interlocutor Relation Function 1 Juffrouw Java – Dutch Dutch- Indo nonreciprocal nonreciprocal Respecting respecting 2 Noni Java – Indo nonreciprocal Respecting 3 Mevrouw Java – Dutch Dutch -Dutch Indo – Indo nonreciprocal reciprocal reciprocal Respecting showing intimacy respecting 4 Nyai Java – Java Dutch - Java reciprocal nonreciprocal Respecting respecting 5 Tuanmuda Dutch – Java Java - Java nonreciprocal nonreciprocal Respecting respecting 6 Tuan Java - Java Java – Dutch nonreciprocal nonreciprocal Respecting respecting 7 Ndoro Java – Dutch Java – Java nonreciprocal nonreciprocal Respecting respecting 8 Meneer Java – Dutch nonreciprocal Respecting 9 Mama Ann – Nyai Minke – Nyai nonreciprocal nonreciprocal showing intimacy showing intimacy 10 Papa Indo – western nonreciprocal showing intimacy 11 Aku Java - Java Java – Dutch reciprocal nonreciprocal showing intimacy showing intimacy 12 Sahaya Java – Java nonreciprocal showing intimacy 13 Kowe Dutch – Java nonreciprocal Disrespecting 14 Nak Java – Java nonreciprocal showing intimacy 15 Gus Java – Java nonreciprocal showing intimacy 16 Sinyo Java –Indo Java – Java nonreciprocal nonreciprocal Respecting respecting 17 Abang Indo - Indo Java – Java nonreciprocal nonreciprocal Respecting showing intimacy 18 Mas Indo – Java reciprocal showing intimacy 19 Man Dutch – Java nonreciprocal Disrespecting 20 Mr (Meester) Java – Dutch nonreciprocal Respecting The table above shows that there are three functions of addressing terms, respecting, disrespecting, and showing intimacy. From the data above, the relations of the interlocutors are mostly nonreciprocal, so it shows that social status is very important in colonial era because the nonreciprocal relations illustrate the difference power between addressor and addressee. In many nonreciprocal cases, the higher social status will get V form from the addressors to show their respect and say T form because they are not stand in the same position as the addressee. Except respecting, nonreciprocal relation is also used to show disrespect. The addressing terms that are used to disregard are especially designed for lower class by upper class or have bad connotation. In contrast, to show intimacy, the relations of the interlocutors are sometimes reciprocal or nonreciprocal. The dimension of solidarity is little bit different from power, because even the interlocutors are not stand in the same position they can use intimate addressing terms because their relations are close. DISCUSSION After analyzing the translation of addressing terms from the source text to target text, now the writer discusses the result of the analysis. Comparison of Original and Translation The research compares the field, tenor, and mode of Bumi Manusia and This Earth of Mankind. The concept of field, tenor, and mode are sociolinguistic dimensions of context of situation jointly characterizing a particular register. House (2009; 33) stated that the original and its translation should have an equivalent function whenever possible. He also said that text and context of situation are indeed separated, but the two interact with each other through inextricable connection between the social environment and the functional organization of language. Before analyzing the register, it is needed to analyze the genre first. House (2009; 35) explained that genre connect an individual text with the larger cultural context of the linguistic and cultural community in which the text is embedded. The genre of Bumi Manusia is historical fiction but it is based on the reality. It included to historical story because the setting illustrated the situation of Indonesia in the late of nineteenth century. The author used particular time and places that make the story as if it was real. The story happened in 1890's, when the national movement had been begun by native to fight against colonizer through non-violence way. Field The first dimension of register is field. Holmes (2009; 34) explained that field captures the subject matter or topic. It describes what the text is about and what kinds of thing are in text. The text was about Minke's life. It describe Minke's journey who is a naïve boy at first to be a mature person. In that process, Minke should face many problems dealing not only with himself but also his society and the colonizer. The complexities of Minke's problem include the conflict of social judgments, hierarchy system, and racial conflict. The description of this story is not so much as historical text but an attractive, easily readable story. Evidence for this is the use of Malay language in telling the story rather than Javanese or Dutch. Malay was language of interracial communication which was used by many people weather Native or Eurasian. However, there were many terms that are not Malay, but they were only used as addressing term. The choice of particular addressing term in Bumi Manusia shows the style of speaking and the purpose of the speaker, indeed the social status. Mevrouw, Juffrouw, Meester, and Meneer are some addressing terms that were borrowed from Dutch language, while Mas, Ndoro, Gus, Mas and Man are some addressing terms that were borrowed from Javanese language. The used of various addressing terms has function as the mark of power and solidarity. As seen in table 4.1.3 (see page 102) there are three functions of addressing terms, respecting, disrespecting, and showing intimacy. From that data, the relations of the interlocutors are mostly nonreciprocal, so it shows that social status is very important in colonial era because the nonreciprocal relations illustrate the difference power between addressor and addressee. The feudal and colonial system forced people to respect everyone who have more power. Geertz (1960: 282) explained that it is nearly impossible for language that applied etiquette system to say anything without indicating the social relationship between the speaker and the listener in terms of status and familiarity. In many nonreciprocal cases, the higher social status will get V form from the addressors to show their respect and say T form because they are not stand in the same position as the addressee. Juffrouw, Noni, Mevrouw, Nyai, Tuanmuda, Tuan, Ndoro, Menner, Sahaya, Sinyo, Abang, and Meester are addressing terms to show respect. The translation appears to be generally and decrease its local color because the absence of Dutch addressing terms as the marker of Dutch colonial. Even the translation of Dutch addressing terms have the same function to respect the addressee, the translation can not replace the emotion and the feeling of the original. Except respecting, nonreciprocal relation is also used to show disrespect. The addressing terms that are used to disregard are especially designed for lower class by upper class or have bad connotation. For instance, Kowe is addressing term that was used by Dutch people to express disrespect toward Javanese. The translation of Kowe, you, can not express the same function as the original because this term is neutral addressing term. In contrast, to show intimacy, the relations of the interlocutors are sometimes reciprocal or nonreciprocal. The dimension of solidarity is little bit different from power. Even the interlocutors were not stand in the same position they can use intimate addressing terms because their relations are close. In Bumi Manusia, the relations of the people who used intimate addressing terms such as Mama, Papa, Gus, Abang, and Nak were nonreciprocal. Gus, Abang and Nak were used by older people to younger people. In Javanese, age is one of the main distinctions of nonreciprocal relation. The older people do not need to use polite form, but in this case Gus, Abang and Nak are polite addressing term that indicated close relationship between older and younger people. The translation of Abang (your friend) and Nak (child) can not full fill the same function as the intimate sign like the original did. Tenor House (2009; 34) stated that tenor refers to the nature of the participants, the author and his or her addressee, the relationship between them in terms of social power and familiarity, the author's intellectual and affective position, that is, his or her personal viewpoint. The author was an Indonesian author of novels, short stories, essays, polemic and histories of his homeland and its people. The author seemed to be very aware of the conditions of his story. He attempted to create colonial atmosphere as same as the reality. The choice of the addressing terms included Dutch, Malay, and Javanese was the evident. By differing the addressing terms based on the ethnicity and social status, the author would like to inform the reader the 'reality' in the past. He wanted to show that there were social distance between poor and rich, also Javanese as the colony and Dutch as the colonizer. He persisted to use Dutch addressing terms rather than change it into Malay to create colonial atmosphere because at that time Dutch people make their language as exclusive language. The translator also tried to create colonial atmosphere by using Java and Malay addressing term that do not have equivalent in English. However, instead of using Dutch term as the author did, the translator change the addressing terms into English. Dutch and English are still in the same language family, so there are many terms of English and Dutch that have the same meaning. Mevrouw, Juffrouw, Meneer, and Meester are Dutch terms. Except Meester, they are denotatively equivalent. Mevrouw could be translated as Mrs, Juffrouw as Miss, and Meneer as Mr. They have the same referents in the real world, so it makes them denotatively equivalents. Although, the translator failed to capture that Dutch addressing term has special function as imperial impression. Ashcroft (2002; 7) stated that one of main features of imperial oppression is control over language. Dutch people, at that time, not only controlled for social, politic, and economic aspects but also controlled the language. They limit the used of their language for themselves and their offspring to marginalize their colonies. The translator did not catch the author's aim that he wanted to show the great distance between Dutch and Javanese people. Instead of giving the Dutch colonial atmosphere, the translator gave mental image of British colonialism because the special terms that implicate Dutch colonialism had been translated in English terms. Based on the table in 4.1 (see page 3), most addressing term translation dealt with cultural context. This problem arose because the translation and the original can not make the same psychological understanding for the readers. In addition, the translator used inconsistent term in his translations that primarily make the reader confused. Mode House (2009; 34) defined Mode as a channel of communication. Equivalence in dimension of mode relates to the means whereby the communication is performed. In Bumi Manusia, there were some addressing terms that have different meaning than the lexical meaning because of the feeling of the speaker. Kowe actually is common addressing terms in Javanese society to address someone who is younger or have closed relation, but when it is used by Dutch people the function is changed from showing intimacy become disrespecting. When the Dutch people used Kowe in Bumi Manusia novel, the character always used it in high tension. However, the reader will not catch that Kowe has negative connotation directly because the translation term, you, is neutral addressing terms. The communication purpose of the term Kowe cannot easily catch. So, the irritation of the character could not be understood by the reader. As seen from the mode, field, and tenor analyses above, it show that the original and the translation are not equivalence. The genre of the translation in translating addressing term is not so much as the original because some translation of the addressing terms can not reveal the atmosphere of Dutch colonial that become the main point in this equivalence problem. Equivalence Problem in Translating Addressing Terms in Bumi Manusia The analysis of register categories above clearly showed that the original and translation are not equal. Equivalence of source text and target has limited area because not all of the equivalence approaches can achieved all translation cases. The main factor that made the addressing in source text do not have suitable equivalence in target text is the special concept of Dutch colonial and Javanese culture. Nababan (1999: 99) said that the concept of source text can reveal a concept that is not well known in the target text. Some addressing terms from source text that has special concept are difficult to have their equivalence in target text because of the cultural concept of addressing term from Dutch and Javanese like Juffrouw, Noni, Mevrouw, Nyai, Ndoro, Meneer, Gus, Sinyo, Mas, Man, and Meester. Those terms can not easily be transferred to target text because those terms are created by certain condition in particular communities. Some of those terms, Juffrouw, Noni, Mevrouw, Ndoro, and Meneer have the same denotation with the translation term, but the original and translation addressing term have different connotation that make them share different interpretation. The special concept that can not be replaced in target text lead to others related problem. The special concept of particular culture make the language concept of source text is not available in target text. Nababan (1999: 99) explained that the words of source text could be understand and recognized in target text but the target text does not have a term that can reveal the concept from source text. In this case, the term Sahaya and Kowe in source text have different concept from Aku and Kau. The target text do not differ the first and second singular pronoun that make the translation of Sahaya and Kowe have different function from source text. Even the concept of Sahaya and Kowe could be understand in the target text, but the term that have the same meaning and connotation with those term are not available. So, the translator used 'I' and 'you' in a pinch to replace Sahaya and Kowe even 'I' and 'you' also used to translate Aku and Kau. The complexities of Javanese community that apply speech level also direct the translation to the equivalence problem because it makes difference of interpersonal perspective. Nababan (1999: 03) argued that interpersonal perspective is related to the relation of the participants in a text. In a language that really concern to etiquette like Javanese, Geertz stated that it is impossible to address someone without pay attention to the status of the addressee. Etiquette system force the people to create different term for one concept, so the participant can easily choose the right term to address someone that suitable for both the addressor and the addressee. For instance, in Bumi Manusia there are three different addressing terms to call male parent, Papa, Ayah and Ayahanda. The use of those addressing term could reflect the social status of the addressor and the addressee. Papa is used in western family who live Dutch East Indies, Ayah is used in middle-low family, while Ayahanda is used in Javanese aristocrat family. This difference of Papa, Ayah and Ayahanda can not be seen in the translation because the translator translated them as 'father'. The other problem of equivalence that appears because of the particular culture of the two languages is the difference of expressive meaning. According to Nababan (1999: 103) the words in source text and target text have the same proportional meaning but often they are different in expressive meaning. There are many addressing terms that have the same proportional meaning but they are different in expressive meaning because Malay terms differentiate the addressing terms based on the relationship and the social status. The term Nak has the same proportional meaning with child, but they are used in different intention. Nak is for showing intimacy but child dispose to create formal atmosphere rather than familiarity. Both terms have the same proportional meaning but they express different purpose and connotation. The different perspective toward a concept will also lead the translation to equivalence problem (Nababan, 1999: 101). Furthermore, it is also the effect of special concept in source text. The term Man in Javanese context at that time was used to address Javanese adult male from middle-low status. In the translation text, the term Man translated as man because English does not distinguish the term man for rich or poor people. In the other hand, the translator also missed to capture the perspective of the character in choosing particular term when he translated Abang. The proportional meaning of Abang is addressing term to call elder brother but it could be used to call man or boy who is elder than the addressee. The translator translated Abangmu as your friend but from Nyai Ontosoroh's point of view, she used Abangmu to make Annelies felt comfort and consider Minke as her own son. Changing the term Abangmu as your friend would lead the reader to different understanding because it seems that Nyai Ontosoroh treat Minke as only her guest. The other factor except special concept of Dutch colonial and Javanese culture is the difference in grammatical system. Nababan (1999; 108) stated that grammatical equivalence focuses to the similar concept of source text and target text at the level of number, gender, person, tense, and aspect. In translating the addressing term, the problem appeared when source language and target language have different grammatical system. The term Nyai-Nyai became Nyais or Tuan-Tuan became Tuans is not equivalence because both term are Malay term. Malay and English apply different method to change the singular concept to be plural. The translator used free style translation and he missed to understand the language system of source text and target text because he translated Nyai-Nyai as Nyais and Tuan-Tuan as Tuans. Nyai and Tuan are not English term, so the plural form of Nyai and Tuan are not necessarily Nyais or Tuans because it is unclear whether Nyai and Tuan are countable or uncountable noun. Accountability concept is universal concept that can be understood by all people and can be expressed through lexical structure in all language, but not all languages have grammatical category for number and not all languages apply the same concept for number. Therefore, the translator should observe carefully whether one concept of a language could be applied to another language or not. The reader of the target text would feel unfamiliar because in some text, the translator used Nyai and Tuan for singular form, but after that those terms became Nyais and Tuans, whereas the reader could have another understanding rather than think that those terms are plural form because they never know the terms Nyais and Tuans before. Double Perspective in Translating Bumi Manusia Constructing the effective translation is one of the purposes of translation. Nababan (1999:88) stated that there are two main factors that determine the effectiveness of the translation. The first is dimension of linguistic and knowledge. Straight (as quoted in Nababan, 1999) said that fruitfulness in conveying the message depends on the knowledge about the context of culture and the language system of source language and target language. In this case, the translator failed to capture that addressing term play important role because it reflects etiquette culture of Javanese and Dutch colonial culture in Dutch East Indies. The second factor is purpose dimension. Nababan (1999, 87) stated that the translator should decide the purpose of the translation. Further, he explained that the purpose should meet this criteria; fruitful to the original, use translation style that appropriate to source text, use suitable equivalence, and the readability level of translation fitted to the source text. However, the analysis in the previous part show that the translation of addressing terms dealt with many equivalence problems and shared different function and connotation from the original that make the translation become unreadable and confusing for the reader. Both dimensions above can not be reached by the translator because he used more than one perspective in translating the addressing terms. Before translating a text, a translator had to analyze the source text to understand the content of the text. Then, the translator chose the approach that is suitable for source text. From the data in the table in 4.1 (see page 3), the writer found some addressing terms that have many equivalent problems. The translator may use more than one procedure in translating addressing terms because the procedure of translation is for sentences or smaller linguistics units as clause, phrase, word, etc. However, before determining the procedure, the translator should choose the perspective or method that he wants to apply in translating the source text. The method that the translator used will be a framework that guides the translator to translate the text in a line. The writer noticed that the translator used double perspectives that make his translation contradictory. In translating addressing terms such as Noni, Ndoro, Nyai, Tuan, Tuanmuda, Papa, Gus, Sinyo, and Mas, the translator used perspective that was focus on the original text. House (2009: 15) explained that a focus on the (original) texts mean analyzing it, and systematically linking its form and functions in order to reveal the original author's motivated choices. The translator considered the reason of the author in choosing addressing terms and tried to find out the closest equivalence in target text, even for some addressing terms do not have any equivalence that make the translator insisted to use the original term. In contrast, the translator also used perspective that focus on the process of interpretation. House (2009: 20) defined this perspective as the translator way to builds up an individual mental representation of its meaning. House added that the reconstitution of the 'the meaning' of a text to fit another language and context is not the central point. It is dealing more with the invention of the translator then discovery of what is already exist in a text. Therefore, when the translator used this perspective to translate some addressing terms such as Juffrouw, Noni, Mevrouw, Nyai-Nyai, Tuan-Tuan, Nak, Abang, Man, etc the translation become very different from the context in source text. This perspective also leads the translator to make confusing translation because the translation for one term becomes inconsistent. Moreover some addressing terms have different meaning and connotation from the source text. In translating a text, translator should use only one perspective to make the synchronized translation. Double translation would lead the translator to different way in translating addressing term because one perspective deal with different point of view to another perspective. In Bumi Manusia case, it is much better for the translator to only apply the perspective that focus on the source text since the background of the original can not be easily transferred to target text. Moreover, if the translator was consistent to use one perspective, he would not make ambiguity translation. By understanding the whole context of the story that include ecology, technology, material culture, social organization, myth, and linguistic system of source text, the translator would have better perceptive to make good translation that fruitful to the original but it is still readable for the target reader. CONCLUSION This study is conducted to describe how the phenomenon of translating addressing terms is rolled out in BumiManusia and This Earth of Mankind. The conclusion of this study is formulated based on the statement of problems. Some translation theory based on several authors (House; 2009; Machali 2000; and Nababan; 1999): translation perspective, equivalence in translation, equivalence problem, and register categories of field, mode, and tenor are combined to the theory of addressing term (Wardaugh; 2006), pronouns of power and solidarity (Brown and Gilman; 1960) and lexical relation (Kreidler; 1998) to identify how the translator translated the addressing terms and the relation of the addressing terms toward the cultural context. Then, the writer comes to a conclusion that: The T and V approach also showed that power and solidarity become the main consideration for the characters in choosing addressing terms, so that the characters used different addressing terms depend on the status of the addressee and the relation among the characters. The translator used three patterns in translating addressing terms. In the first pattern, the translator used literal translation to translate Juffrouw, Noni, Mevrouw, Tuanmuda, Tuan, Ndoro, Meener, Papa, Ayah, Ayahanda, Sahaya, Aku, Kowe, and Nak. In second pattern, the translator used original terms, Noni, Nyai, Ndoro, Gus, Sinyo, and Mas in the target text. The last pattern is changing the addressing terms such as Nyai-Nyai, Tuan, Sahaya, Abang, Man, and Meester since the adaptation of target text. From the patterns above, it was found that the translator was inconsistent to translate some addressing terms because he translated one term used some different procedure that make the meaning of the addressing terms contradictory. Also he did not pay attention to the culture and the context that involve in addressing terms so he only did linguistic translation without concerning to the cultural influences. The main factor that lead untranslatability of translating Bumi Manusia's addressing terms is special concept of Javanese culture and Dutch colonial system that make the addressing terms can not be easily transferred to target. The difference of grammatical system of source language and target language also lead the translator to get difficulties in finding suitable equivalence for the addressing terms. Therefore the translator used double perspective to solve the equivalence problems. As a result double perspective that was expected to solve the problem instead made a larger problem because the translation of addressing terms become untranslatability and unreadable. SUGGESTION Addressing terms is general phenomenon which occurs in daily life. But, the analysis of translating addressing terms is still rarely discussed whereas linguistics and its branches is basically concerning with the use of language. From this study, the future researchers are suggested to be more interested in enlarging their knowledge dealing with applied linguistics, especially translating addressing terms which concerns with how translating addressing terms based on cultural context. Equally important, it is suggested for the readers to pay attention in choosing addressing terms based on the condition and the status of the addressee because the wrong addressing terms choices will make the addressee feel insulted or annoyed REFERENCES Ananta Toer, Pramoedya. 2011. Bumi Manusia. Jakarta: Lentera Dipantara. Ananta Toer, Pramoedya. 1996. This Earth of Mankind. New York: Penguin books Ltd. Ashcroft, Bill and Griffiths, Gareth. 2002. The Empire Writes Back – Theory and practice in post-colonial literatures. New York and London: Routledge Taylor & Francis Group. Bogdan, Robert. C and Sari Knopp Biklen. 1982. Qualitative Research for Education: an Introduction to Theory and Methods.Allyn and Bacon. Inc. USA Brown, R., Gilman, A. 1960. The pronouns of Power and Solidarity. Thomas A. Sebeok, eds. Style in Language. Cambridge-Massachusetts: The Technology Press of Massachusetts Institute of Technology, 252-275. Geertz, Clifford. 1960. Linguistic Etiquette. Thomas A. Sebeok, eds. Style in Language. Cambridge-Massachusetts: The Technology Press of Massachusetts Institute of Technology, 282-295 Holmes, Janet. 1992. An Inroduction to Sociolinguistics. London and New York: Longman Group. Hornby, A. S. (Ed.) 1948. Advanced Learner's Dictionary (7th ed.). Oxford: Oxford University Press. House, Juliane. 2009. Translation. Oxford: Oxford University Press. Machali, R. .2000. Pedoman Bagi Penerjemah. Jakarta: Grasindo. Nababan, R. 1999. Teori Menerjemah Bahasa Inggris. Yogyakarta: PustakaPelajar Pramoedya Ananta Toer. Retrieved on June 25, 2013 from site: http://en.wikipedia.org/wiki/Pramoedya_Ananta_Toer Rothschild, Metthew. Interview with Pramoedya Ananta Toer. The Progressive Magazine. Retrieved on June 26, 2013 from site: http://www.progressive.org/mag_intv1099 Sugiyono. 2010. MetodePenelitianKuantitatif R & D. Bandung: Alfabeta. Wardhaugh, Ronald. 2006. An Introduction to Sociolinguistic.Oxford: Blackwell Publishing Widyastuti, Susana. Componential Analysis of Meaning: Theory and Applications. Online journal. Retrieved on June 25, 2013 from site: http://eprints.uny.ac.id/1174 W. Kreidler, Charles. 1998. Introducing English Semantic. London: Routledge.
COCO'S IDENTITY CRISIS AND LOVE IN WEI HUI'S SHANGHAI BABY Rosandina Amalia English Literature, Faculty of Languages and Arts, Surabaya State University Ochan.strezz@gmail.com Drs. Much. Khoiri, M.Si English Department, Faculty of Languages and Arts, Surabaya State University much_choiri@yahoo.com Abstrak Identity adalah tanda seseorang untuk membuat mereka berbeda dari yang lain. Dalam hal perbedaan, sering menjadi krisis bagi mereka yang tidak bisa mengendalikan identitas mereka. Mereka mengalami identity crisis; itu adalah masalah yang membawa orang ke jalan yang sesat. Ada begitu banyak faktor yang menyebabkan krisis ini; dalam penelitian ini salah satu faktor terbesar adalah love. Selain itu, love adalah akar dari identitas masyarakat karena itu adalah pusat untuk mengenali diri mereka dan juga orang lain. Penelitian ini memfokuskan pada identity crisis Coco dan pengaruh love yang dapat mempengaruhi identity crisisnya di Wei Hui Shanghai Baby. Tujuan dari penelitian ini adalah untuk mengidentifikasi identity crisis Coco di Wei hui Shanghai Baby dan menganalisis love Coco yang mempengaruhi identity crisisnya. Penelitian ini menggunakan dua teori, identity crisis mengacu pada teori Erikson yang menunjukkan gejala identity crisis. Teori love yang mempengaruhi identity crisis diambil dari Robert. J. Stenberg. Hasil analisis menunjukkan bahwa identity crisis Coco memiliki dua gejala; mereka adalah kebingungan peran dan keintiman. Identity crisis Coco itu sendiri disebabkan oleh love. Love memiliki tiga komponen-keintiman, gairah dan komitmen-dan masing-masing komponen memiliki empat jenis yang menjadi pembangunan komponen tersebut. Pengaruh identity crisis pada Coco memiliki semua komponen love. Terakhir dari semua, identity crisis adalah gangguan yang dapat menyebabkan seseorang untuk menuju ke jalan yang sesat, dengan cara yang berlebihan. Kelebihan ini membuat orang memaksa diri mereka untuk menutupi semua kebutuhan itu, termasuk love. Dengan demikian, love bisa menjadi aspek untuk pembangunan sebuah identity. Kata kunci: identity, identity crisis and love Abstract Identity is the sign of someone to make it different from another. In terms of differences, it often becomes a crisis for those who can not control their identity. They face an identity crisis; it is the problems that bring people into an astray way. There are so many factors that lead this crisis; in this study one of the biggest factors is love. Additionally, love is the root of people's identity because it is the ground to recognize their self and also someone else. This study focuses on Coco's identity crisis and the influences of love that can influence her identity crisis in Wei Hui's Shanghai Baby. The purpose of this study is to identify Coco's identity crisis in Wei hui's Shanghai Baby and to analyze the way Coco's love influences her identity crisis. This study uses two theories, the identity crisis refers to Erikson's theory that shows the symptoms of identity crisis. The theory of love that influences the identity crisis is taken from Robert. J. Stenberg. The result of the analysis shows that Coco's identity crisis has two symptoms; they are role confusion and intimacy. Coco's identity crisis itself is caused by love. Love has three components—intimacy, passion and commitment—and each component has four types that become the construction of the components. Coco's influence of identity crisis has all of the components of love. Last of all, identity crisis is the disorder that can lead someone to an astray way, an excessive manner. This excess makes people force their selves to cover all of the necessity, including love. Thus, love can be an aspect for the construction of an identity. Keywords: identity, identity crisis, and love. INTRODUCTION Identity is one of the most favourable themes because it is the parts of human life. Identity is ubiquitous in contemporary of social value, cutting across psychoanalysis, psychology, sciences, history, politics, culture and also sociology. Identity is defined as all information associated with an individual or organization. It defined a set of meaning applied to the self in a social role or situation defining what it means to be who one is (Jacobson, 2003: 3). The relative usages of identity is in terms of the essential to the culture of a people, to common identification with a collectivity or a social category, also in contemporary works on social movement, thus creating a common culture among participants. Individual, ethnic, national, transnational are the instructors of the identity hierarchy that some of them are acquisitive and selective whereas some of them are non-acquisitive, depending on the structure and circumstances person's opportunity. Identity crisis is a universal issues and each of every person can actually experiences the crisis. Identity crisis is the reflection of person life that can make them stronger or even weakness in the identity. Identity crisis is one of the biggest problems for human life because it brings people that face it into an astray way. Another thing is that people that have an identity crisis will have an excessive to something. They will have something pleonastic to something that they think its important and can make them happy, comfortable and also feeling better. It means people who have the identity crisis will do something that can make their self happy even its too much and they never care about what other people thought about her/him as long as they satisfied about something that they need. So, the identity crisis is the identity problem of a person that brings them into an astray way, an awkward character and even an excessive to something. Its interesting when Shanghai Baby (1999) by Wei Hui has much controversy in Chinese culture and beyond in the earlier of millennium era, because it is generally a taboo novel in People's Republic of China (PRC). It is rightfully banned in China because of its controversy, things that make it becomes as the controversy is not only about the audacious topics such as sex, pornography portrayed, desire and all taboo subjects in Chinese literature, cultural criticism imagine and also the construct tension between a gender, race and ethnicity. It is about a young urban woman leading a wild and an extravagant lifestyle. Her high desire to her couple makes her forget for a while about her identity as a Chinese woman. These presences of the love and the identity crisis of a woman as the main character in the novel, Coco, indeed, are portrayed clearly. The love in this novel is something that can make the main character in the novel has the crisis in her identity. Love is the one that has a big influenced to find the right identity. It depends on the people that choose the love. Love can control everything, include the identity of a person. The crisis of a person can show by their character to the people and the society around. People that usually have a problem with their identity, they have an identity crisis inside their identity. In Wei Hui's Shanghai Baby, the main character here is a woman named Coco, 25 years old. Her real name is actually Nikky, but she called Coco because her idol named Coco Chanel. She is a waitress but she is also a writer for her novel but she still does not finish her literary works until she meet with a guy named Tian Tian. Then he becomes Coco's boyfriend but he is an impotent boyfriend which leads her to another man because Tian Tian can not give her the satisfaction in her sexuality. Coco feels so frustration because she can not get her satisfaction with her boyfriend. This brings her to the other man named Mark. He is a foreign guy from Germany. He only becomes a man that will give her the satisfaction in the bed. Beside she had a frustration with her boyfriend, she also faced a role confusion which makes her has only limited friends. She also often isolates her self alone in the apartment of her boyfriend that she placed it to finish her novel. Furthermore, she has an intimacy with her 2 lover, whether from her real boyfriend and also from her affair man. Because she is a writer, she also has a good imagination of something, but she also can not distinguish which one is the imagination and which one is the reality. Her dreams is always blows her up, it brings her everywhere until she goes everywhere that she did know where should she go and what should she did. She confused which man than she loves. The ending of the story is so ironic which is her Germany lover should back and live forever in Berlin and after that not long after the leaving of Mark, her beloved Tian Tian death cause of he consumed drugs. Coco finally decided to go to Berlin to publish her novel. Coco loses her lovers, both of them but she still alive even she only has a limited power to live. It gives clear portrayed that Coco has a problem with her identity, especially with her love identity. She can not choose the man that she loves because she loves both of them while the balance in life is people should choose only one person to be our lover, to be the one only that can share a future together. In accordance of background study above, it can be simplify to discuss among two problems that emerge as significant concern toward this novel. How is Coco's identity crisis reflected in Wei Hui's Shanghai baby? How does Coco's love influence her identity crisis in Wei Hui's Shanghai baby? Based on all of the facts above, this study intended to a key which is about the human identity crisis by one of the post-Freudian theories, Erik H Erikson. Beside the theory of identity crisis, it uses the theory of love to give a clear explanation about Coco's love that influences her into the crisis of the identity. The love theories come from Robert Stenberg that has 3 main components of love that related to the main character in the novel to solve the statements of problems. RESEARCH METHOD It must be a data in every researches, even the literary research has a data. The data is not contains of a numeric data but it contains of a qualitative data which emerge a fascination to interpret literary works. Qualitative data are attractive. They are sources of well-grounded rich description, and explanation of processes occurring in local context (Miles and Huberman, 1984: 11). It means that the qualitative data in literary research indeed more interesting because it contains of a deep and clearly explanation and description about the literary works as an object of the data. Here, it will present the data from 2 kinds of classify, they are: Data Source Data source is a subject of the research. There will be 2 kinds of data sources, first is the primer data. It takes from the subjects of the research. The concrete data sources that will be used in this thesis is the novel itself, entitled Shanghai Baby by Wei Hui. It published in 1999. It will envolves quotations, fragments and dialogues or monologues that indicate the factors and the resolution leading to Coco's identity crisis and her love. And the second is secondary data which can take from many kinds of books, journal, magazine, previous studies about the related topic. It also puts to the references where the researcher finds the secondary data. Data Collection During the collected of the data, the researcher had read the novel as the subjects, comprehend the contents of the novel and also understand about the concepts of the topic. It called as the library research. Analysis during data collection lets the fieldworker cycle back and forth between thinking about the existing data and generating strategies for collecting new-often better quality data (Miles and Huberman, 1984: 49). It means an extensively and intensively close reading through to the novel. And then finding some proper quotations which are used to reveal the main idea of the novel that emerge the identity crisis of the main character in the novel. The data collection will have a long process during the research as long as the researcher feels that the data is accurate or not. The researcher will move forward and even move back again to make the research becomes better. ANALYSIS The first section is about Coco's identity crisis. the related theory of identity crisis comes from Erik H. Erikson. It decided into 8 stages and each stage has a psychosocial crisis (Erikson, 1974: 90). The psychosocial crisis is symptoms that every stage of age will have the different crisis. There are many symptoms that emerge an identity crisis, such as shame and doubt, guilty feeling, inferiority, role confusion, intimacy and isolation, self-absorption, and despair. In this case, Coco's character emerge two symptoms that really related to the crisis. They are role confusion that has in the fifth stage and then an intimacy that put in the sixth stage which in the adulthood. Role confusion is the act of confusing or the state of being confused. As Erikson said that human experience an identity confusion in an area's, such as career, and some path areas of interest choice of friends relationship and etc (Erikson, 1974: 93). Role confusion is the act of confusing or the state of being confused. As Erikson said that human experience an identity confusion in an area's, such as career, and some path areas of interest choice of friends relationship and etc (Erikson, 1974: 93). I sat on the sofa, my hand cradling my head, asking myself if I really understood myself as a woman. Was I really attractive? Wasn't I a bit hypocritical, snobbish, and fuzzy minded, too? The problems of my life stacked up one on another, and it would take an entire lifetime just to overcome them. (Weihui, 1999: 105) When she is alone while holding her head, she often thought about something. Even it is about her self, another thing about life, her fantasized and she always has a thought about something when she is in a lonely circumstances. In this time, she thought about her self as a woman. She is still in a confused condition with her gender as a real woman. It gives the real fact that her confusion about her minds. She is confused about her characteristic as a woman. She thought that she is a woman but she still can't understand about her self as a woman. She even can't choose who really she is. She actually has the quality of attracting to the men. She is a charming woman. But, she is still confused about that. Whether she is a woman with a certain character or not she still does not know well about it. "Wasn't I a bit hypocritical, snobbish, and fuzzy minded, too?" (Weihui, 1999: 105). She told to her mind that is she a liar, hypocrite, or even a person that has a big heart but really likes to show off to everyone, and also between her fussy minded that talks too much. It is so complicated problem for her. She faces a professing feelings or virtues one does not have. She has a characteristic of those who incline to social exclusiveness and who rebuff the advances of people considered inferior. This is the causes of her problem that stacked and being mess up. "I didn't know what to do, what day it was, or who I was" (Weihui, 1999: 239). She never be a normal person if she still has a fussy minded and confusion about her self. For instance, she always has confusion between her self. One day, when she has no friends in her apartment, she has nothing to do, not even has a plan to go out to do something. But she also confused what day is that and who really she is. Her problems will overcome to her as her fussy minded emerge. "Agitated, I circled the room. At last, I decided I had to leave the apartment, for where I didn't know, but I had money in my handbag and my face was made up." (Weihui, 1999: 105). She is a fussy minded but sometimes she also has a nothing thought. It proves when there is no one in her room, she decided to leave. But she even does not know about where she would go after she is leaving her room. Her mind told that as long as she had enough money, she can go everywhere she likes. She is totally out of focus of something. She can not focus only in one way, to finish her novel. "I'm in Beijing," I said, as my heart was seized by a sharp wave of tired tenderness. I didn't even know why I was in Beijing at this moment." (Weihui, 1999: 111). After she circled her room, she decided to go to Beijing to meet her old friend. She went there only for spending her time, not to be alone and lonely in the apartment. But, she actually didn't know exactly what her purpose to go to Beijing. It was so useless when she told to Tian Tian on the phone. This really shows that her minds is still wishy washy. She even didn't know about the place that she went at that time. The second role confusion is between a woman in the real life or as the writer in the unreliable life. Her grandmother decided what she wants to be in the future. In fact, it was my grandmother who predicted that I would be a writer. With a literary star shining down on me and a belly full of ink, I would, she said, make my mark one day. (Weihui, 1999: 18). By the predicted of her grandmother, Coco's feeling had been hypnotic that she will be a writer. She fetch up all standing by her grandmother's predicted. "Coco, I've got an idea," he said. "What idea?" "Why don't you give up you job at the cafe?" Tian Tian said. "Then what would I do?". "We have enough money, not to have work all the time. You could write your novel." (Weihui, 1999: 6) In a time, when she mets Tian Tian at the first time and Tian Tian asked her to be a writer, she suddenly agreed with that decision without thinking about another risk. Actually, she had already made a several job, it is in the magazine company publisher and also she had already wrote a several short stories but it didn't make succeed. That is the causes she quits become a writer until she met Tian Tian. She started to write again as Tian Tian grant to her. Tian Tian asks Coco to become a writer again because he trusts Coco that she can write again. It brings the clear explanation that she still uncertain about her ability to be a writer. After she met Tian Tian that makes her ability suddenly appear again. "From the moment I first saw you at green stalk, I just feel you were cut out to be writer." Tian Tian went on (Weihui, 1999: 23). As Tian Tian said that he totally sure that Coco's life were being set as a writer. He saw Coco at the first time when she done her job in Green stalk cafe. Started at that time, Tian Tian saw Coco that she is correctly to set as being a writer. But she still uncertainty about her self to be a writer. The novel had brought me in a worry. I didn't know how to disguise myself effectively to my readers. In other words, I didn't want to mix my novel up with my real life and to be honest, I was even more worried that as the plot developed, it could have an impact for my future. (Weihui, 1999: 92) This is become her trouble to become a famous author. The novel that she wrote, she had to be an invisible woman. She had to separate between herself in the real life with her self in her novel. She needs to modify the manner in order to conceal her identity of her character in the novel. Because if she wrote her real life in the works, people thought about her life is abnormal. By the time she felt so worry if she went so far. She feels truly sad and becomes so pessimistic about her novel. Her pessimistic appears since her novel did not make any significant change or even she has no feeling that her novel will become a sensational novel or she will become a famous author. She even more worries when she can't distinguish her real life that proper to be written in her works. It gives an impact in her future, what is the impact of it she still does not know about it. Who knows what the future brings, but she has to avoid the bad things happen in her life. The way to avoid the bad thing is not to invoke her real life in her novel that she wrote. She wants to be a writer but not to write about her real life as public consumptions. Another thing that can appear her spirit to become a writer is her psychologist, David. He is not only suggested her as a writer but also give a value to Coco's character. The third Coco's role confusion comes from her love. She has two different characteristics of her lover. Between her real love Tian Tian and also her affair Mark. After she quits from her job in the Green Stalk cafe and her parents forbid her to live in Tian Tian's apartment, she gets so out of control. She meets with the Germany man in her friend party, Madonna. The Germany man named Mark. Mark's abilities seemed to have been a gift from the gods, whereas Tian Tian was the total opposite. They were like beings from two different universes. Their existences met in inverted images of themselves projected onto my body (Weihui, 1999: 177). Her role confusion to choose between Mark and Tian Tian started when all of them show their differences. Mark has so much abilities and much power to attrack his opposite. He is also a business man that has so much relation everywhere. He is a business man that work for a while in Shanghai. Tian Tian just couldn't handle sex. I'm not sure if it was related to the tragedy that caused his mental problems, but I remember the first time I held him in bed. When I discovered he was impotent, I was devastated, so much so that I didn't know if I could stay with him. Ever since college I had seen sex as a basic necessity (although I've since changed my mind about this). (Weihui, 1999: 5) In that quotation shows that the men named Tian Tian is Coco's boyfriend that she just recognised him not too long. Tian Tian also has a problem with his identity because his background of his life is not really good. "Grandmother was convinced it was murder. My dad didn't have any history of heart disease; she said my mother killed him. That she had another man over there, and they plotted it together" (Weihui, 1999: 3). In addition, the background life of Tian Tian is because of the mystery death of his father and the unfaithful mother. But, he still does not believe her grandmother, it can probably true. These bring his silent and cool characterisation in his daily life. "Tian Tian just couldn't handle sex" (Weihui, 1999: 5) from the quotation, it gives clear description that Tian Tian has a trouble with his sex ability. He can not handle his lust even he has a trouble with his sex ability. He is an impotent, but Coco does not know the cause of his impotent. "I'm not sure if it was related to the tragedy that caused his mental problems, but I remember the first time I held him in bed" (Weihui, 1999: 5). Perhaps, it has a relation to his mental tragedy that caused his mental problem. That is the causes of his impotent. He has no desire to a women, Coco is the one that he loves much. In the other hand, Coco feels disappointed with the sexual of Tian Tian. "I was devastated, so much so that I didn't know if I could stay with him" (WeiHui, 1999: 5). Until she is speechless to lay waste and think about what should she does for the next after she knew he was an impotent. If it takes a look to the Erikson stages, this case has a problem with Coco's love that has in the sixth stage. The sixth stage believed that love could become something that heal everything, include the crisis of identity. But, in this case, it would never happen because the cause of the crisis itself is love. Coco's feeling is so shatter when she knows that her lover can not give her a satisfaction. Coco has a big lust to a man that she loves. "Ever since college I had seen sex as a basic necessity (although I've since changed my mind about this)" (Weihui, 1999: 5). It shows when she was in the college, she really likes sex and she makes sex as her necessary in her life even she tried to handle this but she can't. In this case, she has role confusion in her adolescence period that can cause the refusal from the society because of her attitude. It proves in her last sentence. Furthermore, for her sex is her basic necessity, it is also for everyone. She has a life compulsion. As it mentions, she needs a sexual satisfaction to give her alive and defend her self. "The man I love can't give me a sexual satisfaction, and worse, he can't give me a sense of security. He smokes drugs, and he's disengaged from the world. Now he's carried his kitten off to the south, and it seems as if he could leave me at any time. I mean forever. Meanwhile, a married man is giving me physical satisfaction but has no impact on my emotions. We use our bodies to interact and rely on them to sense each other's existence, but they're also a protective layer between us, keeping us from connecting mentally" (Weihui, 1999: 104) That is all of her explanation to her psychologist, David. It is clear enough that she really has a serious trouble with her life, the people that she loves. Her first serious problem is with her real love, Tian Tian. He can't give her satisfaction in the bed. She is lack of the gratification of a desire's needed. She is insecure from many bad things around because Tian Tian can't save her. He unconnected him self from something that holds fast and entangles. He is a serious drugs smoker. He is also alienate him self from the world. He really likes to be alone and push him self away from people. This is really bad for Coco that has an ambition's character. Another side comes from her affair. Mark is a husband from a Germany woman. But Coco felt satisfaction with Mark. He gives too much about a lust to Coco. Unfortunately she has no emotion to Mark, even it is only about caring him even less for loving him. He is capable of giving protection to Coco but she only relies on Mark's body to give her a satisfaction in the bed. She only separates herself with Mark as a sex partner to give a mental satisfaction. Her purpose to hang affair with Mark is only to give her alive. Without a lust from the man, Coco's feeling will be so wild because she can't life without a sex from a man. Without sex, she is never being an existed woman. She is really in trouble. As it mentions in the first paragraph, "ever since college I had seen sex as a basic necessity (although I've since changed my mind about this)." (Weihui, 1999: 5). This novel has a thick relation to love. Love is something that Coco's need to life alive. Indeed, she has so many people around that really love her so much. But, she needs the special person to love her, to share her life together for her future. Sometimes, love can become the cause of someone's problem. It becomes the causes of an identity, characteristics and also another psychological problem. In this case, Coco faces an identity problem that influenced by her love. Intimacy love appears because of there is comfortable feeling, ability to intimate a relationship between people. Intimacy as the component to create a love, intimacy emerges in the Coco's love. There are also several types of love that will make this intimacy appears. They are types of liking as a friendship, romantic love, companionate love, and also consummate love. All of those types emerge in Coco's love. For the first types of love in this intimacy is the type of liking as a friendship. It only happens between her friends, Madonna. As she knows her not too much from Tian Tian, she spends not too much time with her. But one day, they spend a couple days to share about their love in warmth. "Poor you! Your worries have used up all your endorphins. You need to watch your health!" (Weihui, 1999: 173). It shows when Madonna feels so worry about Coco's condition because of her bad mood circumstances. She tired in her worries about her novel. Until, she spends a week to write a lot, finish her novel until she never gets out form her room. She needs refresh her mind, then Madonna comes and stays there. That's what a friend for. The next type of love that emerges her identity crisis is the type of companionate. Companionate of love occurs in the family, when there is a big commitment but has no passion at all. Coco's commitment to her family is about her life as being a good woman in front of her family. A well-manner man, he spoiled me from the start. By the time I was three, he had trained me to appreciate operas such as La Boheme. He always worried that when I grew up I'd lose my body and soul to a sex maniac. I'm his most precious baby, he says, and I should treat men cautiously and never shed tears over them. (Weihui, 1999: 19) This fact shows that she doesn't grow as a good woman as the wishing of her parents. Her family had reined her to become a good woman. But her parents are totally go in the wrong way. Her father comes from a well manner man contains of a lot of knowledge as the lecture in one of the university in Shanghai. He is so worried about her daughter. When Coco still in the three years old, he often brought her to see an appreciate opera such as La Boheme. He thought that it would trained her about how to be a good woman. But, that's all about her father's efforts is totally useless. She won't to disappoint her father, and she hides her real self in front of her family. As long as she doesn't make them cry or disappointed, she still stay calm in front of them. Even thought she has no one to share about her boyfriend, about her novel and even about all of the whole cruel life that she faced. The next type of love in this intimacy is the romantic love. The deepest love comes from Tian Tian, a man younger than her. Their introduction from one to each other is too fast. Until, that is, the day he gave me a note said "I love you" along with his name and address." (Weihui, 1999: 2). It's clearly enough that Tian Tian falling in love with Coco at his first sight when Coco still does a job in the cafe. He directly gives her a note that he loves her by not saying any words or even knowing her name. "I don't know why. I just wanted you to make love to me perfectly just once. I want you so much, because I love you." (Weihui, 1999: 245). The strength of romantic love appears. Romantic love also has a passion beside the intimacy to the closeness. Even she has an impotent boyfriend, but she still wants to heal her boyfriend. Her statement proves that she really loves her boyfriend even she has to convey to herself that he never has sex with her. This leads her intimacy to another man that can satisfied her. She really wants him to be a normal person in order to feel the real sex from the one that she really begs on her life. This passion brings her to the deepest romantic love. The passion's component of love is one of the parts that take much in this novel. It has a lot of impact to Coco's identity crisis because of this component of love. There are types of love that can be the shape of passion. They are infatuation love, fatuous love and also romantic love. As it explained in the previous chapter, infatuation love is a love at the first sight and also a crazy love because of something that interact people to stay with their couple. In this case, Coco also faced love at the first sight to Mark. "His eyes were shining in the darkness, like those of an animal lurking in the shrubbery. I was surprised by the feeling those eyes gave me." (Weihui, 1999: 29). She suddenly feels so attracted by Mark's gaze on her. His eyes is so glistening with his sharp sight. She feels like she has no power at all not to look his eyes stared at her. This is the symbol of the love at the first sight to Mark. Started her meeting with Mark, she begins affair from Tian Tian. Her first sight to Mark is the inception of her problem with her confusing love, confusing identity and confusing her intimacy. While her fatuous love started when she was in a college. Coco's infatuation love emerges when she was in college. It shows that she has a big lust since she was in her college. She told about her crazy boyfriend. He is the person that teaches Coco about sex. Started at that time, she has a big lust, a high desire to the man that she loves. "My ex just happened to cater to several of those dispositions, from dependence to masochism to narcissism, and my need to atone to my mother for my sins would be an emotional theme throughout my life." (Weihui, 1999: 35). He leads Coco to the bad characteristic. Masochism brings Coco to an abnormal condition in which pleasure, especially sexual pleasure, is derived from pain or from humiliation, domination by her ex boyfriend. She has the tendency to derive sexual gratification, from being physically or emotionally abused. Romantic love from Coco between her relationship with Tian Tian and also her affair with Mark is appears. She is deliberately behaves in such a way as to attract attention from Tian Tian. She performs dangerous stunts to attract attention and also a compulsive desire to expose her genitals. He showed no pity, never stopping for a second. The pain burst into a kind of apoplexy. "I opened my eyes wide and looked at him, half in love, half in hate. I was aroused by his naked white body." (Weihui, 1999: 63). It happens when they had a sex. Mark is really lustful to Coco, he until didn't give Coco a chances to take a breath. He has no compassion to Coco because he is in the top of his lust. He had a sex with Coco such a fit of an extreme anger to her. He is just like loss of his consciousness. She also stimulated her sexual desire by Mark's body. She feels a great sexual desire with Mark. "That very night he successfully improved his knowledge of me, from my breast down to my toes, from my heavy breathing to my loud cries." (Weihui, 1999: 69). Until, Coco feels so satisfied with Mark's act in the bed. She is really enjoying that sexual affair. I promised Tian Tian I would visit him often and that I would take a good care Fur Ball and myself. I would write seriously and finish my novel. I wouldn't let myself sink into nightmares. I had to believe I was the luckiest and most beautiful woman alive and that miracles do happen. It was all I could do. I swore I would await his return. I love you. And that's how my love is (Weihui, 1999: 165). Fatuous love is love pushes by desire and also a commitment to go to the future, it is marriage. This happens between Tian Tian and Coco. Coco wants Tian Tian to go to the Reproduction Healthy Centre because she really wants him to recover him self. It means that she really hopes to Tian Tian's health. She really cares to Tian Tian but Tian Tian never cares about his health. Beside Tian Tian has a problem with his genital, he is an impotent, he is also a drugs user. He becomes so drugs user when he was far away from Coco. He took morphine. Unfortunately, he doesn't realize that Coco wants him so much in the future. Beside her care to Tian Tian is too much, she also has a commitment to her self that she will finish her novel. Her novel is the only hopes for Tian Tian's life. She wants to grant Tian Tian's hope. She won't disappoint him. Her commitment here will bring her to the spirit of a life instinct, so does Tian Tian. Commitment love also has a several type of love that built this component. They are an empty love, companionate love, fatuous love and the last is consummate love. The companionate love and fatuous love had been discussed in the previous component of love. They also emerge the strong commitment. an empty love appears because of a compulsion from someone. Even a strong love suddenly can become an empty love because of the broken role of a relationship, but it still has a commit through to the future. In the commitment component, Tian Tian had to fix him self to life with Coco but he had no responsibility to her. While the opposite happens to Coco, she had to take a full responsibility to Tian Tian because he has not much friends to share, dissociable from her family and also his society around. She has to be more carefully also to Tian Tian because he consumes morphine too much everyday. "For no good reason, I felt responsible for him – and also a sense of remorse." (Weihui, 1999: 23). She feels a sense of deep regret and guilt for some misdeed. She has to be more patient and has a strong enough emotion to face Tian Tian's character as being a drug user. Coco also is a woman that has a strong desire for success or achievement. He describes Coco is a person who wishes to rise above her present position or condition. She has full of power to be a success woman that has an enough effort for her better life. She is also a loyalty person to her future. From all of Coco's power to be a success woman, it gives an impact to Tian Tian. He has to commit to him self that he has to be alive because of Coco. He stated to him self of being committed or pledged to Coco that he had to have a good effort for his better future. In order to convince Coco about his committed. CONCLUSION In Wei Hui, Shanghai Baby, the main character is Coco. She has an identity crisis and it influences by her love. As the identity emerges problem for Coco, it followed by the appearing of 2 statements of analysis in this study. Therefore, based from all of the recent analysis of the data, the result can be concluded that there are two conclusions. Firstly, she has a different character because in her previous period she can't choose a certain identity for her self. She has a problem with her identity. If an identity can't be the people's necessity, they will out of control and have a divergent in their identity. It called as an identity crisis. She faces an identity crisis with the role confusion and also an intimacy. Her role confusion emerges between her profession as a writer and also her self as a woman. She can't choose which one that will be the most important for her life. She is a writer, she also has a good imagination of something, but she can not distinguish which one is the imagination and which one is the reality. Her dreams is always blows her up, it brings her everywhere until she goes everywhere that she did know where should she go and what should she did. Her role confusion emerges because of her lover too. She has 2 lover, but her real lover is an impotent while another one is a foreigner from German. This brings her a sexual disorder with her boyfriend, Tian Tian while Tian Tian is an impotent. She can not choose which one is the best for her. So, her choice is just only depending on her 2 lover whether Tian Tian will leave her or Mark that leave her away. Whereas her intimacy between 2 lover run well, she has no problem when she met with Mark. She can not get what she wants from Tian Tian. Mark only becomes a man that will give her the satisfaction in the bed. She does an affair with Mark, she really satisfied with Mark but she won't to fall in love with Mark because she still has Tian Tian. Even she has Tian Tian, he can't give her the best secure for her, lack of attention because Tian Tian is too busy with his morphine. She can not choose the man that she loves because she loves both of them while the balance in life is people should choose only one person to be our lover, to be the one only that can share a future together. Secondly, an identity crisis appears because of many factors. Actually the identity can go weakness because of the society around. Identity of someone sometimes annoys by many factors. The biggest factor from this novel that emerges the identity crisis is because of love. Love is a general way to healing something. But in this case, love becomes a trouble for Coco's identity. There are components of love that leads Coco to her identity problem. Her love contains of an intimacy, passion and also a big commitment for her future. All of the components appear a trouble for her life in searching for her identity about her self as a woman or as a writer. In every components of love, it has a several types of love that built becomes one strong component. The deepest love of Coco is only to Tian Tian but he can't give the satisfactions to her. This leads her to affair with Mark. She breaks the law of faithful, this brings her minds so blind until she can not think about what the future brings. She makes a relationship without thought what are the consequences that emerge by her relationship. Love needs a sacrifice to get the immortality of it. Tian Tian sacrificed his love to affair with another man even he knew it exactly what her lover did behind him, he still did not care much about it. He realizes that he can not give her the satisfaction. As final words, love can emerge not only as a happiness for people who feels it but also it can be a trouble for people who has not understanding well about their identity. Everybody wants the love and to be loved by people around. Love also can emerge the crisis of identity. REFERENCE Alwisol. (2009). Psychology Kepribadian. Malang: UMM Press. Arkoff. Abe, (2006). Psychology and Personal Growth. Allyn and Bacon Burns, D. D., (1985), Intimate Connections: The Clinically Proven Program for Making Close Friends and Finding a Love Partner. New York: Signet (paperback) Erikson, E. H. (1950). Childhood and Society. New York. _________. (1968). Dimensions of a New Identity. New York. _________. (1974). Identify: Youth and Crisis. Norton; New York. _________. (1964). 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AN ANALYSIS OF TRANSLATING THE ADDRESSING TERMS IN PRAMOEDYA ANANTA TOER'S THIS EARTH OF MANKIND Azimatul Fauziah English Literature, Faculty of Languages and Arts, State University of Surabaya azimatul13@gmail.com Dian Rivia Himmawati, SS, M.Hum. English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya dianrivia@gmail.com ABSTRAK Studi ini focus pada penerjemahan sapaan dalam Bumi Manusia sebagai bahasa sumber dan This Earth of Mankind sebagai bahasa sasaran. Penelitian ini bertujuan untuk mengetahui pengaruh dari kekuasaan dan solidaritas dalam penerjemahan sapaan dan mengetahui faktor yang menyebabkan ketakterjemahan dalam menerjemahkan sapaan. Metode deskriptif kualitatif, teori penerjemahan (House; 2009), hubungan antar kata , kata ganti orang yang memiliki kekuasaan dan solidaritas (Brown and Gilman; 1960), dan register kategori Halliday digunakan untuk menganalisa data. Hasil analisa menunjukan bahwa ada tiga macam sapaan di This Earth of Mankind, sapaan dalam bahasa Belanda, Melayu, dan Jawa. Beberapa sapaan dari bahasa yang berbeda memiliki makna yang sepadan dan penerjemah menerjemahkannya dengan istilah yang sama dengan menggunakan 'denotative equivalence' dan pragmatic equivalence. Penerjemah gagal memahami bahwa penulis membedakan sapaan untuk penjajah dan jajahan, keluarga bangsawan dan masyarakat umum, hubungan formal dan keakraban. Masalah penerjemahan sapaan terjadi ketika sapaan tersebut memiliki konsep khusus yang berhubungan dengan budaya tertentu namun tidak memiliki istilah padanan dalam bahasa sasaran dan karena sistem tatabahasa yang berbeda. Oleh karena itu, penerjemah menggunakan dua pandangan yang berbeda untuk menerjemahkan sapaan. pandangan yang pertama terpusat pada bahasa sumber sedangkan pandangan yang kedua terpusat pada proses penafsiran penerjemah. Hal tersebut membuat terjemahan menjadi sangat berbeda jika dilihat dari mode (cara), field (bidang), dan tenor (tujuan). Kata Kunci: penerjemahan, sapaan, padanan, budaya, kekuasaan ABSTRACT This study focuses on the translation of addressing term in Bumi Manusia as source text and This Earth of Mankind as target text. The purpose of this study is to find out the influence of power and solidarity in translating the addressing terms and find out the factors of untranslatability in translating addressing term. Descriptive qualitative method, translation theory (House; 2009), lexical relation (Kreidler; 1998), pronoun of power and solidarity (Brown and Gilman; 1960), and Hallidayan register categories are applied to analyze the data. The result show that there are three kinds of addressing terms in This Earth of Mankind, Dutch addressing term, Malay addressing term, and Javanese addressing term. Some addressing terms from different language have the same proportional meaning and the translator translated them as the same term and the translator used denotative equivalence and pragmatic equivalence. The translator failed to catch that the author differ the addressing term to show the difference between colonize and colonizer, aristocrat family and common people, intimacy relation and formal relation. The problem of translating addressing terms appeared when the special concept of addressing term related to particular culture do not have any equivalence term in target text and the different of grammatical system. Therefore, it makes the translator use double perspective in translating the addressing term. The first focuses on the source text while the other focus on the process of interpretation by the translator. It made the result of the translation become really different from the original seen from register categories: mode, field, and tenor. Keywords: translation, addressing term, equivalence, culture, dan power INTRODUCTION Bumi Manusia is one of the greatest works of Pramoedya Ananta Toer who was frequently discussed as Indonesia's and Southeast Asia's best candidate for a Nobel Prize in Literature. Terms of addressee plays important role in Bumi Manusia because it indicates the social status of someone. There are three kinds of addressing terms based on ethnicity in this novel. They are Dutch addressing term, Malay addressing term, and Javanese addressing term. Oyetade (as quoted in Chu-Cing Hsu; 2) defines terms of addresseeas words or linguistic expression which speakers use to designate the person being talked to while talk is in progress or which writers use to address the recipient in written communication. Moreover, Braun (1988:7) explains that the actual use and the function of addressing terms depands on the stucture of language, on the speaker's intention and on the address relationship between two interlocutors, as well as on the occasion of the occurrence. Juliane House (2009: 4) defined translation as a process of replacing a text in one language by text in another language. He also explained that translating is not only a linguistic act but it is also an act of communication across culture. Translating terms of addressee from Indonesian into English is not easy because they have different pronominal form. In translating addressing term, the translator should notice on the detail. Words can only be understood when it is considered together with the cultural context. So, in translating addressing term, it is not only replacing the word to another language but creating the same meaning and atmosphere as similar as the original text. Moreover, the addressing terms in Bumi Manusia are closely related to power. Braun and Gilman defined Power as ability to control behavior over another. They also said that power is a relationship between at least two persons, and it is nonreciprocal in the sense that both can not have the same power in the same area of behavior (1960: 254). People who have power will be addressed differently from common people. Power is associated with high social status and it reflects respect and honor. So, people from high social status will be addressed in polite way to show a great reverence. To translate a text as similar as the source text, it is needed to see whether the source text is equivalent to target text or not. House defined equivalence as how similarity of message or function is interpreted (2009: 29). There are many types of equivalence and it depends on the perspective that the translator used. It is possible to use denotative equivalence that use 'real world' referents to which the text relates. Also, the translator could use other equivalence such as pragmatic equivalence which focuses to fulfill its communicative function for the recipients. This study tries to discuss the factors of untranslatability in translating addressing term. There are two research questions for this study, (1) How does the translator translate the Indonesian addressing terms in Toer's Bumi Manusia into English version, This Earth of Mankind? (2) What is the influence of power and solidarity toward the choices of addressing terms in Toer's Bumi Manusia? This study tries to describe about the method of the translator in translating addressing term and know the influence of power and solidarity in translating the addressing term. This study only focuses on translating the addressing terms that have any equivalence problems in their translation and do not pay attention to grammar or another linguistic aspect. This study tries to describe about the process of young learner with visual learning style acquire language and know the relationships between personality and learning style. This study is not only focusing in linguistics but also covering learning activities and psychology area but it is not for learning strategy. Several theories are becoming main cores of this study, such as translation theory of House, lexical relation of Kreidler and Brown and Gilman in pronoun of power and solidarity. . RESEARCH METHOD This study uses descriptive-qualitative in getting and describing about the translating addressing terms phenomena in This Earth of Mankind. This study needs to be explained by words not by numbers or statistics, because this study is stressing on translation aspect and its relationship with culture. Bodgan and Biklen (1984:5) defined the qualitative approach as a research procedure which produces a descriptive data such as verbal or nonverbal utterances or words from the object being observed. The data for this study are utterances. There are two sources of data used in this study. Those data are Toer's Bumi Manusia as source text that was written by Pramoedya Ananta Toer and This Earth of Mankind as target text that was translated by Max Lane. Observation is used to analyze this research. Observation includes collection of the data that is needed by the researcher without manipulating. Sugiyono(2010, p. 146) adds that observation is done by the researcher about what the researcher wants to observe in the research. To observe this research, internet access and taking a note are needed by the researcher as the basic instrument. There were three steps to analyze the data. They were data reduction, data display and conclusion and verification. The researcher sorted the data by choosing the addressing terms that had problem with equivalence. Then, she displayed the data in table. Conclusion and verification became the last step of the data analysis process. In this case, the data had been displayed and discussed before were concluded. The conclusion was the answer of the problems existing supported by some theories related (Sugiyono, 2010, p. 345). To answer the first question, the researcher used lexical relation of Kreidler in his book introducing English semantic and translation theory by Machali. Then, in answering the research question number two, the researcher used pronoun of power and solidarity by Brown and Gilman, translation theory by Nababan and House, then collaborate with Hallidayan register categories of field, mode and tenor. ANNALYSIS AND DISCUSSION There are two analyses in this section. The first is the analysis of the method that was used by translator to translate addressing terms. The second is the analysis of relation between power and solidarity toward the addressing terms. In translating terms of addressees, the translator should find the equivalence between the source text and the target text. House (2009: 29) defines equivalence as a similar message and fulfills a similar function. The writer noticed that the translator use some different patterns. The first pattern, the translator tried to find out the literal or denotative equivalence which use 'real world' as referents for source text to target text. The second pattern, the translator used the original addressing terms from the source text and provided glossary for informing the meaning of the addressing terms in the end of the novel. The last, the translator changed the addressing terms to different addressing terms as the adaptation to the context of target language. After analyzing the method that was used by translator to translate addressing terms, the research used the following table to sum up the result: Table 1 The Comparison of Addressing Terms in Bumi Manusia and This Earth of Mankind No Original Translation Procedure Problem 1. Juffrouw Miss Literal translation Different in context 2. Noni Miss Literal translation Different in context 3. Noni Noni Annotation Inconsistent 4. Mevrouw Mrs/Madam/ Ma'am Literal translation Different in context 5. Mevrouw Miss Free translation Different in meaning 6. Tuanmuda Young master Literal translation Different in context 7. Tuanmuda Master Literal translation Inconsistent 8. Tuan Sir/Mr. Literal translation Different in context 9. Tuan Tuan Annotation Inconsistent 10. Tuan You/he Free translation Different in function 11. Tuan-tuan Tuans Free translation Different in meaning 12. Ndoro Master Literal translation Different in context 13. Ndoro Ndoro Annotation Inconsistent 14. Sahaya I Literal translation Different in context 15. Sahaya Your servant Free translation Different in meaning 16. Meneer Mr. Literal translation Different in context 17. Papa Father Literal translation Different in context 18 Kowe You Literal translation Different in context 19. Nak Child Literal translation Different in context 20. Nyai Nyai Annotation - 21. Nyai-nyai Nyais Free translation Different in meaning 22. Gus Gus Annotation - 23. Sinyo Sinyo Annotation - 24. Mas Mas Annotation - 25. Abang Your friend Free translation Different in meaning 26. Man Man Free translation Different in context 27. Mr Mr. Free translation Different in meaning As shown from the table above, Malay dominated the addressing terms because Malay is neutral language that can be used by Javanese and Dutch in their daily conversations. Noni, Tuanmuda, Tuan, Ayah, Ayahanda, Sahaya, Nak, Sinyo, and Abang are addressing terms that belong to Malay addressing terms. These terms are more common because Malay is widely used in all Dutch East Indies. In the other hand, there were some Javanese addressing terms such as Nyai, Ndoro, Kowe, Gus, Mas, and Man that were used in particular occasions or refer to particular people. Similar to Javanese addressing terms, Dutch addressing terms are only used for certain people. Juffrouw, Mevrouw, Meneer, and Meester are Ducth addressing terms that only used to call Dutch people. There are three patterns in translating addressing terms. In the first pattern, the translator used denotative equivalence which only focused on the meaning of the terms. Machali (2000) stated that as a method, literal translation considers as the most important translation procedure because the basic of literal translation is in clause or sentence level. However, translating addressing terms include and reflect the culture of the society because the addressing terms that were used by the characters determine their background whether their status or ethnicity. Even the words in source text have the same denotation with target text, they do not always have the same connotation. The translator used two different procedures in translating the addressing terms for the first pattern. The first procedure is lexical translation which is used to translate Tuanmuda, Tuan, Papa, Ayah, Ayahanda, Sahaya, Aku, Kowe, and Nak. Some of the terms are not appropriate because there is the difference of interpersonal perspective. The second procedure is adaptation. The translator attempted to make the addressing terms familiar in target text. The terms Juffrouw, Mevrouw, Meneer, Ndoro, and Noni are special concepts that were used in Dutch colonial era. The translation text could be understood by the reader of the target text, but the reader can not catch the essence that those terms are particular addressing terms for certain groups. So, even the words of source text have denotative equivalence in target text, but they are not suitable for the context of source text. In the second pattern, the translator did not change the addressing terms because the terms, Noni, Nyai, Ndoro, Gus, Sinyo, and Mas are special concept of source text that do not have any equivalence word in target text. The translator used annotation to translate because he persisted to use the original terms and gave glossary to explain the meaning of the term. The writer noticed that the translator is understand that the addressing terms have important role to distinguish the identity of the characters, but he only highlighted Javanese addressing terms. The concept of thing in Dutch and English are almost similar because they are in the same language family. So, the translator was easy to find out the lexical equivalence from Ducth terms to English terms. However, the concept of some words such as Noni, Sinyo, and Nyai are especially used in colonial era, so it is difficult to find out the equivalence in target text. Ndoro, Gus, and Mas are terms from Javanese culture who really emphasis in status and familiarity while English only differ for formal or informal situation. Unfortunately, the translator used inconsistent translation procedures for one term. For instance, the term Noni is translated as Miss by using lexical translation and the translator also used annotation in other text so that he did not change the addressing terms. These conditions would make the reader confuse and would make wrong interpretation that Miss and Noni are different. The last pattern showed that the translator change the form of the addressing terms. The translator used free style translation. The translator missed to understand the language system of source text and target text because he translated Nyai-Nyai as Nyais and Tuan-Tuan as Tuans. Nyai and Tuan are not English term, so the plural form of Nyai and Tuan are not necessarily Nyais or Tuans because it is unclear whether Nyai and Tuan are countable or uncountable noun. Accountability concept is universal concept that can be understood by all people and can be expressed through lexical structure in all language, but not all languages have grammatical category for number and not all languages apply the same concept for number. The second analysis is relation between power and solidarity toward the addressing using T and V because in previous part, there are many translations of addressing term that are not appropriate to the context of the novel. The ways of people in choosing the addressing terms are really related to the culture that exist in their society. The culture of society consists of everything that everybody has to know or believe in order to operate manner that acceptable for its member. In Javanese society, especially in the past, the kingdom applied feudal system. This system force lower class people to respect much to people who have more power. Gilman (1960; 252) defined Power as a relationship between at least two persons and it is nonreciprocal because both can not have the same authority. There are many forms of power such as physical strength, wealth, age, sex, institutionalized role in the state, the army, or within the family. The relations called older than, richer than, stronger than, employer of, richer than and nobler then are all asymmetrical. If A is older than B, B is not older than A. The relation called "more powerful than". The pronoun usage expressing this power relation is also asymmetrical or nonreciprocal, with the greater receiving V and the lesser T. Pronoun form of T and V were used by some European countries to differ between 'singular you' tu (T) and 'plural you' vos (V). Now, T and V are used as symbols; the T form is often described as the familiar form and the V form as the polite one. The superior will say T to the inferior and receives V, and vice versa. T and V approach also could be used to indicate solidarity. The T form is usually used by people who stand in the same position. It reflects symmetrical relation; for instance: attended the same school or have the same parents or practice in the same profession. The T of solidarity can be produced by frequency of contact as well as by objective similarities. The dimension of solidarity is potentially appropriate to all persons addressed. Power superiors may be solidarity (parents, elder siblings) or not solidarity (officials whom one seldom sees). Reciprocal T usage was always available to show intimacy. The following part would discuss the power of characters and its influence among the other characters and the writer used T and V form to analyze them. To sum up the relation of power and solidarity through the addressing term that were chosen by the characters in Bumi Manusia, the writer summarized them into a table. The table would illustrate the addressing terms, the interlocutors, the relation between interlocutors, and the function of the addressing terms. Table 2 The T and V form of Addressing Terms in Bumi Manusia No Addressing Term Interlocutor Relation Function 1 Juffrouw Java – Dutch Dutch- Indo nonreciprocal nonreciprocal Respecting respecting 2 Noni Java – Indo nonreciprocal Respecting 3 Mevrouw Java – Dutch Dutch -Dutch Indo – Indo nonreciprocal reciprocal reciprocal Respecting showing intimacy respecting 4 Nyai Java – Java Dutch - Java reciprocal nonreciprocal Respecting respecting 5 Tuanmuda Dutch – Java Java - Java nonreciprocal nonreciprocal Respecting respecting 6 Tuan Java - Java Java – Dutch nonreciprocal nonreciprocal Respecting respecting 7 Ndoro Java – Dutch Java – Java nonreciprocal nonreciprocal Respecting respecting 8 Meneer Java – Dutch nonreciprocal Respecting 9 Mama Ann – Nyai Minke – Nyai nonreciprocal nonreciprocal showing intimacy showing intimacy 10 Papa Indo – western nonreciprocal showing intimacy 11 Aku Java - Java Java – Dutch reciprocal nonreciprocal showing intimacy showing intimacy 12 Sahaya Java – Java nonreciprocal showing intimacy 13 Kowe Dutch – Java nonreciprocal Disrespecting 14 Nak Java – Java nonreciprocal showing intimacy 15 Gus Java – Java nonreciprocal showing intimacy 16 Sinyo Java –Indo Java – Java nonreciprocal nonreciprocal Respecting respecting 17 Abang Indo - Indo Java – Java nonreciprocal nonreciprocal Respecting showing intimacy 18 Mas Indo – Java reciprocal showing intimacy 19 Man Dutch – Java nonreciprocal Disrespecting 20 Mr (Meester) Java – Dutch nonreciprocal Respecting The table above shows that there are three functions of addressing terms, respecting, disrespecting, and showing intimacy. From the data above, the relations of the interlocutors are mostly nonreciprocal, so it shows that social status is very important in colonial era because the nonreciprocal relations illustrate the difference power between addressor and addressee. In many nonreciprocal cases, the higher social status will get V form from the addressors to show their respect and say T form because they are not stand in the same position as the addressee. Except respecting, nonreciprocal relation is also used to show disrespect. The addressing terms that are used to disregard are especially designed for lower class by upper class or have bad connotation. In contrast, to show intimacy, the relations of the interlocutors are sometimes reciprocal or nonreciprocal. The dimension of solidarity is little bit different from power, because even the interlocutors are not stand in the same position they can use intimate addressing terms because their relations are close. DISCUSSION After analyzing the translation of addressing terms from the source text to target text, now the writer discusses the result of the analysis. Comparison of Original and Translation The research compares the field, tenor, and mode of Bumi Manusia and This Earth of Mankind. The concept of field, tenor, and mode are sociolinguistic dimensions of context of situation jointly characterizing a particular register. House (2009; 33) stated that the original and its translation should have an equivalent function whenever possible. He also said that text and context of situation are indeed separated, but the two interact with each other through inextricable connection between the social environment and the functional organization of language. Before analyzing the register, it is needed to analyze the genre first. House (2009; 35) explained that genre connect an individual text with the larger cultural context of the linguistic and cultural community in which the text is embedded. The genre of Bumi Manusia is historical fiction but it is based on the reality. It included to historical story because the setting illustrated the situation of Indonesia in the late of nineteenth century. The author used particular time and places that make the story as if it was real. The story happened in 1890's, when the national movement had been begun by native to fight against colonizer through non-violence way. Field The first dimension of register is field. Holmes (2009; 34) explained that field captures the subject matter or topic. It describes what the text is about and what kinds of thing are in text. The text was about Minke's life. It describe Minke's journey who is a naïve boy at first to be a mature person. In that process, Minke should face many problems dealing not only with himself but also his society and the colonizer. The complexities of Minke's problem include the conflict of social judgments, hierarchy system, and racial conflict. The description of this story is not so much as historical text but an attractive, easily readable story. Evidence for this is the use of Malay language in telling the story rather than Javanese or Dutch. Malay was language of interracial communication which was used by many people weather Native or Eurasian. However, there were many terms that are not Malay, but they were only used as addressing term. The choice of particular addressing term in Bumi Manusia shows the style of speaking and the purpose of the speaker, indeed the social status. Mevrouw, Juffrouw, Meester, and Meneer are some addressing terms that were borrowed from Dutch language, while Mas, Ndoro, Gus, Mas and Man are some addressing terms that were borrowed from Javanese language. The used of various addressing terms has function as the mark of power and solidarity. As seen in table 4.1.3 (see page 102) there are three functions of addressing terms, respecting, disrespecting, and showing intimacy. From that data, the relations of the interlocutors are mostly nonreciprocal, so it shows that social status is very important in colonial era because the nonreciprocal relations illustrate the difference power between addressor and addressee. The feudal and colonial system forced people to respect everyone who have more power. Geertz (1960: 282) explained that it is nearly impossible for language that applied etiquette system to say anything without indicating the social relationship between the speaker and the listener in terms of status and familiarity. In many nonreciprocal cases, the higher social status will get V form from the addressors to show their respect and say T form because they are not stand in the same position as the addressee. Juffrouw, Noni, Mevrouw, Nyai, Tuanmuda, Tuan, Ndoro, Menner, Sahaya, Sinyo, Abang, and Meester are addressing terms to show respect. The translation appears to be generally and decrease its local color because the absence of Dutch addressing terms as the marker of Dutch colonial. Even the translation of Dutch addressing terms have the same function to respect the addressee, the translation can not replace the emotion and the feeling of the original. Except respecting, nonreciprocal relation is also used to show disrespect. The addressing terms that are used to disregard are especially designed for lower class by upper class or have bad connotation. For instance, Kowe is addressing term that was used by Dutch people to express disrespect toward Javanese. The translation of Kowe, you, can not express the same function as the original because this term is neutral addressing term. In contrast, to show intimacy, the relations of the interlocutors are sometimes reciprocal or nonreciprocal. The dimension of solidarity is little bit different from power. Even the interlocutors were not stand in the same position they can use intimate addressing terms because their relations are close. In Bumi Manusia, the relations of the people who used intimate addressing terms such as Mama, Papa, Gus, Abang, and Nak were nonreciprocal. Gus, Abang and Nak were used by older people to younger people. In Javanese, age is one of the main distinctions of nonreciprocal relation. The older people do not need to use polite form, but in this case Gus, Abang and Nak are polite addressing term that indicated close relationship between older and younger people. The translation of Abang (your friend) and Nak (child) can not full fill the same function as the intimate sign like the original did. Tenor House (2009; 34) stated that tenor refers to the nature of the participants, the author and his or her addressee, the relationship between them in terms of social power and familiarity, the author's intellectual and affective position, that is, his or her personal viewpoint. The author was an Indonesian author of novels, short stories, essays, polemic and histories of his homeland and its people. The author seemed to be very aware of the conditions of his story. He attempted to create colonial atmosphere as same as the reality. The choice of the addressing terms included Dutch, Malay, and Javanese was the evident. By differing the addressing terms based on the ethnicity and social status, the author would like to inform the reader the 'reality' in the past. He wanted to show that there were social distance between poor and rich, also Javanese as the colony and Dutch as the colonizer. He persisted to use Dutch addressing terms rather than change it into Malay to create colonial atmosphere because at that time Dutch people make their language as exclusive language. The translator also tried to create colonial atmosphere by using Java and Malay addressing term that do not have equivalent in English. However, instead of using Dutch term as the author did, the translator change the addressing terms into English. Dutch and English are still in the same language family, so there are many terms of English and Dutch that have the same meaning. Mevrouw, Juffrouw, Meneer, and Meester are Dutch terms. Except Meester, they are denotatively equivalent. Mevrouw could be translated as Mrs, Juffrouw as Miss, and Meneer as Mr. They have the same referents in the real world, so it makes them denotatively equivalents. Although, the translator failed to capture that Dutch addressing term has special function as imperial impression. Ashcroft (2002; 7) stated that one of main features of imperial oppression is control over language. Dutch people, at that time, not only controlled for social, politic, and economic aspects but also controlled the language. They limit the used of their language for themselves and their offspring to marginalize their colonies. The translator did not catch the author's aim that he wanted to show the great distance between Dutch and Javanese people. Instead of giving the Dutch colonial atmosphere, the translator gave mental image of British colonialism because the special terms that implicate Dutch colonialism had been translated in English terms. Based on the table in 4.1 (see page 3), most addressing term translation dealt with cultural context. This problem arose because the translation and the original can not make the same psychological understanding for the readers. In addition, the translator used inconsistent term in his translations that primarily make the reader confused. Mode House (2009; 34) defined Mode as a channel of communication. Equivalence in dimension of mode relates to the means whereby the communication is performed. In Bumi Manusia, there were some addressing terms that have different meaning than the lexical meaning because of the feeling of the speaker. Kowe actually is common addressing terms in Javanese society to address someone who is younger or have closed relation, but when it is used by Dutch people the function is changed from showing intimacy become disrespecting. When the Dutch people used Kowe in Bumi Manusia novel, the character always used it in high tension. However, the reader will not catch that Kowe has negative connotation directly because the translation term, you, is neutral addressing terms. The communication purpose of the term Kowe cannot easily catch. So, the irritation of the character could not be understood by the reader. As seen from the mode, field, and tenor analyses above, it show that the original and the translation are not equivalence. The genre of the translation in translating addressing term is not so much as the original because some translation of the addressing terms can not reveal the atmosphere of Dutch colonial that become the main point in this equivalence problem. Equivalence Problem in Translating Addressing Terms in Bumi Manusia The analysis of register categories above clearly showed that the original and translation are not equal. Equivalence of source text and target has limited area because not all of the equivalence approaches can achieved all translation cases. The main factor that made the addressing in source text do not have suitable equivalence in target text is the special concept of Dutch colonial and Javanese culture. Nababan (1999: 99) said that the concept of source text can reveal a concept that is not well known in the target text. Some addressing terms from source text that has special concept are difficult to have their equivalence in target text because of the cultural concept of addressing term from Dutch and Javanese like Juffrouw, Noni, Mevrouw, Nyai, Ndoro, Meneer, Gus, Sinyo, Mas, Man, and Meester. Those terms can not easily be transferred to target text because those terms are created by certain condition in particular communities. Some of those terms, Juffrouw, Noni, Mevrouw, Ndoro, and Meneer have the same denotation with the translation term, but the original and translation addressing term have different connotation that make them share different interpretation. The special concept that can not be replaced in target text lead to others related problem. The special concept of particular culture make the language concept of source text is not available in target text. Nababan (1999: 99) explained that the words of source text could be understand and recognized in target text but the target text does not have a term that can reveal the concept from source text. In this case, the term Sahaya and Kowe in source text have different concept from Aku and Kau. The target text do not differ the first and second singular pronoun that make the translation of Sahaya and Kowe have different function from source text. Even the concept of Sahaya and Kowe could be understand in the target text, but the term that have the same meaning and connotation with those term are not available. So, the translator used 'I' and 'you' in a pinch to replace Sahaya and Kowe even 'I' and 'you' also used to translate Aku and Kau. The complexities of Javanese community that apply speech level also direct the translation to the equivalence problem because it makes difference of interpersonal perspective. Nababan (1999: 03) argued that interpersonal perspective is related to the relation of the participants in a text. In a language that really concern to etiquette like Javanese, Geertz stated that it is impossible to address someone without pay attention to the status of the addressee. Etiquette system force the people to create different term for one concept, so the participant can easily choose the right term to address someone that suitable for both the addressor and the addressee. For instance, in Bumi Manusia there are three different addressing terms to call male parent, Papa, Ayah and Ayahanda. The use of those addressing term could reflect the social status of the addressor and the addressee. Papa is used in western family who live Dutch East Indies, Ayah is used in middle-low family, while Ayahanda is used in Javanese aristocrat family. This difference of Papa, Ayah and Ayahanda can not be seen in the translation because the translator translated them as 'father'. The other problem of equivalence that appears because of the particular culture of the two languages is the difference of expressive meaning. According to Nababan (1999: 103) the words in source text and target text have the same proportional meaning but often they are different in expressive meaning. There are many addressing terms that have the same proportional meaning but they are different in expressive meaning because Malay terms differentiate the addressing terms based on the relationship and the social status. The term Nak has the same proportional meaning with child, but they are used in different intention. Nak is for showing intimacy but child dispose to create formal atmosphere rather than familiarity. Both terms have the same proportional meaning but they express different purpose and connotation. The different perspective toward a concept will also lead the translation to equivalence problem (Nababan, 1999: 101). Furthermore, it is also the effect of special concept in source text. The term Man in Javanese context at that time was used to address Javanese adult male from middle-low status. In the translation text, the term Man translated as man because English does not distinguish the term man for rich or poor people. In the other hand, the translator also missed to capture the perspective of the character in choosing particular term when he translated Abang. The proportional meaning of Abang is addressing term to call elder brother but it could be used to call man or boy who is elder than the addressee. The translator translated Abangmu as your friend but from Nyai Ontosoroh's point of view, she used Abangmu to make Annelies felt comfort and consider Minke as her own son. Changing the term Abangmu as your friend would lead the reader to different understanding because it seems that Nyai Ontosoroh treat Minke as only her guest. The other factor except special concept of Dutch colonial and Javanese culture is the difference in grammatical system. Nababan (1999; 108) stated that grammatical equivalence focuses to the similar concept of source text and target text at the level of number, gender, person, tense, and aspect. In translating the addressing term, the problem appeared when source language and target language have different grammatical system. The term Nyai-Nyai became Nyais or Tuan-Tuan became Tuans is not equivalence because both term are Malay term. Malay and English apply different method to change the singular concept to be plural. The translator used free style translation and he missed to understand the language system of source text and target text because he translated Nyai-Nyai as Nyais and Tuan-Tuan as Tuans. Nyai and Tuan are not English term, so the plural form of Nyai and Tuan are not necessarily Nyais or Tuans because it is unclear whether Nyai and Tuan are countable or uncountable noun. Accountability concept is universal concept that can be understood by all people and can be expressed through lexical structure in all language, but not all languages have grammatical category for number and not all languages apply the same concept for number. Therefore, the translator should observe carefully whether one concept of a language could be applied to another language or not. The reader of the target text would feel unfamiliar because in some text, the translator used Nyai and Tuan for singular form, but after that those terms became Nyais and Tuans, whereas the reader could have another understanding rather than think that those terms are plural form because they never know the terms Nyais and Tuans before. Double Perspective in Translating Bumi Manusia Constructing the effective translation is one of the purposes of translation. Nababan (1999:88) stated that there are two main factors that determine the effectiveness of the translation. The first is dimension of linguistic and knowledge. Straight (as quoted in Nababan, 1999) said that fruitfulness in conveying the message depends on the knowledge about the context of culture and the language system of source language and target language. In this case, the translator failed to capture that addressing term play important role because it reflects etiquette culture of Javanese and Dutch colonial culture in Dutch East Indies. The second factor is purpose dimension. Nababan (1999, 87) stated that the translator should decide the purpose of the translation. Further, he explained that the purpose should meet this criteria; fruitful to the original, use translation style that appropriate to source text, use suitable equivalence, and the readability level of translation fitted to the source text. However, the analysis in the previous part show that the translation of addressing terms dealt with many equivalence problems and shared different function and connotation from the original that make the translation become unreadable and confusing for the reader. Both dimensions above can not be reached by the translator because he used more than one perspective in translating the addressing terms. Before translating a text, a translator had to analyze the source text to understand the content of the text. Then, the translator chose the approach that is suitable for source text. From the data in the table in 4.1 (see page 3), the writer found some addressing terms that have many equivalent problems. The translator may use more than one procedure in translating addressing terms because the procedure of translation is for sentences or smaller linguistics units as clause, phrase, word, etc. However, before determining the procedure, the translator should choose the perspective or method that he wants to apply in translating the source text. The method that the translator used will be a framework that guides the translator to translate the text in a line. The writer noticed that the translator used double perspectives that make his translation contradictory. In translating addressing terms such as Noni, Ndoro, Nyai, Tuan, Tuanmuda, Papa, Gus, Sinyo, and Mas, the translator used perspective that was focus on the original text. House (2009: 15) explained that a focus on the (original) texts mean analyzing it, and systematically linking its form and functions in order to reveal the original author's motivated choices. The translator considered the reason of the author in choosing addressing terms and tried to find out the closest equivalence in target text, even for some addressing terms do not have any equivalence that make the translator insisted to use the original term. In contrast, the translator also used perspective that focus on the process of interpretation. House (2009: 20) defined this perspective as the translator way to builds up an individual mental representation of its meaning. House added that the reconstitution of the 'the meaning' of a text to fit another language and context is not the central point. It is dealing more with the invention of the translator then discovery of what is already exist in a text. Therefore, when the translator used this perspective to translate some addressing terms such as Juffrouw, Noni, Mevrouw, Nyai-Nyai, Tuan-Tuan, Nak, Abang, Man, etc the translation become very different from the context in source text. This perspective also leads the translator to make confusing translation because the translation for one term becomes inconsistent. Moreover some addressing terms have different meaning and connotation from the source text. In translating a text, translator should use only one perspective to make the synchronized translation. Double translation would lead the translator to different way in translating addressing term because one perspective deal with different point of view to another perspective. In Bumi Manusia case, it is much better for the translator to only apply the perspective that focus on the source text since the background of the original can not be easily transferred to target text. Moreover, if the translator was consistent to use one perspective, he would not make ambiguity translation. By understanding the whole context of the story that include ecology, technology, material culture, social organization, myth, and linguistic system of source text, the translator would have better perceptive to make good translation that fruitful to the original but it is still readable for the target reader. CONCLUSION This study is conducted to describe how the phenomenon of translating addressing terms is rolled out in BumiManusia and This Earth of Mankind. The conclusion of this study is formulated based on the statement of problems. Some translation theory based on several authors (House; 2009; Machali 2000; and Nababan; 1999): translation perspective, equivalence in translation, equivalence problem, and register categories of field, mode, and tenor are combined to the theory of addressing term (Wardaugh; 2006), pronouns of power and solidarity (Brown and Gilman; 1960) and lexical relation (Kreidler; 1998) to identify how the translator translated the addressing terms and the relation of the addressing terms toward the cultural context. Then, the writer comes to a conclusion that: The T and V approach also showed that power and solidarity become the main consideration for the characters in choosing addressing terms, so that the characters used different addressing terms depend on the status of the addressee and the relation among the characters. The translator used three patterns in translating addressing terms. In the first pattern, the translator used literal translation to translate Juffrouw, Noni, Mevrouw, Tuanmuda, Tuan, Ndoro, Meener, Papa, Ayah, Ayahanda, Sahaya, Aku, Kowe, and Nak. In second pattern, the translator used original terms, Noni, Nyai, Ndoro, Gus, Sinyo, and Mas in the target text. The last pattern is changing the addressing terms such as Nyai-Nyai, Tuan, Sahaya, Abang, Man, and Meester since the adaptation of target text. From the patterns above, it was found that the translator was inconsistent to translate some addressing terms because he translated one term used some different procedure that make the meaning of the addressing terms contradictory. Also he did not pay attention to the culture and the context that involve in addressing terms so he only did linguistic translation without concerning to the cultural influences. The main factor that lead untranslatability of translating Bumi Manusia's addressing terms is special concept of Javanese culture and Dutch colonial system that make the addressing terms can not be easily transferred to target. The difference of grammatical system of source language and target language also lead the translator to get difficulties in finding suitable equivalence for the addressing terms. Therefore the translator used double perspective to solve the equivalence problems. As a result double perspective that was expected to solve the problem instead made a larger problem because the translation of addressing terms become untranslatability and unreadable. SUGGESTION Addressing terms is general phenomenon which occurs in daily life. But, the analysis of translating addressing terms is still rarely discussed whereas linguistics and its branches is basically concerning with the use of language. From this study, the future researchers are suggested to be more interested in enlarging their knowledge dealing with applied linguistics, especially translating addressing terms which concerns with how translating addressing terms based on cultural context. Equally important, it is suggested for the readers to pay attention in choosing addressing terms based on the condition and the status of the addressee because the wrong addressing terms choices will make the addressee feel insulted or annoyed REFERENCES Ananta Toer, Pramoedya. 2011. Bumi Manusia. Jakarta: Lentera Dipantara. Ananta Toer, Pramoedya. 1996. This Earth of Mankind. New York: Penguin books Ltd. Ashcroft, Bill and Griffiths, Gareth. 2002. The Empire Writes Back – Theory and practice in post-colonial literatures. New York and London: Routledge Taylor & Francis Group. Bogdan, Robert. C and Sari Knopp Biklen. 1982. Qualitative Research for Education: an Introduction to Theory and Methods.Allyn and Bacon. Inc. 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AN ANALYSIS OF TRANSLATING THE ADDRESSING TERMS IN PRAMOEDYA ANANTA TOER'S THIS EARTH OF MANKIND Azimatul Fauziah English Literature, Faculty of Languages and Arts, State University of Surabaya azimatul13@gmail.com Dian Rivia Himmawati, SS, M.Hum. English Language and Literature Department, Faculty of Languages and Arts, State University of Surabaya dianrivia@gmail.com ABSTRAK Studi ini focus pada penerjemahan sapaan dalam Bumi Manusia sebagai bahasa sumber dan This Earth of Mankind sebagai bahasa sasaran. Penelitian ini bertujuan untuk mengetahui pengaruh dari kekuasaan dan solidaritas dalam penerjemahan sapaan dan mengetahui faktor yang menyebabkan ketakterjemahan dalam menerjemahkan sapaan. Metode deskriptif kualitatif, teori penerjemahan (House; 2009), hubungan antar kata , kata ganti orang yang memiliki kekuasaan dan solidaritas (Brown and Gilman; 1960), dan register kategori Halliday digunakan untuk menganalisa data. Hasil analisa menunjukan bahwa ada tiga macam sapaan di This Earth of Mankind, sapaan dalam bahasa Belanda, Melayu, dan Jawa. Beberapa sapaan dari bahasa yang berbeda memiliki makna yang sepadan dan penerjemah menerjemahkannya dengan istilah yang sama dengan menggunakan 'denotative equivalence' dan pragmatic equivalence. Penerjemah gagal memahami bahwa penulis membedakan sapaan untuk penjajah dan jajahan, keluarga bangsawan dan masyarakat umum, hubungan formal dan keakraban. Masalah penerjemahan sapaan terjadi ketika sapaan tersebut memiliki konsep khusus yang berhubungan dengan budaya tertentu namun tidak memiliki istilah padanan dalam bahasa sasaran dan karena sistem tatabahasa yang berbeda. Oleh karena itu, penerjemah menggunakan dua pandangan yang berbeda untuk menerjemahkan sapaan. pandangan yang pertama terpusat pada bahasa sumber sedangkan pandangan yang kedua terpusat pada proses penafsiran penerjemah. Hal tersebut membuat terjemahan menjadi sangat berbeda jika dilihat dari mode (cara), field (bidang), dan tenor (tujuan). Kata Kunci: penerjemahan, sapaan, padanan, budaya, kekuasaan ABSTRACT This study focuses on the translation of addressing term in Bumi Manusia as source text and This Earth of Mankind as target text. The purpose of this study is to find out the influence of power and solidarity in translating the addressing terms and find out the factors of untranslatability in translating addressing term. Descriptive qualitative method, translation theory (House; 2009), lexical relation (Kreidler; 1998), pronoun of power and solidarity (Brown and Gilman; 1960), and Hallidayan register categories are applied to analyze the data. The result show that there are three kinds of addressing terms in This Earth of Mankind, Dutch addressing term, Malay addressing term, and Javanese addressing term. Some addressing terms from different language have the same proportional meaning and the translator translated them as the same term and the translator used denotative equivalence and pragmatic equivalence. The translator failed to catch that the author differ the addressing term to show the difference between colonize and colonizer, aristocrat family and common people, intimacy relation and formal relation. The problem of translating addressing terms appeared when the special concept of addressing term related to particular culture do not have any equivalence term in target text and the different of grammatical system. Therefore, it makes the translator use double perspective in translating the addressing term. The first focuses on the source text while the other focus on the process of interpretation by the translator. It made the result of the translation become really different from the original seen from register categories: mode, field, and tenor. Keywords: translation, addressing term, equivalence, culture, dan power INTRODUCTION Bumi Manusia is one of the greatest works of Pramoedya Ananta Toer who was frequently discussed as Indonesia's and Southeast Asia's best candidate for a Nobel Prize in Literature. Terms of addressee plays important role in Bumi Manusia because it indicates the social status of someone. There are three kinds of addressing terms based on ethnicity in this novel. They are Dutch addressing term, Malay addressing term, and Javanese addressing term. Oyetade (as quoted in Chu-Cing Hsu; 2) defines terms of addresseeas words or linguistic expression which speakers use to designate the person being talked to while talk is in progress or which writers use to address the recipient in written communication. Moreover, Braun (1988:7) explains that the actual use and the function of addressing terms depands on the stucture of language, on the speaker's intention and on the address relationship between two interlocutors, as well as on the occasion of the occurrence. Juliane House (2009: 4) defined translation as a process of replacing a text in one language by text in another language. He also explained that translating is not only a linguistic act but it is also an act of communication across culture. Translating terms of addressee from Indonesian into English is not easy because they have different pronominal form. In translating addressing term, the translator should notice on the detail. Words can only be understood when it is considered together with the cultural context. So, in translating addressing term, it is not only replacing the word to another language but creating the same meaning and atmosphere as similar as the original text. Moreover, the addressing terms in Bumi Manusia are closely related to power. Braun and Gilman defined Power as ability to control behavior over another. They also said that power is a relationship between at least two persons, and it is nonreciprocal in the sense that both can not have the same power in the same area of behavior (1960: 254). People who have power will be addressed differently from common people. Power is associated with high social status and it reflects respect and honor. So, people from high social status will be addressed in polite way to show a great reverence. To translate a text as similar as the source text, it is needed to see whether the source text is equivalent to target text or not. House defined equivalence as how similarity of message or function is interpreted (2009: 29). There are many types of equivalence and it depends on the perspective that the translator used. It is possible to use denotative equivalence that use 'real world' referents to which the text relates. Also, the translator could use other equivalence such as pragmatic equivalence which focuses to fulfill its communicative function for the recipients. This study tries to discuss the factors of untranslatability in translating addressing term. There are two research questions for this study, (1) How does the translator translate the Indonesian addressing terms in Toer's Bumi Manusia into English version, This Earth of Mankind? (2) What is the influence of power and solidarity toward the choices of addressing terms in Toer's Bumi Manusia? This study tries to describe about the method of the translator in translating addressing term and know the influence of power and solidarity in translating the addressing term. This study only focuses on translating the addressing terms that have any equivalence problems in their translation and do not pay attention to grammar or another linguistic aspect. This study tries to describe about the process of young learner with visual learning style acquire language and know the relationships between personality and learning style. This study is not only focusing in linguistics but also covering learning activities and psychology area but it is not for learning strategy. Several theories are becoming main cores of this study, such as translation theory of House, lexical relation of Kreidler and Brown and Gilman in pronoun of power and solidarity. . RESEARCH METHOD This study uses descriptive-qualitative in getting and describing about the translating addressing terms phenomena in This Earth of Mankind. This study needs to be explained by words not by numbers or statistics, because this study is stressing on translation aspect and its relationship with culture. Bodgan and Biklen (1984:5) defined the qualitative approach as a research procedure which produces a descriptive data such as verbal or nonverbal utterances or words from the object being observed. The data for this study are utterances. There are two sources of data used in this study. Those data are Toer's Bumi Manusia as source text that was written by Pramoedya Ananta Toer and This Earth of Mankind as target text that was translated by Max Lane. Observation is used to analyze this research. Observation includes collection of the data that is needed by the researcher without manipulating. Sugiyono(2010, p. 146) adds that observation is done by the researcher about what the researcher wants to observe in the research. To observe this research, internet access and taking a note are needed by the researcher as the basic instrument. There were three steps to analyze the data. They were data reduction, data display and conclusion and verification. The researcher sorted the data by choosing the addressing terms that had problem with equivalence. Then, she displayed the data in table. Conclusion and verification became the last step of the data analysis process. In this case, the data had been displayed and discussed before were concluded. The conclusion was the answer of the problems existing supported by some theories related (Sugiyono, 2010, p. 345). To answer the first question, the researcher used lexical relation of Kreidler in his book introducing English semantic and translation theory by Machali. Then, in answering the research question number two, the researcher used pronoun of power and solidarity by Brown and Gilman, translation theory by Nababan and House, then collaborate with Hallidayan register categories of field, mode and tenor. ANNALYSIS AND DISCUSSION There are two analyses in this section. The first is the analysis of the method that was used by translator to translate addressing terms. The second is the analysis of relation between power and solidarity toward the addressing terms. In translating terms of addressees, the translator should find the equivalence between the source text and the target text. House (2009: 29) defines equivalence as a similar message and fulfills a similar function. The writer noticed that the translator use some different patterns. The first pattern, the translator tried to find out the literal or denotative equivalence which use 'real world' as referents for source text to target text. The second pattern, the translator used the original addressing terms from the source text and provided glossary for informing the meaning of the addressing terms in the end of the novel. The last, the translator changed the addressing terms to different addressing terms as the adaptation to the context of target language. After analyzing the method that was used by translator to translate addressing terms, the research used the following table to sum up the result: Table 1 The Comparison of Addressing Terms in Bumi Manusia and This Earth of Mankind No Original Translation Procedure Problem 1. Juffrouw Miss Literal translation Different in context 2. Noni Miss Literal translation Different in context 3. Noni Noni Annotation Inconsistent 4. Mevrouw Mrs/Madam/ Ma'am Literal translation Different in context 5. Mevrouw Miss Free translation Different in meaning 6. Tuanmuda Young master Literal translation Different in context 7. Tuanmuda Master Literal translation Inconsistent 8. Tuan Sir/Mr. Literal translation Different in context 9. Tuan Tuan Annotation Inconsistent 10. Tuan You/he Free translation Different in function 11. Tuan-tuan Tuans Free translation Different in meaning 12. Ndoro Master Literal translation Different in context 13. Ndoro Ndoro Annotation Inconsistent 14. Sahaya I Literal translation Different in context 15. Sahaya Your servant Free translation Different in meaning 16. Meneer Mr. Literal translation Different in context 17. Papa Father Literal translation Different in context 18 Kowe You Literal translation Different in context 19. Nak Child Literal translation Different in context 20. Nyai Nyai Annotation - 21. Nyai-nyai Nyais Free translation Different in meaning 22. Gus Gus Annotation - 23. Sinyo Sinyo Annotation - 24. Mas Mas Annotation - 25. Abang Your friend Free translation Different in meaning 26. Man Man Free translation Different in context 27. Mr Mr. Free translation Different in meaning As shown from the table above, Malay dominated the addressing terms because Malay is neutral language that can be used by Javanese and Dutch in their daily conversations. Noni, Tuanmuda, Tuan, Ayah, Ayahanda, Sahaya, Nak, Sinyo, and Abang are addressing terms that belong to Malay addressing terms. These terms are more common because Malay is widely used in all Dutch East Indies. In the other hand, there were some Javanese addressing terms such as Nyai, Ndoro, Kowe, Gus, Mas, and Man that were used in particular occasions or refer to particular people. Similar to Javanese addressing terms, Dutch addressing terms are only used for certain people. Juffrouw, Mevrouw, Meneer, and Meester are Ducth addressing terms that only used to call Dutch people. There are three patterns in translating addressing terms. In the first pattern, the translator used denotative equivalence which only focused on the meaning of the terms. Machali (2000) stated that as a method, literal translation considers as the most important translation procedure because the basic of literal translation is in clause or sentence level. However, translating addressing terms include and reflect the culture of the society because the addressing terms that were used by the characters determine their background whether their status or ethnicity. Even the words in source text have the same denotation with target text, they do not always have the same connotation. The translator used two different procedures in translating the addressing terms for the first pattern. The first procedure is lexical translation which is used to translate Tuanmuda, Tuan, Papa, Ayah, Ayahanda, Sahaya, Aku, Kowe, and Nak. Some of the terms are not appropriate because there is the difference of interpersonal perspective. The second procedure is adaptation. The translator attempted to make the addressing terms familiar in target text. The terms Juffrouw, Mevrouw, Meneer, Ndoro, and Noni are special concepts that were used in Dutch colonial era. The translation text could be understood by the reader of the target text, but the reader can not catch the essence that those terms are particular addressing terms for certain groups. So, even the words of source text have denotative equivalence in target text, but they are not suitable for the context of source text. In the second pattern, the translator did not change the addressing terms because the terms, Noni, Nyai, Ndoro, Gus, Sinyo, and Mas are special concept of source text that do not have any equivalence word in target text. The translator used annotation to translate because he persisted to use the original terms and gave glossary to explain the meaning of the term. The writer noticed that the translator is understand that the addressing terms have important role to distinguish the identity of the characters, but he only highlighted Javanese addressing terms. The concept of thing in Dutch and English are almost similar because they are in the same language family. So, the translator was easy to find out the lexical equivalence from Ducth terms to English terms. However, the concept of some words such as Noni, Sinyo, and Nyai are especially used in colonial era, so it is difficult to find out the equivalence in target text. Ndoro, Gus, and Mas are terms from Javanese culture who really emphasis in status and familiarity while English only differ for formal or informal situation. Unfortunately, the translator used inconsistent translation procedures for one term. For instance, the term Noni is translated as Miss by using lexical translation and the translator also used annotation in other text so that he did not change the addressing terms. These conditions would make the reader confuse and would make wrong interpretation that Miss and Noni are different. The last pattern showed that the translator change the form of the addressing terms. The translator used free style translation. The translator missed to understand the language system of source text and target text because he translated Nyai-Nyai as Nyais and Tuan-Tuan as Tuans. Nyai and Tuan are not English term, so the plural form of Nyai and Tuan are not necessarily Nyais or Tuans because it is unclear whether Nyai and Tuan are countable or uncountable noun. Accountability concept is universal concept that can be understood by all people and can be expressed through lexical structure in all language, but not all languages have grammatical category for number and not all languages apply the same concept for number. The second analysis is relation between power and solidarity toward the addressing using T and V because in previous part, there are many translations of addressing term that are not appropriate to the context of the novel. The ways of people in choosing the addressing terms are really related to the culture that exist in their society. The culture of society consists of everything that everybody has to know or believe in order to operate manner that acceptable for its member. In Javanese society, especially in the past, the kingdom applied feudal system. This system force lower class people to respect much to people who have more power. Gilman (1960; 252) defined Power as a relationship between at least two persons and it is nonreciprocal because both can not have the same authority. There are many forms of power such as physical strength, wealth, age, sex, institutionalized role in the state, the army, or within the family. The relations called older than, richer than, stronger than, employer of, richer than and nobler then are all asymmetrical. If A is older than B, B is not older than A. The relation called "more powerful than". The pronoun usage expressing this power relation is also asymmetrical or nonreciprocal, with the greater receiving V and the lesser T. Pronoun form of T and V were used by some European countries to differ between 'singular you' tu (T) and 'plural you' vos (V). Now, T and V are used as symbols; the T form is often described as the familiar form and the V form as the polite one. The superior will say T to the inferior and receives V, and vice versa. T and V approach also could be used to indicate solidarity. The T form is usually used by people who stand in the same position. It reflects symmetrical relation; for instance: attended the same school or have the same parents or practice in the same profession. The T of solidarity can be produced by frequency of contact as well as by objective similarities. The dimension of solidarity is potentially appropriate to all persons addressed. Power superiors may be solidarity (parents, elder siblings) or not solidarity (officials whom one seldom sees). Reciprocal T usage was always available to show intimacy. The following part would discuss the power of characters and its influence among the other characters and the writer used T and V form to analyze them. To sum up the relation of power and solidarity through the addressing term that were chosen by the characters in Bumi Manusia, the writer summarized them into a table. The table would illustrate the addressing terms, the interlocutors, the relation between interlocutors, and the function of the addressing terms. Table 2 The T and V form of Addressing Terms in Bumi Manusia No Addressing Term Interlocutor Relation Function 1 Juffrouw Java – Dutch Dutch- Indo nonreciprocal nonreciprocal Respecting respecting 2 Noni Java – Indo nonreciprocal Respecting 3 Mevrouw Java – Dutch Dutch -Dutch Indo – Indo nonreciprocal reciprocal reciprocal Respecting showing intimacy respecting 4 Nyai Java – Java Dutch - Java reciprocal nonreciprocal Respecting respecting 5 Tuanmuda Dutch – Java Java - Java nonreciprocal nonreciprocal Respecting respecting 6 Tuan Java - Java Java – Dutch nonreciprocal nonreciprocal Respecting respecting 7 Ndoro Java – Dutch Java – Java nonreciprocal nonreciprocal Respecting respecting 8 Meneer Java – Dutch nonreciprocal Respecting 9 Mama Ann – Nyai Minke – Nyai nonreciprocal nonreciprocal showing intimacy showing intimacy 10 Papa Indo – western nonreciprocal showing intimacy 11 Aku Java - Java Java – Dutch reciprocal nonreciprocal showing intimacy showing intimacy 12 Sahaya Java – Java nonreciprocal showing intimacy 13 Kowe Dutch – Java nonreciprocal Disrespecting 14 Nak Java – Java nonreciprocal showing intimacy 15 Gus Java – Java nonreciprocal showing intimacy 16 Sinyo Java –Indo Java – Java nonreciprocal nonreciprocal Respecting respecting 17 Abang Indo - Indo Java – Java nonreciprocal nonreciprocal Respecting showing intimacy 18 Mas Indo – Java reciprocal showing intimacy 19 Man Dutch – Java nonreciprocal Disrespecting 20 Mr (Meester) Java – Dutch nonreciprocal Respecting The table above shows that there are three functions of addressing terms, respecting, disrespecting, and showing intimacy. From the data above, the relations of the interlocutors are mostly nonreciprocal, so it shows that social status is very important in colonial era because the nonreciprocal relations illustrate the difference power between addressor and addressee. In many nonreciprocal cases, the higher social status will get V form from the addressors to show their respect and say T form because they are not stand in the same position as the addressee. Except respecting, nonreciprocal relation is also used to show disrespect. The addressing terms that are used to disregard are especially designed for lower class by upper class or have bad connotation. In contrast, to show intimacy, the relations of the interlocutors are sometimes reciprocal or nonreciprocal. The dimension of solidarity is little bit different from power, because even the interlocutors are not stand in the same position they can use intimate addressing terms because their relations are close. DISCUSSION After analyzing the translation of addressing terms from the source text to target text, now the writer discusses the result of the analysis. Comparison of Original and Translation The research compares the field, tenor, and mode of Bumi Manusia and This Earth of Mankind. The concept of field, tenor, and mode are sociolinguistic dimensions of context of situation jointly characterizing a particular register. House (2009; 33) stated that the original and its translation should have an equivalent function whenever possible. He also said that text and context of situation are indeed separated, but the two interact with each other through inextricable connection between the social environment and the functional organization of language. Before analyzing the register, it is needed to analyze the genre first. House (2009; 35) explained that genre connect an individual text with the larger cultural context of the linguistic and cultural community in which the text is embedded. The genre of Bumi Manusia is historical fiction but it is based on the reality. It included to historical story because the setting illustrated the situation of Indonesia in the late of nineteenth century. The author used particular time and places that make the story as if it was real. The story happened in 1890's, when the national movement had been begun by native to fight against colonizer through non-violence way. Field The first dimension of register is field. Holmes (2009; 34) explained that field captures the subject matter or topic. It describes what the text is about and what kinds of thing are in text. The text was about Minke's life. It describe Minke's journey who is a naïve boy at first to be a mature person. In that process, Minke should face many problems dealing not only with himself but also his society and the colonizer. The complexities of Minke's problem include the conflict of social judgments, hierarchy system, and racial conflict. The description of this story is not so much as historical text but an attractive, easily readable story. Evidence for this is the use of Malay language in telling the story rather than Javanese or Dutch. Malay was language of interracial communication which was used by many people weather Native or Eurasian. However, there were many terms that are not Malay, but they were only used as addressing term. The choice of particular addressing term in Bumi Manusia shows the style of speaking and the purpose of the speaker, indeed the social status. Mevrouw, Juffrouw, Meester, and Meneer are some addressing terms that were borrowed from Dutch language, while Mas, Ndoro, Gus, Mas and Man are some addressing terms that were borrowed from Javanese language. The used of various addressing terms has function as the mark of power and solidarity. As seen in table 4.1.3 (see page 102) there are three functions of addressing terms, respecting, disrespecting, and showing intimacy. From that data, the relations of the interlocutors are mostly nonreciprocal, so it shows that social status is very important in colonial era because the nonreciprocal relations illustrate the difference power between addressor and addressee. The feudal and colonial system forced people to respect everyone who have more power. Geertz (1960: 282) explained that it is nearly impossible for language that applied etiquette system to say anything without indicating the social relationship between the speaker and the listener in terms of status and familiarity. In many nonreciprocal cases, the higher social status will get V form from the addressors to show their respect and say T form because they are not stand in the same position as the addressee. Juffrouw, Noni, Mevrouw, Nyai, Tuanmuda, Tuan, Ndoro, Menner, Sahaya, Sinyo, Abang, and Meester are addressing terms to show respect. The translation appears to be generally and decrease its local color because the absence of Dutch addressing terms as the marker of Dutch colonial. Even the translation of Dutch addressing terms have the same function to respect the addressee, the translation can not replace the emotion and the feeling of the original. Except respecting, nonreciprocal relation is also used to show disrespect. The addressing terms that are used to disregard are especially designed for lower class by upper class or have bad connotation. For instance, Kowe is addressing term that was used by Dutch people to express disrespect toward Javanese. The translation of Kowe, you, can not express the same function as the original because this term is neutral addressing term. In contrast, to show intimacy, the relations of the interlocutors are sometimes reciprocal or nonreciprocal. The dimension of solidarity is little bit different from power. Even the interlocutors were not stand in the same position they can use intimate addressing terms because their relations are close. In Bumi Manusia, the relations of the people who used intimate addressing terms such as Mama, Papa, Gus, Abang, and Nak were nonreciprocal. Gus, Abang and Nak were used by older people to younger people. In Javanese, age is one of the main distinctions of nonreciprocal relation. The older people do not need to use polite form, but in this case Gus, Abang and Nak are polite addressing term that indicated close relationship between older and younger people. The translation of Abang (your friend) and Nak (child) can not full fill the same function as the intimate sign like the original did. Tenor House (2009; 34) stated that tenor refers to the nature of the participants, the author and his or her addressee, the relationship between them in terms of social power and familiarity, the author's intellectual and affective position, that is, his or her personal viewpoint. The author was an Indonesian author of novels, short stories, essays, polemic and histories of his homeland and its people. The author seemed to be very aware of the conditions of his story. He attempted to create colonial atmosphere as same as the reality. The choice of the addressing terms included Dutch, Malay, and Javanese was the evident. By differing the addressing terms based on the ethnicity and social status, the author would like to inform the reader the 'reality' in the past. He wanted to show that there were social distance between poor and rich, also Javanese as the colony and Dutch as the colonizer. He persisted to use Dutch addressing terms rather than change it into Malay to create colonial atmosphere because at that time Dutch people make their language as exclusive language. The translator also tried to create colonial atmosphere by using Java and Malay addressing term that do not have equivalent in English. However, instead of using Dutch term as the author did, the translator change the addressing terms into English. Dutch and English are still in the same language family, so there are many terms of English and Dutch that have the same meaning. Mevrouw, Juffrouw, Meneer, and Meester are Dutch terms. Except Meester, they are denotatively equivalent. Mevrouw could be translated as Mrs, Juffrouw as Miss, and Meneer as Mr. They have the same referents in the real world, so it makes them denotatively equivalents. Although, the translator failed to capture that Dutch addressing term has special function as imperial impression. Ashcroft (2002; 7) stated that one of main features of imperial oppression is control over language. Dutch people, at that time, not only controlled for social, politic, and economic aspects but also controlled the language. They limit the used of their language for themselves and their offspring to marginalize their colonies. The translator did not catch the author's aim that he wanted to show the great distance between Dutch and Javanese people. Instead of giving the Dutch colonial atmosphere, the translator gave mental image of British colonialism because the special terms that implicate Dutch colonialism had been translated in English terms. Based on the table in 4.1 (see page 3), most addressing term translation dealt with cultural context. This problem arose because the translation and the original can not make the same psychological understanding for the readers. In addition, the translator used inconsistent term in his translations that primarily make the reader confused. Mode House (2009; 34) defined Mode as a channel of communication. Equivalence in dimension of mode relates to the means whereby the communication is performed. In Bumi Manusia, there were some addressing terms that have different meaning than the lexical meaning because of the feeling of the speaker. Kowe actually is common addressing terms in Javanese society to address someone who is younger or have closed relation, but when it is used by Dutch people the function is changed from showing intimacy become disrespecting. When the Dutch people used Kowe in Bumi Manusia novel, the character always used it in high tension. However, the reader will not catch that Kowe has negative connotation directly because the translation term, you, is neutral addressing terms. The communication purpose of the term Kowe cannot easily catch. So, the irritation of the character could not be understood by the reader. As seen from the mode, field, and tenor analyses above, it show that the original and the translation are not equivalence. The genre of the translation in translating addressing term is not so much as the original because some translation of the addressing terms can not reveal the atmosphere of Dutch colonial that become the main point in this equivalence problem. Equivalence Problem in Translating Addressing Terms in Bumi Manusia The analysis of register categories above clearly showed that the original and translation are not equal. Equivalence of source text and target has limited area because not all of the equivalence approaches can achieved all translation cases. The main factor that made the addressing in source text do not have suitable equivalence in target text is the special concept of Dutch colonial and Javanese culture. Nababan (1999: 99) said that the concept of source text can reveal a concept that is not well known in the target text. Some addressing terms from source text that has special concept are difficult to have their equivalence in target text because of the cultural concept of addressing term from Dutch and Javanese like Juffrouw, Noni, Mevrouw, Nyai, Ndoro, Meneer, Gus, Sinyo, Mas, Man, and Meester. Those terms can not easily be transferred to target text because those terms are created by certain condition in particular communities. Some of those terms, Juffrouw, Noni, Mevrouw, Ndoro, and Meneer have the same denotation with the translation term, but the original and translation addressing term have different connotation that make them share different interpretation. The special concept that can not be replaced in target text lead to others related problem. The special concept of particular culture make the language concept of source text is not available in target text. Nababan (1999: 99) explained that the words of source text could be understand and recognized in target text but the target text does not have a term that can reveal the concept from source text. In this case, the term Sahaya and Kowe in source text have different concept from Aku and Kau. The target text do not differ the first and second singular pronoun that make the translation of Sahaya and Kowe have different function from source text. Even the concept of Sahaya and Kowe could be understand in the target text, but the term that have the same meaning and connotation with those term are not available. So, the translator used 'I' and 'you' in a pinch to replace Sahaya and Kowe even 'I' and 'you' also used to translate Aku and Kau. The complexities of Javanese community that apply speech level also direct the translation to the equivalence problem because it makes difference of interpersonal perspective. Nababan (1999: 03) argued that interpersonal perspective is related to the relation of the participants in a text. In a language that really concern to etiquette like Javanese, Geertz stated that it is impossible to address someone without pay attention to the status of the addressee. Etiquette system force the people to create different term for one concept, so the participant can easily choose the right term to address someone that suitable for both the addressor and the addressee. For instance, in Bumi Manusia there are three different addressing terms to call male parent, Papa, Ayah and Ayahanda. The use of those addressing term could reflect the social status of the addressor and the addressee. Papa is used in western family who live Dutch East Indies, Ayah is used in middle-low family, while Ayahanda is used in Javanese aristocrat family. This difference of Papa, Ayah and Ayahanda can not be seen in the translation because the translator translated them as 'father'. The other problem of equivalence that appears because of the particular culture of the two languages is the difference of expressive meaning. According to Nababan (1999: 103) the words in source text and target text have the same proportional meaning but often they are different in expressive meaning. There are many addressing terms that have the same proportional meaning but they are different in expressive meaning because Malay terms differentiate the addressing terms based on the relationship and the social status. The term Nak has the same proportional meaning with child, but they are used in different intention. Nak is for showing intimacy but child dispose to create formal atmosphere rather than familiarity. Both terms have the same proportional meaning but they express different purpose and connotation. The different perspective toward a concept will also lead the translation to equivalence problem (Nababan, 1999: 101). Furthermore, it is also the effect of special concept in source text. The term Man in Javanese context at that time was used to address Javanese adult male from middle-low status. In the translation text, the term Man translated as man because English does not distinguish the term man for rich or poor people. In the other hand, the translator also missed to capture the perspective of the character in choosing particular term when he translated Abang. The proportional meaning of Abang is addressing term to call elder brother but it could be used to call man or boy who is elder than the addressee. The translator translated Abangmu as your friend but from Nyai Ontosoroh's point of view, she used Abangmu to make Annelies felt comfort and consider Minke as her own son. Changing the term Abangmu as your friend would lead the reader to different understanding because it seems that Nyai Ontosoroh treat Minke as only her guest. The other factor except special concept of Dutch colonial and Javanese culture is the difference in grammatical system. Nababan (1999; 108) stated that grammatical equivalence focuses to the similar concept of source text and target text at the level of number, gender, person, tense, and aspect. In translating the addressing term, the problem appeared when source language and target language have different grammatical system. The term Nyai-Nyai became Nyais or Tuan-Tuan became Tuans is not equivalence because both term are Malay term. Malay and English apply different method to change the singular concept to be plural. The translator used free style translation and he missed to understand the language system of source text and target text because he translated Nyai-Nyai as Nyais and Tuan-Tuan as Tuans. Nyai and Tuan are not English term, so the plural form of Nyai and Tuan are not necessarily Nyais or Tuans because it is unclear whether Nyai and Tuan are countable or uncountable noun. Accountability concept is universal concept that can be understood by all people and can be expressed through lexical structure in all language, but not all languages have grammatical category for number and not all languages apply the same concept for number. Therefore, the translator should observe carefully whether one concept of a language could be applied to another language or not. The reader of the target text would feel unfamiliar because in some text, the translator used Nyai and Tuan for singular form, but after that those terms became Nyais and Tuans, whereas the reader could have another understanding rather than think that those terms are plural form because they never know the terms Nyais and Tuans before. Double Perspective in Translating Bumi Manusia Constructing the effective translation is one of the purposes of translation. Nababan (1999:88) stated that there are two main factors that determine the effectiveness of the translation. The first is dimension of linguistic and knowledge. Straight (as quoted in Nababan, 1999) said that fruitfulness in conveying the message depends on the knowledge about the context of culture and the language system of source language and target language. In this case, the translator failed to capture that addressing term play important role because it reflects etiquette culture of Javanese and Dutch colonial culture in Dutch East Indies. The second factor is purpose dimension. Nababan (1999, 87) stated that the translator should decide the purpose of the translation. Further, he explained that the purpose should meet this criteria; fruitful to the original, use translation style that appropriate to source text, use suitable equivalence, and the readability level of translation fitted to the source text. However, the analysis in the previous part show that the translation of addressing terms dealt with many equivalence problems and shared different function and connotation from the original that make the translation become unreadable and confusing for the reader. Both dimensions above can not be reached by the translator because he used more than one perspective in translating the addressing terms. Before translating a text, a translator had to analyze the source text to understand the content of the text. Then, the translator chose the approach that is suitable for source text. From the data in the table in 4.1 (see page 3), the writer found some addressing terms that have many equivalent problems. The translator may use more than one procedure in translating addressing terms because the procedure of translation is for sentences or smaller linguistics units as clause, phrase, word, etc. However, before determining the procedure, the translator should choose the perspective or method that he wants to apply in translating the source text. The method that the translator used will be a framework that guides the translator to translate the text in a line. The writer noticed that the translator used double perspectives that make his translation contradictory. In translating addressing terms such as Noni, Ndoro, Nyai, Tuan, Tuanmuda, Papa, Gus, Sinyo, and Mas, the translator used perspective that was focus on the original text. House (2009: 15) explained that a focus on the (original) texts mean analyzing it, and systematically linking its form and functions in order to reveal the original author's motivated choices. The translator considered the reason of the author in choosing addressing terms and tried to find out the closest equivalence in target text, even for some addressing terms do not have any equivalence that make the translator insisted to use the original term. In contrast, the translator also used perspective that focus on the process of interpretation. House (2009: 20) defined this perspective as the translator way to builds up an individual mental representation of its meaning. House added that the reconstitution of the 'the meaning' of a text to fit another language and context is not the central point. It is dealing more with the invention of the translator then discovery of what is already exist in a text. Therefore, when the translator used this perspective to translate some addressing terms such as Juffrouw, Noni, Mevrouw, Nyai-Nyai, Tuan-Tuan, Nak, Abang, Man, etc the translation become very different from the context in source text. This perspective also leads the translator to make confusing translation because the translation for one term becomes inconsistent. Moreover some addressing terms have different meaning and connotation from the source text. In translating a text, translator should use only one perspective to make the synchronized translation. Double translation would lead the translator to different way in translating addressing term because one perspective deal with different point of view to another perspective. In Bumi Manusia case, it is much better for the translator to only apply the perspective that focus on the source text since the background of the original can not be easily transferred to target text. Moreover, if the translator was consistent to use one perspective, he would not make ambiguity translation. By understanding the whole context of the story that include ecology, technology, material culture, social organization, myth, and linguistic system of source text, the translator would have better perceptive to make good translation that fruitful to the original but it is still readable for the target reader. CONCLUSION This study is conducted to describe how the phenomenon of translating addressing terms is rolled out in BumiManusia and This Earth of Mankind. The conclusion of this study is formulated based on the statement of problems. Some translation theory based on several authors (House; 2009; Machali 2000; and Nababan; 1999): translation perspective, equivalence in translation, equivalence problem, and register categories of field, mode, and tenor are combined to the theory of addressing term (Wardaugh; 2006), pronouns of power and solidarity (Brown and Gilman; 1960) and lexical relation (Kreidler; 1998) to identify how the translator translated the addressing terms and the relation of the addressing terms toward the cultural context. Then, the writer comes to a conclusion that: The T and V approach also showed that power and solidarity become the main consideration for the characters in choosing addressing terms, so that the characters used different addressing terms depend on the status of the addressee and the relation among the characters. The translator used three patterns in translating addressing terms. In the first pattern, the translator used literal translation to translate Juffrouw, Noni, Mevrouw, Tuanmuda, Tuan, Ndoro, Meener, Papa, Ayah, Ayahanda, Sahaya, Aku, Kowe, and Nak. In second pattern, the translator used original terms, Noni, Nyai, Ndoro, Gus, Sinyo, and Mas in the target text. The last pattern is changing the addressing terms such as Nyai-Nyai, Tuan, Sahaya, Abang, Man, and Meester since the adaptation of target text. From the patterns above, it was found that the translator was inconsistent to translate some addressing terms because he translated one term used some different procedure that make the meaning of the addressing terms contradictory. Also he did not pay attention to the culture and the context that involve in addressing terms so he only did linguistic translation without concerning to the cultural influences. The main factor that lead untranslatability of translating Bumi Manusia's addressing terms is special concept of Javanese culture and Dutch colonial system that make the addressing terms can not be easily transferred to target. The difference of grammatical system of source language and target language also lead the translator to get difficulties in finding suitable equivalence for the addressing terms. Therefore the translator used double perspective to solve the equivalence problems. As a result double perspective that was expected to solve the problem instead made a larger problem because the translation of addressing terms become untranslatability and unreadable. SUGGESTION Addressing terms is general phenomenon which occurs in daily life. But, the analysis of translating addressing terms is still rarely discussed whereas linguistics and its branches is basically concerning with the use of language. From this study, the future researchers are suggested to be more interested in enlarging their knowledge dealing with applied linguistics, especially translating addressing terms which concerns with how translating addressing terms based on cultural context. Equally important, it is suggested for the readers to pay attention in choosing addressing terms based on the condition and the status of the addressee because the wrong addressing terms choices will make the addressee feel insulted or annoyed REFERENCES Ananta Toer, Pramoedya. 2011. Bumi Manusia. Jakarta: Lentera Dipantara. Ananta Toer, Pramoedya. 1996. This Earth of Mankind. New York: Penguin books Ltd. Ashcroft, Bill and Griffiths, Gareth. 2002. The Empire Writes Back – Theory and practice in post-colonial literatures. New York and London: Routledge Taylor & Francis Group. Bogdan, Robert. C and Sari Knopp Biklen. 1982. Qualitative Research for Education: an Introduction to Theory and Methods.Allyn and Bacon. Inc. USA Brown, R., Gilman, A. 1960. The pronouns of Power and Solidarity. Thomas A. Sebeok, eds. Style in Language. Cambridge-Massachusetts: The Technology Press of Massachusetts Institute of Technology, 252-275. Geertz, Clifford. 1960. Linguistic Etiquette. Thomas A. Sebeok, eds. Style in Language. Cambridge-Massachusetts: The Technology Press of Massachusetts Institute of Technology, 282-295 Holmes, Janet. 1992. An Inroduction to Sociolinguistics. London and New York: Longman Group. Hornby, A. S. (Ed.) 1948. Advanced Learner's Dictionary (7th ed.). Oxford: Oxford University Press. House, Juliane. 2009. Translation. Oxford: Oxford University Press. Machali, R. .2000. Pedoman Bagi Penerjemah. Jakarta: Grasindo. Nababan, R. 1999. Teori Menerjemah Bahasa Inggris. Yogyakarta: PustakaPelajar Pramoedya Ananta Toer. Retrieved on June 25, 2013 from site: http://en.wikipedia.org/wiki/Pramoedya_Ananta_Toer Rothschild, Metthew. Interview with Pramoedya Ananta Toer. The Progressive Magazine. Retrieved on June 26, 2013 from site: http://www.progressive.org/mag_intv1099 Sugiyono. 2010. MetodePenelitianKuantitatif R & D. Bandung: Alfabeta. Wardhaugh, Ronald. 2006. An Introduction to Sociolinguistic.Oxford: Blackwell Publishing Widyastuti, Susana. Componential Analysis of Meaning: Theory and Applications. Online journal. Retrieved on June 25, 2013 from site: http://eprints.uny.ac.id/1174 W. Kreidler, Charles. 1998. Introducing English Semantic. London: Routledge.
DIPLOMATISCHE AKTENSTÜCKE ZUR GESCHICHTE DER ENTENTEPOLITIK DER VORKRIEGSJAHRE 1 Diplomatische Aktenstücke zur Geschichte der Ententepolitik der Vorkriegsjahre (-) Diplomatische Aktenstücke zur Geschichte der Ententepolitik der Vorkriegsjahre 1 (1; 1921) ( - ) Einband ( - ) Titelseite ( - ) Impressum ( - ) Vorwort. ( - ) Inhaltsverzeichnis ([3]) Balkanpolitik 1909 bis Juli 1912 ([3]) Erstes Kapitel. Die Lösung der bosnischen Krise: 5. November 1908 bis 8. April 1909 . S. 71-115 ([3]) Stellungnahme der Großmächte zur Krise. Die territorialen Kompensationsforderungen Serbiens. ([3]) Der Konferenzvorschlag zur Lösung der Krise. (4) Deutscher Vermittlungsversuch. Zuspitzung der Krise. Die Erklärungen des Grafen Pourtalès in Petersburg und Lösung der Krise. (5) Nachwirkungen der Krise. (5) Zweites Kapitel. Wiederaufnahme diplomatischer Beziehungen zwischen Österreich-Ungarn und Rußland: 22. November 1909 bis 15. Februar 1911 . S. 116-136 (6) Aehrenthals Wunsch, normale Beziehungen mit Petersburg wiederherzustellen. (6) Die österreichische und die russische Formel zur Wiederherstellung des Kontaktes zwischen beiden Ländern. (6) Bestreben des Petersburger Kabinetts, Österreich durch internationalen Charakter des erzielten Einverständnisses zu binden. (7) Zweckmäßigkeit eines österreichisch-russisch Einvernehmens in Balkanfragen. (8) Drittes Kapitel. Bildung des Balkanblockes: 13. März 1909 bis 20. Juni 1912 . S. 137-156 (8) Bemühungen Rußlands, einen Bund der Balkanstaaten ins Leben zu rufen, März bis November 1909. (8) Desgleichen September 1910 bis Dezember 1911. (9) Abschluß eines Bündnisses zwischen Bulgarien und Serbien März 1912 und eines Abkommens zwischen Bulgarien und Griechenland (10) England und Rußland in Persien. (10) Viertes Kapitel. Die anglorussische Konvention von 1907 über Persien: 9. Oktober 1908 bis 26. Oktober 1910 . S. 157-210 (10) Englands Standpunkt in der Frage der Erteilung von Eisenbahnkonzessionen in Persien an Ausländer. (10) Russische Truppen in Persien. (11) Anstellung ausländischer Beiräte und Beamter und Fragen finanzieller Natur. (11) Russisch-englischer Druck auf Persien, um es zur Rachgiebigkeit zu zwingen. (13) Deutschland und die englisch-russischen Verhandlungen mit Persien über die prinzipielle Frage der Erteilung von Konzessionen an Ausländer. (14) Englands Standpunkt gegenüber dem von Rußland systematisch ausgeübten Druck auf Persien. (15) Fünftes Kapitel. Rußland und die Tätigkeit Morgan Schusters in Persien: 8. August 1910 bis 28. Januar 1912 . S. 211-253 (15) Die prinzipielle Frage der Anstellung von Ausländern. (15) Schwierigkeiten wegen der Übernahme des englischen Majors Stokes in persische Dienste. (16) Feindseligkeit Rußlands gegen Morgan Schuster und Rückwirkung auf die englisch-russischen Beziehungen in Persien. (16) Russische militärische Intervention in Persien zur Entfernung Morgan Schusters und Krise in den englisch-russischen Beziehungen. (17) Ostasiatische Fragen. (19) Sechstes Kapitel. Rußland und Japan in China: 15. Oktober 1909 bis 16. März 1914 . S. 254-292 (19) Zusammenschluß Rußlands und Japans zum Schutz ihrer Interessen in der Mandschurei gegen andere Mächte. (19) Amerikanisches Projekt einer chinesischen Anleihe. (20) Politik Rußlands und Japans in China. Dez. 1910 bis März 1914. (20) Türkische Fragen. (22) Siebentes Kapitel: Russische Politik in der Türkei 1909 bis 1912: 15. April 1909 bis 30. April 1912 . S. 299-314 (22) Rußlands militärische Stellung im Schwarzen Meer. (22) Politische Bedeutung türkische Anleiheversuche in Paris und London. (22) Türkische Versuche einer Annäherung an die Ententegruppe. (23) Verhandlungen über eine Revision des russisch-türkischen Abkommens von 1900. (23) Bagdadbahn. (24) Achtes Kapitel: Die Ententemächte und die Bagdadbahn: 1. Februar 1907 bis 30. Mai 1913 . S. 315-365 (24) Rußlands prinzipieller Standpunkt. (24) Deutsch-englische Verhandlungen Bagdad-Koweit und die vierprozentige Erhöhung der türkischen Einfuhrzölle. Nov. 1909 bis Febr. 1910. (25) Deutsch-türkische Verhandlungen auf der Grundlage der Verwendung der Zehntenüberschüsse als Kilometergarantie. (26) Englisches Bahnprojekt Mohamerra-Khoremabad und Wiederanregung der allgemeinen Bagdadbahnverhandlungen durch die Türkei. (27) Beteiligung französischen Kapitals. Verhandlungen Lynch-Deutsche Bank über die Schiffahrt auf dem Tigris. (28) Die Verhandlungen im Mai 1913. (28) Neuntes Kapitel. Frankreich und England Stellungnahme zu den durch die Potsdamer Kaiserbegegnung bedingten deutsch-russischen Verhandlungen über eine Bahn Bagdad-Khanetin-Teheran: 7. Dezember 1910 bis 7. September 1911 . S. 366-407 (29) Beunruhigung in Paris und London über etwaige Folgen der Potsdamer Zusammenkunft. (29) Frage der finanziellen Unterstützung Rußlands durch England und Frankreich beim Bau der Linie Khanetin-Teheran und anderer Bahnen in Nordpersien. (31) Verlauf der Verhandlungen März-August 1911. (31) Marokko. (32) Zehntes Kapitel. Agadir: 10. Februar 1909 bis 20. Dezember 1911 . S. 408-448 (32) Das deutsch-französische Marokkoabkommen 1909. (32) Die Marokkofrage im Jahre 1911. (32) Nachklänge der Marokkokrise. (35) Italien. (36) Elftes Kapitel. Italiens Stellung im Dreibund und sein Verhältnis zu den drei Ententemächten: 22. Juni 1909 bis 2. Juli 1914 . S. 449-491 (36) Zusammenkunft der Könige Italiens und Englands in Bajä 1909. (36) Zusammenkunft zwischen dem Kaiser von Rußland und dem König von Italien in Racconigi 1909. (36) Italien und die persische Frage. Zusammenkunft des italienischen und österreichischen Außenministers in Salzburg 1910. (37) Das französisch-italienische Abkommen von 1902 und Beziehungen zwischen beiden Mächten. März-August 1912. (37) Italienisch-russische Beziehungen Okt. 1911 bis Nov. 1912. (38) Französisch-italienische Beziehungen Nov. bis Dez. 1913 und April 1914. (39) Zwölftes Kapitel. Tripolis: 26. August 1911 bis 14. Oktober 1912 . S. 492-519 (39) Die Stellung der Großmächte zum italienischen Vorgehen in Tripolis. (39) Vermittlungsversuche der Ententemächte 1911, um der Möglichkeit einer Vermittlerrolle Deutschlands zuvorzukommen. (40) Ausdehnung der kriegerischen Operationen auf die Meerengen. (40) Französischer Konferenzvorschlag und die "Uneigennützigkeitserklärung". (41) Friedensschluß durch direkte türkisch-italienische Verhandlungen. (42) Balkan und Türkei. (43) Dreizehntes Kapitel. Die Lage auf dem Balkan vor Ausbruch des ersten Balkankrieges: 11. Mai bis 20 Sept. 1912 . S. 520-550 (43) Montenegro. Bulgarien. (43) Serbien. (43) Österreich-Ungarn. (44) Russische Vorsichtsmaßregeln zum Schutze seiner Interessen. (45) Vierzehntes Kapitel. Die Großmächte während des Balkankrieges: 21. Oktober 1912 bis 23. November 1912 . S. 551-592 (45) Slawophile Evolution Englands und Standpunkt des Londoner Kabinetts gegenüber der Türkei. (45) Rußlands Standpunkt gegenüber Österreich-Ungarn im Oktober 1912. (45) Rußland und der serbisch-bulgarische Geheimvertrag. (46) Russische Befürchtungen wegen bulgarischer Absichten auf Konstantinopel. (46) Europäische Spannung wegen der Frage des serbischen territorialen Zuganges zur Adria. (47) Fünfzehntes Kapitel. Die Londoner Botschafterkonferenz: November bis Dezember 1912 . S. 593-614 (49) Serbische Unnachgiebigkeit. (49) Der Gedanke einer Konferenz der Großmächte und Verhandlungen über das Programm derselben. (50) Sechzehntes Kapitel. Die Lage auf dem Balkan Anfang 1914: 24. Januar bis 30. Juni 1914 . S. 615-638 (51) Die Gruppierung der Balkanstaaten. (51) Möglichkeit der Vereinigung Serbiens mit Montenegro. (52) Die Frage einer bulgarischen Anleihe. (53) Siebzehntes Kapitel. Rußland und die Militärmission des Generals Liman von Sanders: 21. November 1913 bis 16. Januar 1914 . S. 639-673 (53) Verhandlungen in Berlin während der Anwesenheit des russischen Staatssekretärs Kokowzew. (53) Fragen der Unterstützung der russischen Vorstellungen in Konstantinopel durch Frankreich und England. (54) Frage der direkten Verhandlungen zwischen Berlin und Petersburg. Vermittlungsvorschlag des deutschen Botschafters in Konstantinopel. (55) Zuspitzung der Krise. (55) Beilegung der Krise. (56) Achtzehntes Kapitel. Die Grundzüge der russischen Meerengenpolitik: 23. Oktober 1911 bis 10. Mai 1913 . S. 674-695 (57) Englands und Frankreichs Stellungnahme zu den Verhandlungen Tcharykoffs mit Said Pascha 1911. (57) Rußlands Standpunkt im Jahre 1912. Die Meerengen-Frage und die internationale Kontrolle der türkischen Finanzen. (58) Die beiden Mächtegruppen in Europa. (59) Neunzehntes Kapitel. Deutsch-russische Beziehungen 1909-1914: 2. April 1909 bis 9. April 1914 . S. 696-715 (59) 1909. 1910. (59) 1912. (59) 1913. 1914. (60) Zwanzigstes Kapitel: Deutsch-englische Beziehungen 1908-1914: 25. November 1908 bis 13. Februar 1914 . S. 716-776 (60) 1908. (60) 1909. (60) 1910. 1911. (62) 1912 und die Mission Lord Haldanes. (62) Einundzwanzigstes Kapitel. England, Frankreich, Rußland: 18. Juni 1908 bis 16. Juli 1914 . S. 777-827 (65) 1908. (65) 1910. 1911. (66) 1912. (66) 1913. (68) 1914. (68) Erstes Kapitel. Die Lösung der bosnischen Krise. ([71]) [Brief]: Brief des russischen Außenministers Iswolsky an den russischen Botschafter in Paris Relidow vom 23. Oktober / 5. November 1908. ([71]) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 15./28. Januar 1909. (73) [Brief]:Mittteilung der französischen Botschaft in Petersburg an das russische Außenministerium vom 13./26. Februar 1909. (73) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 11./24. Februar 1909. (75) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 14./27. Februar 1909. (76) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 14./27. Februar 1909. - Nr. 250. (76) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 16./27. Februar 1909. - Nr. 251. (77) [Brief]: Inhaltsangabe eines Telegramms des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 14./27. Februar 1909. (78) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister Iswolsky vom 15./28. Februar 1909. - Nr. 40. (79) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister Iswolsky vom 15./28. Februar 1909. - Nr. 41. (79) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 17. Februar / 2. März 1909. - Nr. 265 (80) [Brief]: Brief des russischen Botschafters in Paris an den russischen Außenminister Iswolsky vom 18. Februar / 3. März 1909. (81) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister Iswolsky vom 17. Februar / 2. März 1909. (84) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 18. Februar / 3. März 1909. (85) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister Iswolsky vom 18. Februar / 3. März 1909. (86) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 20. Februar / 5. März 1909. - Nr. 288. (87) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 20. Februar / 5. März 1909. - Nr. 292. (88) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 21. Februar / 6. März 1909. (88) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 22. Februar / 7. März 1909. - Nr. 301. (89) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 22. Februar / 7. März 1909. - Nr. 296. (90) [3 Briefe]: (1)Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 23. Februar / 8. März 1909. (2)Telegramm des russischen Geschäftsträgers in Dettinje an den russischen Außenminister Iswolsky vom 13./26. Februar 1909. (3)Inhaltsangabe eines Briefs des russischen Außenministers Iswolsky an den russischen Gesandten in Bukarest vom 24. Februar / 9. März 1909. (91) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 26. Februar / 11. März 1909. - Nr. 318. (91) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 26. Februar / 11. März 1909. - Nr. 319. (92) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 27. Februar / 12. März 1909. (93) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 28. Februar / 13. März 1909. (93) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 2./15. März 1909. - Nr. 337. (94) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 3./16. März 1909. (95) [Brief]: Vertraulicher Brief des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 4./17. März 1908. (96) [Brief]: Telegramm des russischen Außenministers Iswolsky an die russischen Botschafter in London und Paris vom 4./17. März 1909. - Nr. 356. (98) [Brief]: Telegramm des russischen Außenministers Iswolsky an die russischen Botschafter in London und Paris vom 4./17. März 1909. - Nr. 364. (99) [Brief]: Telegramm desselben an dieselben vom 4./17. März 1909. - Nr. 365. (99) [Brief]: Telegramm des russischen Außenministers Iswolsky an die russischen Botschafter in London und Paris vom 4./17. März 1909. - Nr. 363. (100) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister Iswolsky vom 4./17. März 1909. (100) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 4./17. März 1909. (101) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 6./19. März 1909. - Nr. 7. (102) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 9./22. März 1909. - Nr. 10. (103) [Brief]: Telegramm des russischen Außenministers Iswolsky an die russischen Vertreter in Paris und London vom 10./23. März 1909. (103) [Brief]: Telegramm des russischen Außenministers Iswolsky an die russischen Vertreter in Paris und London vom 10./23. März 1909. - Nr. 409. (104) [Brief]: Telegramm des russischen Geschäftsträgers in Berlin an den russischen Außenminister Iswolsky vom 11./12. März 1909. - Nr. 22. (105) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Geschäftsträger in Berlin vom 13./26. März 1909. - Nr. 425. (106) [Brief]: Telegramm des russischen Geschäftsträgers in Berlin an den russischen Außenminister Iswolsky vom 13./26. März 1909. - Nr. 24. (107) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Geschäftsträger in Berlin vom 13./26. März 1909. - Nr. 429. (107) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 14./27. März 1909. - Nr. 19. (108) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 22. März / 4. April 1909. - Nr. 503. (108) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 24. März / 6. April 1909. - Nr. 30. (109) [Brief]: Bericht des russischen Botschafters in Paris an den russischen Außenminister Iswolsky vom 19. März / 1. April 1909. - Nr. 28. (109) [Brief]: Auszug aus einem vertraulichen Bericht des russischen Botschafters in Paris an den russischen Außenminister Iswolsky vom 19. März / 1. April 1909. - Nr. 30. (112) [Brief]: Vertraulicher Brief des russischen Botschafters in Paris an den russischen Außenminister Iswolsky vom 19. März / 1. April 1909. (113) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Iswolsky vom 26. März / 8. April 1909. (115) Zweites Kapitel. Wiederaufnahme diplomatischer Beziehungen zwischen Österreich-Ungarn und Rußland. ([116]) [Brief]: Telegramm des russischen Botschafters in Wien an den russischen Außenminister Iswolsky vom 9./22. November 1909. ([116]) [Brief]: Telegramm des russischen Geschäftsträgers in Wien an den russischen Außenminister Iswolsky vom 14./27. Januar 1910. ([116]) [Brief]: Brief des russischen Botschafter in Paris an den russischen Außenminister Iswolsky vom 21. Januar / 3. Februar 1910. (117) [Brief]: Brief des russischen Außenministers Iswolsky an den russischen Geschäftsträger in Wien vom 23. Januar / 5. Februar 1910. (118) [2 Briefe]: (1)Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister Iswolsky vom 20. Januar / 2. Februar 1910. (2)Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 22. Januar / 4. Februar 1910. (120) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister Iswolsky vom 22. Januar / 4. Februar 1910. - Nr. 37. (120) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in Konstantinopel vom 24. Januar / 6. Februar 1910. - Nr. 136. (121) [Brief]: Brief des russischen Außenministers Iswolsky an den russischen Geschäftsträger in Wien vom 27. Januar / 9. Februar 1910. (122) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 11./24. Februar 1910. - Nr. 245. (122) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Iswolsky vom 13./26. Februar 1910. - Nr. 40. (123) [2 Briefe]: (1)Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 14./27. Februar 1910. - Nr. 256. (2)Telegramm des russischen Botschafters in Rom an den russischen Außenminister Iswolsky vom 30. Januar / 12. Februar 1910. (124) [Brief]: Telegramm des russischen Botschafters in Rom an den russischen Außenminister Iswolsky vom 30. Januar / 12. Februar 1910. (124) [Brief]: Brief des russischen Geschäftsträgers in Wien an den russischen Außenminister Iswolsky vom 4./17. Februar 1910. (125) [Brief]: Telegramm des russischen Botschafters in Rom an den russischen Außenminister Iswolsky vom 13./26. Februar 1910. (127) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister Iswolsky vom 13./26. Februar 1910. (127) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in Rom vom 14./27. Februar 1910. (128) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 16. Februar / 1. März 1910. (128) [Brief]: Telegramm des russischen Botschafters in Berlin an den russischen Außenminister Iswolsky vom 16. Februar / 1. März 1910. - Nr. 17. (129) [Brief]: Telegramm des russischen Geschäftsträgers in Wien an den russischen Außenminister Iswolsky vom 16. Februar / 1. März 1910. - Nr. 19. (130) [Brief]: Telegramm des russischen Geschäftsträgers in Wien an den russischen Außenminister Iswolsky vom 17. Februar / 2. März 1910. (131) [Brief]: Brief des russischen Geschäftsträgers in Paris an den russischen Außenminister Iswolsky vom 18. Februar / 3. März 1910. (131) [Brief]: Telegramm des russischen Geschäftsträgers in Wien an den russischen Außenminister Iswolsky vom 25. Februar / 10. März 1910. - Nr. 22. (132) [2 Briefe]: (1)Telegramm des russischen Geschäftsträgers in Wien an den russischen Außenminister Iswolsky vom 6./19. März 1910. (2)Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 7./20. März 1910. - Nr. 362. (133) [Brief]: Telegramm des russischen Geschäftsträgers in Wien an den russischen Außenminister Iswolsky vom 9./22. März 1910. - Nr. 27. (133) [Brief]: Sehr vertraulicher Bericht des russischen Botschafters in Wien Urussow an den russischen Außenminister Iswolsky vom 26. Oktober / 8. November 1910. (134) [Brief]: Vertraulicher Bericht des russischen Botschafters in Wien an den russischen Außenminister 2./15. Februar 1911. (135) Drittes Kapitel. Bildung des Balkanblockes. ([137]) [Brief]: Telegramm des russischen Geschäftsträgers in Sofia an den russischen Außenminister vom 28. Februar / 13. März 1909. ([137]) [Brief]: Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 3./16. April 1909. ([137]) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Sofia vom 5./18. April 1909. (138) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Gesandten in Belgrad vom 5./18. April 1909. (138) [Brief]: Bericht des russischen Gesandten in Belgrad an den russischen Außenminister vom 14./27. April 1909. - Nr. 34. (139) [Brief]: Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 21. April / 4. Mai 1909. (140) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Gesandten in Sofia vom 29. April / 12. Mai 1909. (2)Bericht des russischen Gesandten in Belgrad an den russischen Außenminister vom 12./25. Mai 1909. - Nr. 38. (141) [Brief]: Bericht des russischen Gesandten in Belgrad an den russischen Außenminister vom 26. Mai / 8. Juni 1909. - Nr. 44. (141) [Briefe]: Sehr vertraulicher Brief des russischen Außenministers an den russischen Geschäftsträger in Sofia vom 3./16. August 1909. - Nr. 759. (142) [Brief]: Vertraulicher Brief des russischen Geschäftsträgers in London an den russischen Außenminister vom 21. Oktober / 3. November 1909. (143) [2 Briefe]: (1)Telegramm des russischen Geschäftsträgers in Rom an den russischen Außenminister Iswolsky vom 2./15. November 1909. (2)Telegramm des russischen Außenministers an den russischen Gesandten in Sofia vom 15./28. September 1910. (145) [Brief]: Geheimer Bericht des russischen Gesandten in Sofia an den russischen Außenminister vom 12./25. November 1910. - Nr. 52. (146) [Brief]: Geheimer Bericht des russischen Gesandten in Griechenland an den russischen Außenminister vom 2./15. Januar 1911. - Nr. 1. (148) [Brief]: Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 26. Februar / 11. März 1911. (149) [2 Briefe]: (1)Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 19. März / 1. April 1911. - Nr. 110. (2)Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 20. März / 2. April 1911. (150) [Brief]: Telegramm des russischen Geschäftsträgers in Sofia an den russischen Außenminister vom 26. März / 8. April 1911. (150) [2 Briefe]: (1)Telegramm des russischen Gesandten in Belgrad an den russischen Außenminister vom 14./27. Mai 1911. - Nr. 80. (2)Telegramm des Stellvertretenden russischen Außenministers Neratow an den russischen Gesandten in Sofia vom 25. Juni / 8. Juli 1911. (151) [Brief]: Telegramm des russischen Botschafters in Wien an den russischen Außenminister vom 25. September / 8. Oktober 1911. - Nr. 42. (152) [Brief]: Telegramm des russischen Gesandten in Sofia an den russischen Außenminister vom 29. November / 12. Dezember 1911. - Nr. 98. (153) [2 Briefe]: (1)Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 17./30. März 1912. - Nr. 580. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 19. März / 1. April 1912. - Nr. 91. (154) [2 Briefe]: (1)Telegramm des russischen Geschäftsträgers in Sofia an den russischen Außenminister vom 22. März / 4. April 1912. - Nr. 33. (2)Telegramm des russischen Geschäftsträger in Sofia an den russischen Außenminister vom 3./16. April 1912. - Nr. 34. (155) [Brief]: Bericht des russischen Gesandten in Sofia in den russischen Außenminister vom 7./20. Juni 1912. - Nr. 16. (155) Viertes Kapitel. Die russisch-englische Konvention von 1907 und Persien. ([157]) [Brief]: Memorandum des englischen Ministeriums des Auswärtigen vom 9. Oktober 1908. ([157]) [Brief]: Brief des russischen Botschafters in London Benckendorff an das russische Außenministerium vom 9./22. Mai 1909. (158) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 21. Mai / 3. Juni 1909. - Nr. 77. (160) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 23. Mai / 5. Juni 1909. - Nr. 969. (160) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 25. Mai / 7. Juni 1909. (161) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 17./30. Juni 1909. - Nr. 114. (162) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 19. Juni / 2. Juli 1909. - Nr. 1149. (163) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 20. Juni / 3. Juli 1909. - Nr. 125. (164) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 30. Juni / 13. Juli 1909. - Nr. 146. (165) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 30. Juni / 13. Juni 1909. - Nr. 147. (166) [Brief]: Telegramm des englischen Botschafters in Konstantinopel an das englische Außenministerium vom 1./14. Juli 1909. (167) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 7./20. Juli 1909. (167) [Brief]: Brief des russischen Botschafters in London Benckendorff an das russische Außenministerium vom 3./16. August 1909. (169) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London Benckendorff vom 8./21. Januar 1910. - Nr. 38. (171) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 13./26. Januar 1910. - Nr. 6. (172) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 18./31. Januar 1910. - Nr. 98. (173) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 18./31. Januar 1910. - Nr. 99. (174) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 20. Januar / 2. Februar 1910. (174) [Brief]: Brief des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 25. Februar / 10. März 1910. - Nr. 171. (175) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 2./15. März 1910. - Nr. 51. (176) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 3./16. März 1910. - Nr. 52. (177) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 3./16. März 1910. (178) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 3./16. März 1910. (179) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 3./16. März 1910. - Nr. 339. (180) [Brief]: Telegramm des russischen Außenministers Iswolsky vom 3./16. März 1910. - Nr. 340. (181) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 5./18. März 1910. - Nr. 54. (182) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 5./18. März 1910. - Nr. 55. (182) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 5./18. März 1910. - Nr. 56. (183) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 7./20. März 1910. - Nr. 57. (184) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 8./21. März 1910. - Nr. 62. (184) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 8./21. März 1910. - Nr. 63. (185) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 8./21. März 1910. - Nr. 63. (185) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 10./23. März 1910. - Nr. 380. (186) [2 Briefe]: (1)Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 11./24. März 1910. - Nr. 383. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister Iswolsky vom 11./24. März 1910. - Nr. 65. (187) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 13./26. März 1910. - Nr. 406. (187) [Brief]: Telegramm des russischen Gesandten in Teheran an den russischen Außenminister Iswolsky vom 10./23. März 1910. (188) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London Benckendorff vom 3./16. April 1910. - Nr. 492. (188) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London Benckendorff vom 3./16. April 1910. - Nr. 493. (189) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London Benckendorff vom 3./16. April 1910. - Nr. 494. (190) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London Benckendorff vom 10./23. April 1910. - Nr. 531. (191) [Brief]: Brief des russischen Botschafters in London Benckendorff an das russische Außenministerium vom 13./26. April 1910. (192) [Brief]: Telegramm des russischen Gesandten in Teheran an das russische Außenministerium vom 1./14. April 1910. (193) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 29. April / 12. April 1910. Nr. 631. (193) [Briefe]: Telegramm des russischen Gesandten in Teheran an das russische Außenministerium vom 12./25. April 1910. (194) [Brief]: Telegramm des russischen Botschafters an den russischen Außenminister vom 15./28. April 1910. - Nr. 25. (195) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 30. April / 13. Mai 1910. - Nr. 102. (195) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 5./18. Mai 1910. - Nr. 104. (196) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 8./21. Mai 1910. - Nr. 109. (196) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 9./22. Mai 1910. - Nr. 695. (197) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 11./24. Mai 1910. - Nr. 113. (198) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in London Benckendorff vom 13./26. Mai 1910. - Nr. 717. (199) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Iswolsky vom 18./31. Mai 1910. (199) [Brief]: Auszug aus dem Bericht des russischen Außenministers Sasonow an den Zaren über seinen Besuch in Balmoral im Oktober 1912. (200) [Brief]: Auszug aus einem persönlichen Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 4./17. August 1910. (201) [2 Briefe]: (1)Telegramm des russischen Außenministers Sasonow an den russischen Geschäftsträger in London vom 13./26. September 1910. - Nr. 1420. (2)Telegramm des russischen Geschäftsträger in London an den russischen Außenminister Sasonow vom 15./28. September 1910. - Nr. 242. (204) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Gesandten in Teheran vom 16./29. September 1910. (204) [Brief]: Telegramm des russischen Gesandten in Teheran an den russischen Außenminister Sasonow vom 18. Sept. / 1. Oktober 1910. (205) [Brief]: Sehr geheimer Brief des russischen Außenministers Sasonow an den russischen Gesandten in Teheran vom 25. Sept. / 8. Okt. 1910. - Nr 884. (205) [Brief]: Telegramm des russischen Gesandten in Teheran an den russischen Außenminister vom 13./26. Oktober 1910. (209) Fünftes Kapitel. Rußland und die Tätigkeit Morgan Shusters in Persien. ([211]) [2 Briefe]: (1)Telegramm des russischen Gesandten in Teheran an den russischen Außenminister vom 5./18. August 1910. (2)Telegramm des russischen Gesandten in Teheran an den russischen Außenminister vom 24. Aug. / 6. Sept. 1910. ([211]) [2 Briefe]: (1)Telegramm des russischen Außenministers Sasonow an den russischen Gesandten in Teheran vom 26. Aug. / 8. Sept. 1910. (2)Telegramm es russischen Gesandten in Teheran an den russischen Außenminister vom 28. August / 10. Sept. 1910. - Nr. 564. (212) [Brief]: Telegramm des russischen Botschafters in Washington an den russischen Außenminister vom 20. Sept. / 3. Okt. 1910. (212) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 15./28. Jan. 1911. - Nr. 62. (213) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 9. Jan. / 1. Febr. 1911. - Nr. 13. (213) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 28. Juni / 11. Juli 1911. - Nr. 871. (214) [Brief]: Telegramm des russischen Außenministeriums an den russischen Botschafter in London Benckendorff vom 4./17. Juli 1911. - Nr. 903. (214) [Brief]: Telegramm des russischen Außenministeriums an den russischen Botschafter in London Benckendorff vom 4./17. Juli 1911. - Nr. 903. (215) [2 Briefe]: (1)Telegramm des russischen Botschafters in London Benckendorff an das russische Außenministerium vom 4./17. August 1911. - Nr. 189. (2)Telegramm des russischen Außenministeriums an den russischen Botschafter in London Benckendorff vom 6./19. August 1911. - Nr. 1101. (216) [Brief]: Telegramm des russischen Gesandten in Teheran an den stellvertretenden russischen Außenminister vom 9./22. August 1911. - Nr. 703. (217) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an das russische Außenministerium vom 10./23. August 1911. - Nr 193 (218) [Brief]: Brief des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 7./20. Okt. 1911. (218) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an das russische Außenministerium vom 11./24. Okt. 1911. - Nr. 246. (221) [Brief]: Auszug aus einem Briefe des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 11./24. Okt. 1911. (222) [2 Briefe]: (1)Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 26. Okt. / 8. Nov. 1911. - Nr. 1730. (2)Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 26. Okt. / 8. Nov. 1911. - Nr. 1732. (224) [Brief]: Telegramm des russischen Botschafters in London Benckerndorff an den stellvertretenden russischen Außenminister Neratow vom 29. Okt. / 11. Nov. 1911. - Nr. 278. (225) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 3./16. November 1911. - 1798. (226) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 4./17. Nov. 1911. - Nr. 1810. (227) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 5./18. Nov. 1911. - Nr. 280. (230) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Gesandten in Teheran vom 6./19. Nov. 1911. - Nr. 281. (231) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Gesandten in Teheran vom 7./20. Nov. 1911. - Nr. 1833. (232) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden Außenminister Neratow vom 8./21. Nov. 1911. - Nr. 283. (233) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 8./21. Nov. 1911. - Nr. 284. (233) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 10./23. Nov. 1911. - Nr. 286. (234) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 10./23. Nov. 1911. - Nr. 1861. (235) [Brief]: Telegramm des russischen Botschafters in London Benckendorf an den stellvertretenden russischen Außenminister Neratow vom 10./23. Nov. 1911. - Nr. 287. (235) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 11./24. Nov. 1911. - Nr. 288. (236) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 11./24. November 1911. - Nr 289. (236) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 11./24. November 1911. - Nr 289. (237) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 13./26. November 1911. - Nr. 1881. (237) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 16./29. November 1911. - Nr. 1901. (238) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 18. Nov. / 1. Dez. 1911. - Nr. 302. (239) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 19. Nov. / 2. Dez. 1911. - Nr. 305. (239) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 19. Nov. / 2. Dez. 1911. - Nr. 307. (240) [Brief]: Brief des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 21. Nov. / 4. Dez. 1911. (242) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 22. Nov. / 5. Dez. 1911. - Nr. 313. (244) [3 Briefe]: (1)Telegramm des russischen Gesandten in Teheran an den stellvertretenden russischen Außenminister Neratow vom 17./30. Nov. 1911 - Nr. 1173. (2)Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 18. Nov. / 1. Dez. 1911. - Nr. 1923. (3)Telegramm es russischen Gesandten in Teheran an den stellvertretenden russischen Außenminister Neratow vom 20. Nov. / 3. Dez. 1911. - Nr. 1938. (245) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 21. Nov. / 4. Dez. 1911. - Nr. 1951. (245) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister Neratow vom 25. Nov. / 8. Dez. 1911. - Nr. 315. (246) [Brief]: Telegramm des stellvertretenden russischen Außenministers Neratow an den russischen Botschafter in London Benckendorff vom 27. Nov. / 10. Dez. 1911. - Nr. 2009. (246) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London Benckendorff vom 9./22. Dez. 1911. - Nr. 2109. (247) [Brief]: Telegramm es russischen Statthalters im Kaukasus an den russischen Außenminister vom 10./23. Dez. 1911. - Nr. 7637. (247) [Brief]: Telegramm des russischen Statthalters im Kaukasus an den russischen Außenminister vom 11. / 24. Dezember 1911. - Nr. 7785. (248) [2 Briefe]: (1)Telegramm des russischen Statthalters im Kaukasus an den russischen Außenminister vom 11./24. Dez. 1911. - Nr. 7786. (2)Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister vom 19. Dez. 1911 / 1. Jan. 1912. - Nr. 337. (249) [Brief]: Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 21. Dez. 1911 / 3. Jan. 1912. - Nr. 341. (249) [2 Briefe]: (1)Telegramm des russischen Botschafters in London Benckendorf an den russischen Außenminister Sasonow vom 23. Dez. 1911 / 5. Jan. 1912. - Nr. 343. (2)Auszug aus einem Telegramm des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 24. Dez. 1911 / 6. Jan. 1912. - Nr. 346. (250) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Gesandten in Teheran vom 5./18. Jan. 1912. - Nr. 38. (251) [Brief]: Auszug aus einem persönlichen Briefe des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonov vom 15./28. Jan. 1912. (251) Sechstes Kapitel. Rußland und Japan in China. ([254]) [Brief]: Telegramm des russischen Gesandten in Peking an den russischen Außenminister vom 2./15. Okt. 1909. ([254]) [2 Briefe]: (1)Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 29. Sept. / 12. Okt. 1909. (2)Telegramm des russischen Außenministers an den russischen Gesandten in Peking vom 5./18. Oktober 1909. (255) [Brief]: Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 2./15. Dezember 1909. (255) [Brief]: Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 7./20. Dezember 1909. (256) [Brief]: Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 11./24. Dezember 1909. (256) [Brief]: Telegramm des russischen Botschafters in Washington an den russischen Außenminister vom 15./28. Dezember 1909. (257) [Brief]: Brief des russischen Botschafters in Tokio an den russischen Außenminister vom 31. Dezember 1909 / 13. Januar 1910. (257) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 31. Dezember 1909 / 13. Januar 1910. - Nr. 2291. (2)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 31. Dezember 1909 / 13. Januar 1910. - Nr. 2291. (259) [Brief]: Vertraulicher Brief des russischen Außenministers an den russischen Botschafter in London vom 31. Dezember 1909 / 13. Januar 1910. (260) [Brief]: Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 28. Februar / 8. März 1910. (262) [Brief]: Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 24. April / 7. Mai 1910. (262) [Brief]: Telegramm des russischen Gesandten in Peking an den russischen Außenminister vom 29. April / 12. Mai 1910. (263) [Brief]: Sehr vertraulicher Brief des russischen Außenministers an den russischen Botschafter in London vom 11./24. Juni 1910. - Nr. 760. (263) [Protokoll]: Projekt eines öffentlichen Abkommens zwischen Rußland und Japan. (264) [Protokoll]: Projekt eines Geheimvertrages zwischen Rußland und Japan. (265) [3 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 12./25. Juni 1910 - Nr. 889. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 15./28. Juni 1910. - Nr. 157. (3)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 15./28. Juni 1910 - Nr. 160. (266) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 16./29. Juni 1910 - Nr. 911. (266) [Brief]: Auszug aus dem Bericht des russischen Geschäftsträgers in Peking vom 1./14. Juli 1910 an den russischen Außenminister. (267) [Brief]: Vertraulicher Brief des russischen Außenministers an den russischen Finanzminister vom 6./19. November 1910. (268) [Brief]: Brief des russischen Geschäftsträgers in London an den russischen Außenminister vom 10./23. November 1910. (270) [Brief]: Sehr vertraulicher Brief des russischen Außenministers an den russischen Botschafter in London vom 27. November / 10. Dezember 1910. - Nr. 1369. (271) [Protokoll]: Protokoll einer besonderen Ministerratssitzung in Petersburg vom 19. November / 2. Dezember 1910. (272) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Tokio vom 27. November / 10. Dezember 1910. - Nr. 1742. (276) [Brief]: Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 4./17. Dezember 1910. - Nr. 206. (276) [Brief]: Telegramm des russischen Außenministers an den russischen Gesandten in China vom 10./23. Dezember 1910. - Nr. 1793. (277) [Brief]: Telegramm des russischen Gesandten in China an den russischen Außenminister vom 11./24. Dezember 1910. - Nr. 645. (277) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Gesandten in China vom 24. Jan. / 6. Februar 1911. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 7./20. Februar 1911. - Nr. 43. (278) [Brief]: Telegramm des stellvertretenden Außenministers an den russischen Botschafter in Tokio vom 16./29. April 1911. - Nr. 518. (279) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 4./17. Juli 1911. (280) [Brief]: Sehr vertraulicher Brief des russischen Außenministers an den russischen Botschafter in London vom 12./25. Januar 1912. - Nr. 33. (282) [Brief]: Memorandum des russischen Außenministers vom 10./23. Januar 1912. (282) [Brief]: Vertraulicher Brief des russischen Außenministers an den russischen Botschafter in Paris vom 14./27. Dezember 1911. - Nr. 1331. (284) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 5./18. März 1912. - Nr. 475. (286) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 9./22. März 1912. - Nr. 508. (286) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 7./20. April 1912. - Nr. 716. (287) [Brief]: Bericht des russischen Gesandten in Peking an den russischen Außenminister vom 1./14. Mai 1912. - Nr. 32. (287) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 19. Juni / 2. Juli 1912. - Nr. 1233. (288) [Protokoll]: Projekt einer geheimen Konvention zwischen Rußland und Japan hinsichtlich der Mongolei. (288) [Brief]: Telegramm des russischen Außenministers an den russischen Generalkonsul in Ourga vom 18./31. August 1912. - Nr. 1694. (289) [Brief]: Telegramm des russischen Außenministeriums an den russischen diplomatischen Agenten in der Mongolei vom 8./21. Nov. 1913. - Nr. 3179. (289) [Brief]: Telegramm des russischen Botschafters in Tokio an den russischen Außenminister vom 26. November / 9. Dezember 1913. - Nr. 200. (290) [Brief]: Telegramm des russischen Außenministers an den russischen Gesandten in Peking vom 24. Februar / 9. März 1914. - Nr. 417. (290) [Brief]: Telegramm des russischen Gesandten in Peking an den russischen Außenminister vom 26. Februar / 11. März 1914. - Nr. 104. (291) [Brief]: Telegramm des russischen Außenministers an den russischen Gesandten in Peking vom 1./14. März 1914. - Nr. 471. (291) [Brief]: Telegramm des russischen Gesandten in Peking an den russischen Außenminister vom 3./16. März 1914. - Nr. 116. (292) Siebentes Kapitel. Russische Politik in der Türkei 1909-1912. ([293]) [Brief]: Bericht des russischen Botschafters in Paris Nelidow an den russischen Außenminister vom 2./15. April 1909. ([293]) [Brief]: Auszug aus einem Privatbrief des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 8./21. April 1910. (294) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 14./27. April 1910. - Nr. 200. (295) [Brief]: Bericht des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 2./15. April 1911. (296) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 15./28. Juni 1910. - Nr. 905. (297) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 17./30. Juni 1910. (298) [Brief]: Vertraulicher Bericht des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 24. Juni / 7. Juli 1910. (299) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 21. Juli / 3. August 1910. - Nr. 1139. (300) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 11. / 24. Oktober 1910. (300) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 13./26. September 1910. (301) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 10./23. Oktober 1910. (301) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 15./28. Februar 1911. (302) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 1./14. Oktober 1911. - Nr. 631. (303) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 2./15. Oktober 1911. - Nr. 634. (304) [Brief]: Telegramm des russischen Botschafters in London an das russische Außenministerium vom 21. Oktober / 3. November 1911. - Nr. 257. (304) [Brief]: Privatbrief des russischen Botschafters in Konstantinopel Tcharykoff an den russischen Außenminister Sasonow vom 2./15. Januar 1912. (305) [Brief]: Telegramm des russischen Botschafters in Paris Iswolsky an den russischen Außenminister Sasonow vom 27. Januar / 9. Februar 1912. - Nr. 17. (307) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 31. Januar / 13. Februar 1912. - Nr. 42. (308) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in Konstantinopel vom 3./16. Februar 1912. - Nr. 230. (309) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in Konstantinopel vom 3./16. Februar 1912. - Nr. 230. (310) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 7./20. Februar 1912. - Nr. 54. (311) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 8./21. Februar 1912. - Nr. 58. (311) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 10./23. März 1912. - Nr. 46. (312) [Brief]: Auszug aus einem Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 21. Februar / 5. März 1912. - Nr. 88. (312) [Brief]: Telegramm des russischen Botschafters in Konstantinopel Giers an den russischen Außenminister vom 17./30. April 1912. - Nr. 189. (313) Achtes Kapitel. Die Ententemächte und die Bagdadbahn. ([315]) [Protokoll]: Protokoll der Sitzung des russischen Ministerrats vom 1. Februar 1907 bezüglich des Abschlusses eines Vertrages mit England über persische Fragen, unter besonderer Berücksichtigung der Bagdadbahn. ([315]) [Brief]: Sehr vertraulicher Brief des russischen Außenministers Iswolsky an den russischen Botschafter in London vom 6./19. Dezember 1907. (319) [Brief]: Brief des russischen Außenministers Iswolsky an den russischen Geschäftsträger in London vom 5./18. November 1909. (320) [Brief]: Memorandum der englischen Botschaft in Petersburg vom 6./19. November 1909. (321) [Brief]: Telegramm des russischen Außenministers Iswolsky an den russischen Botschafter in Konstantinopel vom 10./23. November 1909. (323) [Brief]: Brief des englischen Botschafters in Petersburg an den russischen Außenminister vom 11./24. November 1909. (324) [Brief]: Brief des englischen Botschafters in Petersburg an den russischen Außenminister vom 14./27. November 1909. (325) [Brief]: Brief des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 13./26. November 1909. (326) [Brief]: Brief des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 14./27. November 1909. (329) [Brief]: Brief des englischen Botschafters in Petersburg an den russischen Außenminister vom 18. November / 1. Dezember 1909. (330) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 25. November / 8. Dezember 1909. (330) [Brief]: Bericht des russischen Botschafters in Paris an den russischen Außenminister vom 26. November / 9. Dezember 1909. (333) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 9./22. Dezember 1909. (334) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 6./19. Dezember 1909. (334) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 8./21. Dezember 1909. - Nr. 240. (336) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 11./24. Dezember 1909. - Nr. 243. (336) [Brief]: Auszug aus einem Bericht des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 11./24. Dezember 1909. (337) [Brief]: Bericht des russischen Botschafters in Paris an den russischen Außenminister vom 7./20. Januar 1910. (338) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 20. Januar / 2. Februar 1910. (338) [Brief]: Telegramm des russischen Außenministers an den russischen Geschäftsträger in London vom 24. März / 6. April 1910. - Nr. 457. (340) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 26. März / 8. April 1910. - Nr. 75. (340) [2 Briefe]: (1)Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 27. März / 9. April 1910. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 6./19. April 1910. - Nr. 79. (341) [Brief]: Bericht des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 8./21. April 1910. (341) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 9./22. April 1910. - Nr. 523. (343) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 10./23. April 1910. - Nr. 80. (343) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 12./25. April 1910. - Nr. 82. (344) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 13./26. April 1910. (344) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 21. April / 4. Mai 1910. - Nr. 85. (345) [2 Briefe]: (1)Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 28. April / 11. Mai 1910. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 5./18. Mai 1910. - Nr. 107. (346) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 27. Mai / 9. Juni 1910. - Nr. 122. (346) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 10./23. Februar 1911. - Nr. 182. (347) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 13./26. Februar 1911. (347) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 1./14. März 1911. (349) [Brief]: Telegramm des russischen Außenministeriums an den russischen Botschafter in London vom 3./16. März 1911. - Nr. 271. (350) [2 Briefe]: (1)Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 8./21. März 1911. (2)Telegramm des russischen Außenministeriums an den russischen Botschafter in London vom 11./24. März 1911. - Nr. 312. (351) [2 Briefe]: (1)Telegramm des russischen Außenministeriums an den russischen Botschafter in London vom 14./27. März 1911. - Nr. 330. (2)Telegramm des russischen Gesandten in Teheran an den russischen Außenminister vom 19. März / 1. April 1911. - Nr. 221. (352) [Brief]: Telegramm des russischen Gesandten in Teheran an den russischen Außenminister vom 21. März / 3. April 1911. - Nr. 224. (352) [2 Briefe]: (1)Telegramm des russischen Gesandten in Teheran an den russischen Außenminister vom 13. / 26. April 1911. (2)Telegramm des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 26. April / 9. Mai 1911. - Nr. 576. (353) [2 Briefe]: (1)Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 28. April / 11. Mai 1911. - Nr. 229. (2)Telegramm des russischen Außenministers an den russischen Botschafter in Konstantinopel vom 2./15. Mai 1911. - Nr. 610. (354) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 4./17. Mai 1911. - Nr. 264. (354) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 4./17. Mai 1911. - Nr. 265. (355) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 19. Juli / 1. August 1911. (355) [Brief]: Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 16./29. Dezember 1911. - Nr. 762. (356) [3 Briefe]: (1)Telegramm des russischen Konsuls in Bagdad an die russische Botschaft in Konstantinopel vom 30. Januar / 12. Februar 1912. (2)Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 10./23. April 1912. - Nr. 177. (3)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 19. Mai / 1. Juni 1912. - Nr. 92. (357) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 1./14. Juni 1912. - Nr. 170. (2)Telegramm des russischen Außenministers an den russischen Botschafter in Paris vom 4./17. Juni 1912. - Nr. 1131. (358) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 7./20. Juni 1912. - Nr. 113. (358) [2 Briefe]: (1)Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 13./26. Juni 1912. - Nr. 122. (2)Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 1./14. August 1912. - Nr. 145. (359) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 10./23. August 1912. - Nr. 214. (359) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 10./23. August 1912. - Nr. 214. (360) [Brief]: Telegramm des russischen Geschäftsträgers in Paris an den russischen Außenminister vom 25. August / 7. September 1912. - Nr. 186. (360) [3 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Geschäftsträger in London vom 29. August / 11. September 1912. - Nr. 1790. (2)Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 31. August / 13. September 1912. - Nr. 230. (3)Telegramm des russischen Botschafters in London an den russischen Außenminister vom 26. April / 9. Mai 1913. - Nr. 433. (361) [2 Briefe]: (1)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 3./16. Mai 1913. - Nr. 1266. (2)Telegramm des russischen Botschafters in Konstantinopel an den russischen Außenminister vom 5./18. Mai 1913. - Nr. 354. (362) [Brief]: Telegramm des russischen Geschäftsträgers in London an den russischen Außenminister vom 6./19. Mai 1913. - Nr. 452. (363) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 8./21. Mai 1913. - Nr. 461. (363) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 13./26. Mai 1913. - Nr. 260. (364) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 17./30. Mai 1913. - Nr. 264. (365) Neuntes Kapitel. Frankreichs und Englands Stellungnahme zu den durch die Potsdamer Kaiserbegegnung bedingten deutsch-russischen Verhandlungen über eine Bahn Bagdad-Khanetin-Teheran. ([366]) [Brief]: Brief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 24. November / 7. Dezember 1910. ([366]) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister Sasonow vom 2./15. Dezember 1910. (367) [Brief]: Telegramm des russischen Außenministers an den russischen Botschafter in London vom 7./20. Dezember 1910. - Nr. 1779. (369) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 8./21. Dezember 1910. - Nr. 279. (369) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 21. Dezember / 3. Januar 1911. (370) [Brief]: Telegramm des russischen Botschafters in Paris an den russischen Außenminister vom 27. Dezember / 9. Januar 1911. (372) [3 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 25. Dezember 1910 / 7. Januar 1911. - Nr 286. (2)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 28. Dezember 1910 / 10. Januar 1911. - Nr. 1880. (3)Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 29. Dezember 1910 / 11. Januar 1911. - Nr. 289. (373) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 2. / 15. Januar 1911. (373) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister Sasonow vom 2./15. Januar 1911. (375) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister Sasonow vom 4./17. Januar 1911. (377) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 8./21. Januar 1911. - Nr. 4. (2)Vertraulicher Brief des russischen Außenministers Sasonow an den russischen Botschafter in London vom 14./27. Januar 1911. - Nr. 21. (381) [Brief]: Persönlicher und vertraulicher Brief des russischen Botschafters in London an den russischen Außenminister Sasonow vom 14./27. Januar 1911. (381) [Brief]: Privatbrief des russischen Botschafters in London Benckendorff an den russischen Außenminister Sasonow vom 1./14. Februar 1911. (384) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 22. Januar / 4. Februar 1911. - Nr. 93. (388) [2 Briefe]: (1)Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 22. Januar / 4. Februar 1911. - Nr. 94. (2)Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 22. Januar / 4. Februar 1911. - Nr. 95. (389) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister vom 24. Januar / 6. Februar 1911. - Nr. 16. (390) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 24. Januar / 6. Februar 1911. - Nr. 17. (390) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 24. Januar / 6. Februar 1911. - Nr. 19. (391) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 25. Januar / 7. Februar 1911. - Nr. 20. (391) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 27. Januar / 9. Februar 1911. - Nr. 22. (392) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 27. Januar / 9. Februar 1911. - Nr. 23. (392) [Brief]: Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 28. Januar / 10. Februar 1911. - Nr. 128. (393) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 29. Januar / 11. Februar 1911. - Nr. 25. (2)Telegramm des russischen Außenministers an den russischen Botschafter in London vom 29. Januar / 11. Februar 1911. - Nr. 133. (394) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 30. Januar / 12. Februar 1911. - Nr. 26. (394) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 31. Januar /13. Februar 1911. - Nr. 27. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 2./15. Februar 1911. - Nr. 32. (395) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 4./17. Februar 1911. - Nr. 37. (396) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 4./17. Februar 1911. - Nr. 38. (396) [2 Briefe]: (1)Telegramm des russischen Außenministers Sasonow an den russischen Botschafter in London vom 4./17. Februar 1911. - Nr. 155. (2)Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 5./18. Februar 1911. - Nr. 39. (397) [Brief]: Telegramm des russischen Botschafters in London an den russischen Außenminister Sasonow vom 5./18. Februar 1911. - Nr. 40. (398) [Brief]: Brief des russischen Botschafters in Paris an den stellvertretenden russischen Außenminister Neratow vom 3./16. März 1911. (398) [Brief]: Telegramm des russischen Botschafters in Paris an den stellvertretenden russischen Außenminister Neratow vom 9./22. März 1911. - Nr. 31. (399) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in Paris vom 10./23. März 1911. - Nr. 308. (400) [Brief]: Brief des russischen Botschafters in Paris an den stellvertretenden russischen Außenminister Neratow vom 13./26. März 1911. (400) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 11./24. Mai 1911. (401) [Brief]: Vertraulicher Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 8./21. Juni 1911. (404) [Brief]: Sehr vertraulicher Brief des russischen stellvertretenden Außenministers an den russischen Botschafter in London vom 25. August / 7. September 1911. - Nr. 643. (407) Zehntes Kapitel. Agadir. ([408]) [Brief]: Brief des russischen Botschafters in London an den russischen Außenminister vom 28. Januar / 10. Februar 1909. ([408]) [Brief]: Brief des russischen Botschafters in Paris Iswolsky an den russischen Außenminister vom 15./28. März 1911. (410) [Brief]: Vertraulicher Bericht des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 31. März / 13. April 1911. (412) [Brief]: Bericht des russischen Geschäftsträgers in Berlin an den russischen Außenminister vom 15./28. April 1911. (413) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister Neratow vom 26. April / 9. Mai 1911. (414) [Brief]: Auszug aus einem vertraulichen Bericht des russischen Botschafters in Paris Iswolsky an den stellvertretenden russischen Außenminister vom 28. April / 11. Mai 1911. (415) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 10./23. Mai 1911. (416) [2 Briefe]: (1)Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in Paris vom 22. April / 5. Mai 1911. - Nr. 559. (2)Brief des russischen Botschafters in Paris an den russischen Außenminister vom 28. April / 11. Mai. 1911. (419) [Brief]: Vertraulicher Brief des russischen Botschafters in Berlin an den stellvertretenden russischen Außenminister vom 7./20. Mai 1911. (419) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in Paris vom 9./22. Mai 1911. - Nr. 635. (421) [Brief]: Brief des russischen Botschafters in Paris an den stellvertretenden russischen Außenminister vom 11./24. Mai 1911. (421) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 19. Juni / 2. Juli 1911. - Nr. 811. (423) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 20. Juni / 3. Juli 1911. - Nr. 135. (424) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 20. Juni / 3. Juli 1911. - Nr. 136. (424) [2 Briefe]: (1)Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 20. Juni / 3. Juli 1911. - Nr. 137. (2)Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 20. Juni / 3. Juli 1911. - Nr. 138. (425) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 22. Juni / 5. Juli 1911. - Nr. 139. (425) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 22. Juni / 5. Juli 1911. (426) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 23. Juni / 6. Juli 1911. - Nr. 142. (427) [Brief]: Persönlicher und sehr vertraulicher Brief des russischen Botschafters in London Benckendorff an den stellvertretenden russischen Außenminister vom 6. / 19. Juli 1911. (428) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 19. Juli / 1. August 1911. (429) [Brief]: Telegramm des russischen Botschafters in Berlin an den stellvertretenden russischen Außenminister vom 3./16. August 1911. (433) [Brief]: Sehr vertraulicher Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 3./16. August 1911. (434) [Brief]: Brief des russischen Botschafters in Berlin an den stellvertretenden russischen Außenminister vom 5./18. August 1911. (435) [Brief]: Vertraulicher Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 16./29. August 1911. (436) [Brief]: Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 24. August / 6. September 1911. - Nr. 1180. (438) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 25. August / 7. Sept. 1911. - Nr. 198. (439) [Brief]: Telegramm des stellvertretenden russischen Außenminister an den russischen Botschafter in London vom 25. August / 7. Sept. 1911. - Nr. 1187. (439) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 26. August / 8. Sept. 1911. - Nr. 200. (440) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 26. August / 8. Sept. 1911. - Nr. 202. (441) [2 Briefe]: (1)Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 25. August / 7. Sept. 1911. - Nr. 1189. (2)Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 27. August / 9. Sept. 1911. - Nr. 203. (442) [Brief]: Telegramm des stellvertretenden Außenministers an den russischen Botschafter in London vom 1./14. September 1911. - Nr. 1239. (442) [2 Briefe]: (1)Telegramm des stellvertretenden russischen Außenministers an den russischen Botschafter in London vom 4./17. September 1911. - Nr. 1258. (2)Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 7./20. September 1911. - Nr. 209. (443) [Brief]: Telegramm des russischen Geschäftsträgers in Berlin an den stellvertretenden russischen Außenminister vom 6./29. September 1911. (443) [Brief]: Telegramm des russischen Botschafters in Paris an den Stellvertretenden russischen Außenminister vom 12./25. Oktober 1911. - Nr. 158. (445) [Brief]: Brief des russischen Botschafters in Berlin an den stellvertretenden russischen Außenminister vom 30. September / 13. Oktober 1911. (445) [Brief]: Brief des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 8./21. November 1911. (446) [Brief]: Telegramm des russischen Botschafters in London an den stellvertretenden russischen Außenminister vom 17./30. November 1911. - Nr. 289. (447) [Brief]: Auszug aus einem Briefe des russischen Botschafters in Paris Iswolsky an den stellvertretenden russischen Außenminister vom 7./20. Dezember 1911. (447) Einband ( - ) Einband ( - )
Jackie's Experiential Learning in Jack Gantos' Dead End In Norvelt Rheza Arief Dwi Piscesa English Literature Faculty of Languages and Arts State University of Surabaya rheza.arief@gmail.com Hujuala Rika Ayu, SS., MA. English Department Faculty of Languages and Arts State University of Surabaya ayuhujualarika@yahoo.com Abstrak Pembelajaran adalah suatu proses mengakuisisi sebuah pengetahuan. Karakter utama di novel ini, Jackie Gantos, mendapatkan berbagai macam ilmu melalui pengalaman, belajar, atau dengan diajarkan oleh orang lain. Di Dead End in Norvelt, proses pembelajaran yang banyak terjadi didapatkan melalui pengalaman. Jackie Gantos mendapatkan pengetahuan melalui pengalaman, hal ini dapat dianalisa menggunakan Kolb's experiential learning. Kolb's experiential learning adalah sebuah metode pembelajaran dengan cara mewariskan pengetahuan secara langsung melalui pengalaman ke dalam diri seseorang tersebut. Tujuan dari thesis ini adalah untuk memperlihatkan proses dari experiential learning di dalam hidup Jackie dan menemukan faktor-faktor yang mempengaruhi Jackie dalam usahanya untuk mengaplikasikan experiential learning dalam kehidupannya di kota Norvelt. Dengan memunculkan proses experiential learning, dapat diketahui bagaimana sebuah pengalaman diwariskan kepada orang lain serta faktor apa yang memunculkan experiential learning. Setelah experiential learning terjadi, Jackie mendapatkan banyak sekali pengetahuan, contohnya cara menggunakan senjata dengan aman, sejarah dari kota Norvelt, idealism dari seorang Eleanor Roosevelt dan lain lain. Proses mendapatkan pengetahuan ini tampak dalam tabel pembelajaran Kolb's dan faktor-faktor yang mempengaruhi terjadinya proses experiential learning dari Kolb's adalah social interaction dan self-realization. Kata Kunci: experiential learning, social interaction, self-realization. Abstract Learning is the acquisition of knowledge. The main character, Jackie Gantos, obtained skills through experience, study, or by being taught. In Dead End in Norvelt, most of the process of learning obtained through experience. Jackie Gantos' gaining knowledge through experience is analyzed by using Kolb's experiential learning. Kolb's experiential learning is a method of learning by inheriting the knowledge directly through experience that happened in a person. The objective of this thesis are to reveal the process of experiential learning in Jackie's life and finding factors that triggers Jackie's effort of applying experiential learning in his life in Norvelt. By revealing the experiential learning process, it can be found out how an experience is passed on to others and the factors that triggers experiential learning. After the experiential learning happened, Jackie gain knowledge on many things such as gun safety, history of Norvelt, Eleanor Roosevelt idealism and etc. This process of gaining knowledge is depicted through Kolb's learning table and the factors that trigger Kolb's experiential learning are social interaction and self-realization. Keywords: experiential learning, social interaction, self-realization. INTRODUCTION Learning is a process of acquiring knowledge through study. This process of learning usually occurs between students and lecturers in a formal educational school. Educational School gives courses and inheriting skillssuch as Physics, History, Chemist, Math and Language from teacher to children. There is also another way to learn something to gain knowledge and increase our understanding about the world. This way of learning is different from the original way of learning such as studying in a school and comprehend the knowledge that our teacher gives. For example, a farmer boy learn how to plough and plant seeds by seeing his father working at the field. After the boy grew up and strong enough, his father ask the boy to help him work at the field. His father showed him how to plough land, watering the field and keeping away birds from destroying the field. This boy gain knowledge through a different method than the original method of studying which is reading books and attending school. The way of the boy learning through experience, from the events of learning through his dad and working to help his dad, is the experiential learning. Experiential learning is a process of gaining knowledge through experience. This knowledge is a result from the combination of grasping and transforming the experience itself. This theory is a well-known model in education. David Kolb in his book, Experiential Learning Theory, presents a cycle of four elements to define the theory. Experiencing problem, observing the critical problem, making a concept of abstract to solve the problem, and actively experimenting to solve the problem. This process leads to a further critical reflection about the experiment and the result of the experiment. This learning theory is a development of various studies regarding to the cognitive development by Jean Piaget and philosophical perspective of pragmatism by John Dewey. Dewey's philosophical perspective of pragmatism is conveyed in his statement based on Kolb's: " If one attempts to formulate the philosophy of education implicit in the practices of the new education, we may, I think, discover certain common principles … To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity ;to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world … I take it that the fundamental unity of the newer philosophy is found in the idea that there is an intimate and necessary relation between the processes of actual experience and education." (1938, pp.19, 20) Based on the statement by Dewey, Piaget developed this philosophy and researched Dewey's perspective into a new method to differenciate the actual learning experience as a set of educational method which invoke a knowledge that build through a relation of experience and education. Piaget's theory describes how intelligence is built through experience. He defines that intelegence is not an innate internal characteristic of the individual but comes alive as a product of the interaction between the person and his or her environment and action is the key point for Piaget. A person who does experiment gathers experience and gains knowledge through the process. In this case, experiential learning studies the process of transforming the experience into a certain knowledge. Just like the saying of Julius Caesar, "Experience is the teacher of all things." (40s BC, Commentaries on the Civil War, 2. 8), this process of experiential learning can be found mainly in the character of Jack Gantos in Jack Gantos' "Dead End in Norvelt".Jackie Gantos, the main character, living his life of summer days in Norvelt and experiencesmany things through his adventure. Summer days are his moments of hunting season with his dad, helping Miss Volker writing obituaries for the local paper, examining dead body in a Morgue which Bunny's dad work, investigating the whereabout of Mrs. Dubicki. This actions is the sets of events that can be analyzed as a process of experiential learning of Jackie in the novel. Jackie is always curious about many things, that is why he always gets into trouble. He is a good boy, but his action sometimes make his mom got a headache. This because Jackie always gets a nosebleed everytime he gets too excited, which is his mother always worried about. His adventure in Norvelt somewhat he must complices with his nosebleed problem. In his adventure, Jackie experiences many things, he knows how to safely lock the gun to prevent it blasts accidentally by learning it from his hunting experience with his dad. He also learn how to write using a typewriter while helping Mrs. Volker to write her obituaries for the local paper. This process of learning gains him knowledge through experience that happened through his adventure. It is a concrete fact that people do learn from their experience and for nontraditional students such as minorities, the poor, and mature adults – experiential learning has become the method of choice for learning and personal development. (Kolb, 1984: 3) John Byran Gantos, Jr., better known asJack Gantos(born July 2, 1951) is anAmericanauthor ofchildren's booksrenowned for his fictional characterJoey Pigza, a boy withattention-deficit hyperactivity disorder(ADHD). Gantos has won several literary awards, including theNewbery Honor, thePrintz Honor, and theSibert Honorfrom theAmerican Library Association, and he has been a finalist for theNational Book Award. His latest book,Dead End in Norvelt(2011) won the 2012Newbery Medal. Jack Gantos received both hisBFAand hisMAfromEmerson College. While in college, Gantos began working on picture books with an illustrator friend. In 1976, they published their first book,Rotten Ralph. Gantos continued writing children's books and began teaching courses in children's book writing. He was a professor of creative writing and literature (1978–95) and a visiting professor at Brown University (1986), University of New Mexico (1993) and Vermont College (1996). He developed master's degree programs in children's book writing at Emerson College and Vermont College. Jack Gantos writing career began when he work together on picture books in college with his illustrator friend. In 1976, they published their first book, Rotten Ralph. Gantos cares so much about children by publishing dozens of book regarding to picture books for kids. In his last novel Dead End in Norvelt, he creates a master copy of his childhood life into a dazzling novel that easy to understand with a portion of historical value to give an early history lesson to children. The main point of this study is the experiential learning that Jackie Gantos experience in his hometown of Norvelt. His dad is a former WWII soldier, he kept possession of many memorabilia such as Japanesse rifle and other stuff of war. This interacts Jackie to play with his stuff such as Japanesse rifle and pretend to acts like Jackie is in a war that is played on the screenplay over the neighbor. The story of the novel continue about Jackie's adventure in his town and learning experience on events such as helping writing historical obituary for Miss Volker, and secretly build an airplane in his garage with his dad. Gantos' novel Dead End in Norvelt focused more on the life of Jackie Gantos that happened in Norvelt at summer of 1962and the social interaction that happened between him and the people in Norvelt. It leads to a great adventure of him, this makes Jackie learns about many topic that he experiences in his life. Jackie lives for a time in Norvelt, a real Pennsylvania town created during the Great Depression and based on the socialist idea of community farming. Jackie's summer of 1962 begins badly: plagued by frequent and explosive nosebleeds, Jackie is assigned to take dictation for the arthritic obituary writer, Miss Volker, and kept alarmingly busy by elderly residents dying in rapid succession. Then the Hells Angels roll in. Gore is a Gantos hallmark but the squeamish are forewarned that Jackie spends much of the book with blood pouring down his face and has a run-in with home cauterization. Gradually, Jackie learns to face death and his fears straight on while absorbing Miss Volker's theories about the importance of knowing history. Based on the explanation above, this study would like to discuss on Kolb's Experiential Learning Theory by focusing on Jackie Gantos character. And this experiential learning theory will guide us on how to elaborate the process of learning by experience that happens in Jack Gantos' Dead End in Norvelt by examining Jackie Gantos character and his social interaction with the people of Norvelt. RESEARCH METHOD This study takes the data source of a novel Dead End in Norvelt, written by Jack Gantos which is published in New York by Farrar Straus Giroux, with ISBN: 978-0-374-37993-3 in 2012. To collect the data, the first step is Extensive Reading. Extensive reading is denoted as reading the text of novel extensively in order to collect the data of analysis, such as narrations, monologues, dialogues, quotations, and so forth. After collecting the data by reading extensively, the second step is intensive reading. This step is used in order to reveal the hidden idea of the novel which is related to the data. After finding the hidden idea of the novel, the next step is classifying the data through the novel which needed in analyzing the data, such as speech, actions, characters, behavior, attitudes, and thoughts. The third step is observation the data. This step is the most important step because this step is used in order to find out the experiential learning. In Dead End in Norvelt, The main character Jackie experiences many things that gain him knowledge throughout the novel. Therefore, the experiential learning is very appropriate to be applied to this study. Last but not least, it reaches the final process of collecting data, which is placing the classified data into the table. It is done to simplify in reading the data for the purpose of doing analysis. After finding the experiential learning through the events that correlate Jackie with the major characters based on the novel, the last step is data analysis. This step attempts to answer the questions subsequently based on the statement of the problems by using relevant theory. Besides, this step also uses the data of the novel Dead End in Norvelt which consists of monologues, dialogues, and quotations. The first statement of problem is the occurance of experiential learning. The depiction of experiential learning is using the theory of Kolb. This depiction can be seen on the events that correlate Jackie with other main characters inside the novel. The second statement of problem is the factors that causes Jackie to apply experiential learning in his life which gain him knowledge through experience with other. The factors will be analyzed by using the theory of Rummels. EXPERIENTIAL LEARNING Experiential learning is a well-known model in education. Kolb's experiential learning theory defines experiential learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience." (1984:38) Kolb's Experiential Learning Theory (1984:42) presents a cycle of four elements: The cycle begins with an experience that the student has had, followed by an opportunity to reflect on that experience. Then students may conceptualize and draw conclusions about what they experienced and observed, leading to future actions in which the students experiment with different behaviors. This begins the cycle anew as students have new experiences based on their experimentation (Oxendine, Robinson and Willson, 2004). Although this continuum is presented as a cycle, the steps may occur in nearly any order. This learning cycle involves both concrete components (steps 1 and 4) and conceptual components (steps 2 and 3), which require a variety of cognitive and affective behaviors. Experiential learning can exist without a teacher and relates solely to the meaning of making process of the individual's direct experience. However, although the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to Kolb, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: • The learner must be willing to be actively involved in the experience; • The learner must be able to reflect on the experience; • The learner must possess and use analytical skills to conceptualize the experience; and • The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. Experiential activities are among the most powerful teaching and learning tools available. Experiential learning requires self-initiative, an "intention to learn" and an "active phase of learning". Kolb's cycle of experiential learning can be used as a framework for considering the different stages involved. Jennifer A. Moon has elaborated on this cycle to argue that experiential learning is the most effective when it involves: 1) a "reflective learning phase" 2) a phase of learning resulting from the actions inherent to experiential learning, and 3) "a further phase of learning from feedback". This process of learning can result in "changes in judgment, feeling or skills" for the individual and can provide direction for the "making of judgments as a guide to choice and action". Most educators understand the important role of experience in the learning process. The role of emotion and feelings in learning from experience has been recognised as an important part of experiential learning.While those factors may improve the likelihood of experiential learning occurring, it can occur without them. Rather, what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytical skills, so they gain a better understanding of the new knowledge and retain the information for a longer time. Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent. Dewey wrote that "successive portions of reflective thought grow out of one another and support one another", creating a scaffold for further learning, and allowing for further experiences and reflection. This reinforces the fact that experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience. Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning". Jacobson and Ruddy, building on Kolb's four-stage Experiential Learning Model and Pfeiffer and Jones's five stage Experiential Learning Cycle, took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows: • Did you notice.? • Why did that happen? • Does that happen in life? • Why does that happen? • How can you use that? These questions are posed by the facilitator after an experience, and gradually lead the group towards a critical reflection on their experience, and an understanding on how they can apply the learning to their own life. Although the questions are simple, they allow a relatively inexperienced facilitator to apply the theories of Kolb, Pfeiffer, and Jones, and deepen the learning of the group. SOCIAL INTERACTION According to R.J. Rummel (1976: Chapter 9 : Social Behavior And Interaction) , social interactions are the acts, actions, or practices of two or more people mutually oriented towards each other's selves, that is, any behavior that tries to affect or take account of each other's subjective experiences or intentions. This means that the parties to the social interaction must be aware of each other--have each other's self in mind. This does not mean being in sight of or directly behaving towards each other. Friends writing letters are socially interacting, as are enemy generals preparing opposing war plans. Social interaction is not defined by type of physical relation or behavior, or by physical distance. It is a matter of a mutual subjective orientation towards each other. Thus even when no physical behavior is involved, as with two rivals deliberately ignoring each other's professional work, there is social interaction. Moreover, social interaction requires a mutual orientation. The spying of one on another is not social interaction if the other is unaware. Nor do the behaviors of rapist and victim constitute social interaction if the victim is treated as a physical object; nor behavior between guard and prisoner, torturer and tortured, machine gunner and enemy soldier. Indeed, wherever people treat each other as object, things, or animals, or consider each other as reflex machines or only cause-effect phenomena, there is not social interaction such interaction may comprise a system; it may be organized, controlled, or regimented. According to Arnold W Green in his book Sociology an Analysis of life in Modern Society, Social interaction is "…the mutual influences that individuals and groups have upon one another in their attempts to solve problems and in their striving toward goals. Social interaction discloses the concrete results of striving behavior upon roles, statuses, and moral norms" (Green, 1964: 57) There are two types of social interaction, structured and unstructured. Structured social interaction is guided by previously establishing definitions and expectations, owing either to familiarity with the other as a person, as among family and friends, or to knowledge of the others formal position, as between lawyer and judge in court room proceedings, unstructured encounters lack prior expectations and must be defined as required in the course of action. Although at a proposition of intimate relationships are highly structured even the most familiar partners and friends remain capable of unpredictable and novel responses in relationships infact the most interesting trends and associates are those who widely improvise. Conversely rarely do we find a situation completely lacking in structure. Even two strangers come from quite diverse backgrounds, their interactions of likely to be governed by norms of physical safety, age, sex, etc. Thus special interaction may be viewed as partly governed by pre-established rules and expectations and as partly inventive, interpretive and improvisational. TYPES OF SOCIAL INTERACTION According to Chris Levy (earthlink.net: ch.4, 2), Social interaction is divided into five points: a. Exchange: The process in which people transfer goods, services, and other items with each other. Exchange is a social process whereby social behavior is exchanged for some type of reward for equal or greater value. b. Competition: Process by which two or more people/groups attempt to obtain the same goal. Scarce resources are unequally distributed. This concept is very familiar and important to Americans considering the idea of competition is built in to our economy and society. Yet, the jury is still out whether this competition produces the assumed results of the "best rising to the top" c. Cooperation: The process in which people work together to achieved shared goals. Usually this involves the giving up of individual goals for group goals d. Conflict: The process by which people attempt to physically or socially conquer each other. Although war is the most obvious example of this, this is done most often in social situations (ex. politics, threats, etc.) e. Coercion: Process by which people compel other people to do something against their will – based ultimately on force. The state usually handles this through official means (police, army, etc.) but individuals use it in social situations as well (parents, friends, lovers – sex) f. No one type of interaction describes social reality – it involves a mix and match of different ones. SELF-REALIZATION Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). This concept is the opposite of social interaction because self-realization occur without any social interaction. The person is free to realize his own potential by absorbing the knowledge through his own way, for example reading books, without any interference from other person. PARADIGM OF ANALYSIS The analysis will utilize Kolb's experiential learning to classify the events into two triggering factors of experiential learning, social interaction and self-realization. The classification will further explain the process of gaining knowledge. The table of Kolb's experiential learning is used to reveal the process of learning that a person went through. The process of a person learning through experience consists of Experience phase, Critical Reflection phase, Abstract phase, Active Experimentation phase and reach into a further Critical Reflection to adjust the knowledge that gained through the process. The social interaction and the self-realization is used as a triggering factor of experiential learning process. THE DEPICTION OF JACKIE GANTOS' EXPERIENTIAL LEARNING Elaborating event in the novel to show the depiction of Jackie's effort in applying experiential learning is an important process. Before elaborating the event, knowing Jackie's character first is essential. The knowledge regarding Jackie's character is important because it is used as a guidance to define the social interaction between Jackie and other character in the event, to understand Jackie relation with others, and to understand the experiential learning process. Jack is a teenager in Norvelt around age of 11 to 12, He is a curious person, a rebel, nose bleeder, a book-worm, helpful to others and also full of action. These characteristics are described throughout the novel as Jack likes to read history when he was at home. His adventures rotates about the stories in Norvelt, how he spent his summer holiday at home grounded because of gun accident and helping Miss Volker out with her obituary thing. Jack is the main character that is full of action through all the novel. Based on Kolb's experiential learning model, Jackie's character experience and learn about many things that happens in his life, especially through his social interaction with others as one of the factor to trigger experiential learning. This experiential learning process appears in events that related to Jackie's action with other character, creating a situation which lead to a learning comprehension through experience. In this section, the events will be distinguished into the most unique event showing Jackie's learning through experience. This unique event will focus on Jackie's interaction with some of the most important characters in the novel, Jackie's parent, Miss Volker, Mr. Spizz, Bunny, and Mrs. Dubicky. THE EVENTS OF JACKIE'S PARENT There are several events that involve Jackie with his parents in the novel. Some of them can be classified as unique, one of them is about the Money and Barter concept. Norvelt is a community town based on barter or trading skills with neighbors. Norvelt is created to solve Great Depression problem. At that time, money is hard to get and crops prices fell so low so business all over town is bankrupt. The concept of Money and Barter shows differences of ages between Jackie's mom in the past and present time. This event happened between Jackie and his Mom when they visit the doctor to examine Jackie's nose problem. Jackie learn about the concept of Money and Barter from the conversation with her mom which happened while Jackie is on his way home. The concept of Money and Barter is one of the unique values of knowledge that Jackie experiences in the novel. The other unique event Jackie's experience with his Dad regarding gun safety that he experienced in the past. This event is important since it builds Jackie's character to be aware and always caution regarding gun safety. To describe the social interaction happened in the event, knowing the character of Jackie's parent character is compulsory. The character of a person can define the social interaction that occur between him and other people. In a family relation, social interaction that mostly happened is cooperation between family and also conflict which bonds family members. Jackie's Mom is a caring, loving mother but is also strict about the rules at home. She forbids Jackie to play with dangerous things like guns and stuffs from the Japanese war that Jackie's dad kept at basement. "Well, don't hurt yourself," Mom warned. "And if there is blood on some of that stuff, don't touch it. You might catch something, like Japanese polio." (Gantos, 2012: 1) Her love for Jack is strong even though Jack does things that make her mad like blasting the rifle or mowing the corn row. She always reminds him to be careful because of his nosebleed problem. She's afraid that her son has iron-poor blood he may not be getting enough oxygen to his brain. (Gantos, 2012: 3) Meanwhile Jackie's dad is a former war soldier, a hardworking father, and a loving and adventurous man. He learns almost everything from his dad. No wonder Jack is so hyperactive. Jackie's Dad is also a collector. He keeps stuff from the Japanese War era to make profit when it is valuable enough. This can be seen in the quotation below. … in fact, he never let me play with it, because as he put it, "This swag will be worth a bundle of money someday, so keep your grubby hands off it."(Gantos, 2012: 1) As the story goes, Jackie will get involved in something more than just a rifle to be blasted. MISS VOLKER'S EVENTS Miss Volker is a medical examiner of the town and also the chief nurse in town. Her job is to take notes of the people health records and writes people obituary as they are passed away. Unfortunately her hands are not as good as her youth. So she asks Jackie's mom to send Jack to help her with her writing. The job was a tribute of duty from Eleanor Roosevelt and also her way to thank Mrs. Roosevelt for building Norvelt into a friendly community town. "When Mrs. Roosevelt hired me to be the chief nurse and medical examiner of this town I was given a typewriter so I could keep health records on the original two hundred and fifty families. Now it's my closing tribute to Mrs. Roosevelt that I write their final health report – which, in this case, would be their obituary…" (Gantos, 2012: 16) Miss Volker important is the main point of the novel and her relation with Jackie as her scribe invoke Jackie's learning phase in experiential learning. By helping her to write obituary, Jackie finds many things that he doesn't know before and some of the most important and unique event that binds Jackie with Miss Volker are the Eleanor Roosevelt's idealism and also the history of Norvelt. Eleanor Roosevelt's idealism is conveyed through Miss Volker speech when she was dictating Jackie to write the obituary of Mrs. Dubicki. The event gives a unique description regarding Eleanor Roosevelt's thought and idealism of a strong community based town to start a helping neighborhood so people doesn't have to depend on money which is hard to get in Depression era. She made sure that the community had real houses which include bedrooms, a living room, a kitchen and a bathroom with bathtub. When the government reacts to this idea, they try to reject the plan by calling it luxury living. But Mrs. Roosevelt defended the plan by saying that this is not living in luxury but it is called living with dignity. (Gantos, 2012: 88) The other event is learning about the history of Norvelt. The basic role of society is by knowing your own neighborhood history. In this novel Jackie learnt about Norvelt history from many different perspectives but most of them came from Miss Volker's obituary dictation. The most important dictation is the one when Miss Volker does the obituary for Mrs. Bloodgood because it reveals the story of how the Norvelt name truly came and also the story of equality behind the making of Norvelt as one of the role model for every town in the United States of America. MRS. DUBICKI'S EVENTS Mrs. Dubicki is the old woman at the house of C-27. She is a loner and a grumpy person. There was a time when Mr. Spizz hands her ticket for having an old shabby house, she chase him with her husband's double-barreled shotgun. "This is her house," she said. "She hasn't painted it since 1934. I like Mrs. Dubicki because that busybody Spizz gave her a ticket for having a shabby-looking house and she chased him off the property with her dead husband's double-barreled shotgun." (Gantos, 2012: 47) After Jackie visited her in a disguise with Miss Volker to check about her, she reveals her polite side and also a loving grandparent since she didn't want to miss her grandson's birthday on July third. The appearances of Mrs. Dubicki in this novel is important because she plays an important role in helping Jackie learns about disguising skill, driving skill and also Eleanor Roosevelt's idealism. Eleanor Roosevelt's idealism has been described on the above section, it also correlates Jackie with Mrs. Dubicki since he learnt about Eleanor Roosevelt's idealism on the dictation of Mrs. Dubicki obituary. Eleanor Roosevelt is fond of Jeffersonian principle that later shaped the planning of Norvelt. She also agrees to Jefferson that every American should have a house with fertile property to be used as a farming site so when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family (Gantos, 2012: 97). Regarding Jackie's driving skill and his disguising skill, he learnt about all that when he was accompanying Miss Volker on an investigation on Mrs. Dubicki's missing a church appointment which then create a rumor of Mrs. Dubicki already resting in peace at her home. That's why Jackie tries to disguise himself to avoid a false information and he can get away without having to worry about trespassing someone else house. MR. SPIZZ'S EVENTS Mr. Spizz's events are considered important because Mr. Spizz works for the Norvelt Public Good whose objective is to create a law abiding situation for the good of the neighborhood. Mr. Spizz is a man who feel that he is the most important man in the town, he acts like a sheriff regardless his appearance running around in a giant tricycle. He secretly love Miss Volker since 1912, sending her a box of chocolate every week. …. It read, I'm still ready, willing and waiting. Your swain since 1912 with the patience of Job. – Edwin Spizz." (Gantos, 2012: 9) He usually looks bossy, law abiding man as he is strict about rules like grass tall law and house paint job law of the community. He always sticks to the rules and always reminded people in the neighborhood. Mr. Spizz's events is considered important since Jackie always met Mr. Spizz in the crime scene of the death of old women. But some of the most important events are Jackie's deal with Mr. Spizz and the murderer of old women. In Jackie's deal with Mr. Spizz, Jackie helps Mr. Spizz to buy a tin can of 1080 poison for an exchange of forgetting the gutter weed ticket fine and also ending the runway zoning law problem that Mr. Spizz wrung about with Jackie's Dad airplane project. The other event is the murderer of old women. This event takes place at the end of the novel when Mr. Spizz confessed to Miss Volker regarding the murderer that he has done in Norvelt. Jackie found out the story after saving Miss Volker from the basement. The social interaction happened in the events that include Mr. Spizz are coercion and conflict. This happened because Jackie always clashes with Mr. Spizz in one way or another. The example is the gutter ticket and Jackie's Dad runway. BUNNY'S EVENTS Bunny is a close friend of Jackie. She is a small, funny, brave and sometimes freaky girl with an enormous energy among her. … Bunny was a girl the size of one of Santa's little helpers. She was so short she could run full speed under her dining room table without ducking. She'd take double position at shortstop and second base… Because she grew up in a house full of dead people she wasn't afraid of anything." (Gantos, 2012: 27) She is not an ordinary girl, regarding the fact that her daily routine was watching her dad prepare the dead. Her dad, Mr. Huffer is the man who prepares dead body before burial. He owned the only funeral parlor in town. The events that correlate Jackie with Bunny is unique. The conversation related to the unique preparation of the dead for funeral give Jackie knowledge. He gain the knowledge that to prepare dead body you must sew the mouth shut so it doesn't open again. Other example of the event is the Hufferville plan. Jackie found out the plan after meeting up with Bunny to accompany her fire patrol duty. The plan give Jackie the knowledge that Mr. Huffer tried to expand his business to another kind of business, which is a plan to build a new town on the land of Norvelt by buying all the land and moving the old house to another location. The social interaction that mostly happened between Jackie and Bunny are cooperation, coercion and also conflict. These social interaction mostly happened in a close friend relationship and it is natural to have a coercion and conflict in this kind of relationship. THE INFLUENCING FACTORS OF JACKIE'S APPLYING EXPERIENTIAL LEARNING IN HIS LIFE To find out the elements of experiential learning the analysis will be divided into two different factors. The first one is the analysis which use social interaction found in the conversation between Jackie and other characters and the action that happened between Jackie and other characters that create an experience reward to be learned by Jackie. The second one is the analysis which doesn't involve any social interaction at all. So in this second analysis Jackie gain experience through his own critical thinking which can be called self-realization. This analysis will focus on Jackie's experience in reading history books and Jackie's thought. EXPERIENTIAL LEARNING INVOLVES SOCIAL INTERACTION The analysis will be divided into two parts, the conversation part between Jackie and other character in the novel and the other is Jackie's actual experience throughout the novel. The experience can be classified according to the type of social interaction that has been described in chapter two above. Conversation is the basic social interaction that happened between people in life. Conversation is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette. It is a polite give and take of subjects thought of by people talking with each other for company (Conklin, 1912: 22). Conversation used as a tool to deliver thought of a person to another person. Occasionally, the conversation consist of small talk but it also may consist of something intelligent for example a conversation about history fact, which appears a lot in this novel, and other information on special topic such as war experience. In this part, the conversation will be focused on Jackie's conversation with other characters in the novel that generalize in some specific topic conveyed through the event. The first event considered an important experience learning is the conversation related to Eleanor Roosevelt and her Idealism. This event give Jackie knowledge on Eleanor Roosevelt's historical background in building Norvelt and also her Idealism through her point of view. Eleanor Roosevelt's idealism of living in dignity and living without fear of having no money conveyed in Norvelt town. It is originally her idea to build a community town that release the wrath of economic depression by sustaining life through helping each other out. Jackie learns this through several conversation portrayed inside the novel. Norvelt originally comes through a mind of Eleanor Roosevelt. The mind of having a community based town to increase the standard living of the coal miners. The first conversation about Eleanor Roosevelt appears between Jackie and Mr. Fenton. I had asked Mr. Fenton about it and he said he wanted a hundred bucks because it had historic value. "Eleanor Roosevelt was driven around Norvelt in it," …. Every time her name was mentioned everything went up in price, which was so backward because she wanted everything to go down in price. (Gantos, 2012: 21) Eleanor Roosevelt wanted to build a strong community within Norvelt, to start a helping neighborhood so people doesn't have to depend on money like they used to. Since the great depression era, Norvelt becomes a model community to start living in a better standard. This can be seen in the next quotation. "But Godmother Roosevelt came to the rescue. She made sure people had real houses - little New England-style houses – and they had bedrooms and a living room and a useful kitchen and a bathroom with a bathtub, and even a laundry room with washing machine. The government called this luxury living. But Mrs. Roosevelt called it living with dignity." (Gantos, 2012: 88) Eleanor Roosevelt fought for the people, to make sure they had a deserved place to live in. She especially fond of the principle of Thomas Jefferson the third President of USA that every American should have a house enough to plant their own food in their property. This is to maintain that when money was hard to get, they can still living by growing crops to feed their own family. This is also depicted in the quotation below when Miss Volker is making the obituary for Mrs. Dubicki. "Mrs. Roosevelt was especially fond of a Jeffersonian principle that shaped the planning of Norvelt. Jefferson believed that every American should have a house large enough piece of fertile property so that during hard times, when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family. Jefferson believed that the farmer was the key to America and that a well-run family farm was a model for a well-run government. Mrs. Roosevelt felt the same. And we in Norvelt keep that belief alive." (Gantos, 2012: 97) Jackie learns a bit of history of Norvelt and also the principal idea of Eleanor Roosevelt that wants to bring Norvelt family into a role model for every town in the United States. This intelligence came from a conversational subject between Jackie and Mr. Fenton and also Jackie and Miss Volker. The process of experiential learning can be seen on the table below. The event between Jackie and Bunny is the preparation of a dead man. In this event, Jackie learns about how the dead being prepared for the last tribute. This event occurs in a conversation between Jackie and Bunny while they were playing baseball on the field. Bunny was asking about Jackie's doing obituary for Mrs. Slater for the paper. She think that it was well written. So she gives Jackie a gift, dentures from Mrs. Slater funeral preparation. Jackie was surprised to know that Bunny had Mrs. Slater dentures. He thought that it was buried with Mrs. Slater body. Then Bunny tells him a story about how to prepare a dead body for funeral viewing. "You don't know anything about preparing dead people for a viewing," she bragged. "If you'll notice, the stiffs are always displayed with their mouths closed because my dad has to sew their mouths shut. If they don't have real teeth you just sew their gums together which is actually easier, so we keep the dentures. Dad saves them because when he gets a boxful he donates them to the retirement home and some of those old people reuse them." "You really have to sew the mouth shut?" I asked. That stunned me. It seemed so brutal. "With an upholstery needle and twine," she added, knowing she was making me nervous. "It's like sewing up a turkey after you stuff it, is how my dad puts it." (Gantos, 2012: 30) Bunny tells him about how his dad sews the dead's mouth to prevent them from opening. And she also tells him about how the dentures are being kept. Because if someone doesn't have teeth it is easier to sew the gum where the teeth belong rather than to keep the dentures inside. The dentures will be donated to the old house to be reused by seniors. Bunny also describes the sewing session was like sewing up turkey for Thanksgiving. Imagining it was already too much for Jackie as his nose starting to bleed. This makes Bunny curious and ask Jackie about what happened to his nose. And then Jackie tell Bunny about how his sickness correlated on all things, fear, excited, startled, imagining scary stuff and etc. I felt my blood surge like a tidal wave toward my face. "Are you always like this?" she asked, and pointed her stubby hand at my nose. "Yes," I croaked, and wiped away a few drops of blood. "You should see a doctor," she advised. "It's nothing," I said. "I have a very sensitive nose. Anything makes it bleed." (Gantos, 2012: 30) This event helps Jackie to understand more about how to prepare dead body for a funeral. It also helps him to share his problem about his nose to Bunny. It makes Jackie feels comfortable even though he had nose that bleeds a lot. The event of preparing dead body can be disassembled through the table below: Experience Bunny tells Jackie about how to prepare dead people for funeral viewing Critical Reflection Bunny reflected on the event in past about his dad sewing the dead's mouth Active Experimentation Bunny tell Jackie that the process of sewing the mouth was just like sewing up turkey Abstract Bunny explain further about how the dentures are being kept if the body doesn't have teeth Further Critical Reflection Jackie knew about how to prepare dead men. And Bunny knew about Jackie's sickness and what triggers his nose to bleed. EXPERIENTIAL LEARNING WITHOUT SOCIAL INTERACTION This part of analysis will conveyed events that happens in the novel which involving Jackie as the only person who experience it. It occurs without any social interaction with other character. Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). In this novel, the self-realization comes into the mind of Jackie Gantos who realize his action and try to comprehend the effect of his action. The first event that reveal the concept of self-realization is the event of Jackie's rifle. In this part of the story, Jackie is playing with his dad rifle. The old Japanese rifle is still working well, so even though Jackie knew it was dangerous he still plays with it but he let loose the ammo clip to make sure it was not blasting accidentally. I lifted the rifle again and swung the tip of the barrel straight up into the air. I figured I could gradually lower the barrel at the screen, aim, and pick off one of the Japanese troops. With all my strength I slowly lowered the barrel and held it steady enough to finally get the ball centered inside the V, and when I saw a tiny Japanese soldier leap out of a bush I quickly pulled the trigger and let him have it. BLAM! The rifle fired off and violently kicked out of my grip. It flipped into the air before clattering down across the picnic table and sliding onto the ground. … (Gantos, 2012: 4) Based on the narration above, there are no social interaction that happened. According to R.J. Rummels, social interaction requires a mutual orientation. (Hawaii.edu, pars 8) This mean that there must be two or more person available in the interaction and they must be aware of each other. So the text above only represent experiential learning. It only happened because of Jackie's action, playing with his Dad's Japanese rifle. There is no other person involved in and there are on mutual orientation happened. The elaboration of the theory can be seen below on the table. Active Experimentation The rifle's blasting a bullet through the neighborhood yard Abstract Jackie aiming his rifle and pull the triggers like an actual soldier Experience Jackie playing with rifle Critical Reflection Jackie watching war movie and pretend to be a soldier Further Critical Reflection Jackie confuse and try to comprehend about what happened to the gun, why did it blast off and try to be more safe with gun in the future The table explains about how Kolb's experiential learning theoryworks in this novel. Experience is the first event that take notice of Jack playing with his Dad Japanese rifle. Critical Reflection tells us about Jackie's thought about his new toy by watching a war movie and pretend to be a soldier. Abstract is the conceptualization of Jackie's thought about being an actual soldier by aiming his rifle and pull the triggers as if he is in war. Then the Active Experimentation shows the cause of Jackie's action for playing with his gun. At last Jackie made another further Critical Reflection by showing his confusion about the matter and try to comprehend about what happened to the gun, why it blasted off and he will try to be more careful with gun in the future. The War concept is the next event that appear as a self-realization of Jackie. War is a devastating event. Jackie's dad is a former marine in World War II so when Jack was digging the bomb shelter he usually asked about war stuff to his dad. In chapter 9, Jackie asked his Dad about war. "Hey, Dad" I called behind him as he walked toward the tractor. "Which do you think is more deadly? Past history or future history?" He didn't even slow down to think about it. "Future history." He yelled back without hesitation. "Each war gets worse because we get better at killing each other." (Gantos, 2012: 52) Jackie then think about his dad statement and began to comprehend about war in the past such as the quotation below. That sounded so true. At first caveman bashed each other's heads in with rocks and sticks. By the time of the Crusaders it was long swords and arrows, and at Gettysburg they were blasting each other to bits from cannons filled with lead balls, iron chains, railroad spikes, and door knobs. And atomic bombs made future wars look even more hopeless. (Gantos, 2012: 52) He then think about the result of a nuclear war, the effect on earth and also the animals and human being after the radiation take effect. No humans will survive. All the animals will die. Fish will rot in acidic water. All vegetarian will wilt in the polluted air. There will be nothing left but enormous insects the size of dinosaurs. (Gantos, 2012: 52) Jackie then continue to march on his job to dig a bomb shelter. Knowing that the future might get worse than he thinks and the only hope for survival might be by building cities underground just like his Dad used to say that the army built one to protect the president and all the self-important government people. Jackie self-realization appear in the event after his dad tell him about how future war is more deadly because we get better in killing people. He then began to think about the war, how it effects on human life. Another war concept appear in Miss Volker dictation about Mrs. Vinyl when she entered the history part regarding the Hiroshima incident. " … Most people think that the atomic bombing of Hiroshima was necessary for ending the war." She continued. "And there is some truth to that, given that the Japanese were prepared to fight to the last person to protect their country. But what the atomic bombing of Hiroshima should teach everyone is that you don't win the war by being more moral or ethical or nicer or more democratic than your enemy. And God has nothing to do with winning or losing. … You win a war by being tougher and meaner and more ruthless than your enemy. You beat, burn, and crush them into the ground. This is the historic rule of winning a war. …" (Gantos, 2012: 126) But in this part Jackie learn by listening to Miss Volker speech about the obituary, which is not his own self-realization. So, this analysis regarding the Hiroshima incident will not appear in the experiential learning because the table will only focus on the self-realization part of Jackie's thought about the war. Actual Experimentation Jackie then think about how the caveman fight, and goes throughout history until the atomic incident Experience Jackie digging a bomb shelter he then asked his dad about the war Critical Reflection His dad then answer without doubt that future history is more deadly Abstract His dad give a clear perspective about how war in the future is more deadly by giving statement that people get better at killing people in the future Further Critical Reflection Agreeing his dad, he continued to dig for bomb shelter in hope for a future save compartment when they enter the future history war. CONCLUSION Based on the recent analysis, the result can be concluded that experiential learning appear through events that Jackie's going through in his summer holiday in Norvelt. Those event occured between Jackie and other characters in the novel. Jackie's parents, Miss Volker, Mr Spizz, and Bunny are some of the most important characters that build Jackie's intellectual mind. Experiential learning occured because of the influencing factors, the social interaction that happened between Jackie and the other characters in the novel and also Jackie's self-realization. The first conclusion is concerning about how the experiential learning happened. The experiential learning appeared because of the events that depict the learning process between Jackie and other characters in the novel. The experiential learning is represented through the Kolb's experiential learning table so the process of experiential learning can be seen clearly. The experience table shows the event of social interaction between Jackie and the other characters, or the event of self-realization by Jackie himself. These experience table then proceeds into a critical reflection of the problem and encourages Jackie to think about the event which stimulate an abstract conceptualization of the event. Jackie then actively experimented on the abstract that he created from the previous table, to gain a concrete experience which then enabled him to get knowledge regarding the matter. Jackie then created a further reflection of the experience, and think about the result of the experience. This further critical reflection create a scaffold for further learning, and allow for further experiences and reflection.Critical reflection reinforces the fact that experiential learning and reflective learning a
The Situation In The Middle East ; United Nations S/PV.8228 Security Council Seventy-third year 8228th meeting Tuesday, 10 April 2018, 3 p.m. New York Provisional President: Mr. Meza-Cuadra . (Peru) Members: Bolivia (Plurinational State of). . Mr. Llorentty Solíz China. . Mr. Wu Haitao Côte d'Ivoire. . Mr. Tanoh-Boutchoue Equatorial Guinea. . Mr. Ndong Mba Ethiopia. . Mr. Alemu France. . Mr. Delattre Kazakhstan. . Mr. Tumysh/Mr. Umarov Kuwait. . Mr. Alotaibi Netherlands. . Mr. Van Oosterom Poland. . Mr. Radomski Russian Federation. . Mr. Nebenzia Sweden . Mr. Skoog United Kingdom of Great Britain and Northern Ireland . Ms. Pierce United States of America. . Mrs. Haley Agenda The situation in the Middle East This record contains the text of speeches delivered in English and of the translation of speeches delivered in other languages. The final text will be printed in the Official Records of the Security Council. Corrections should be submitted to the original languages only. They should be incorporated in a copy of the record and sent under the signature of a member of the delegation concerned to the Chief of the Verbatim Reporting Service, room U-0506 (verbatimrecords@un.org). Corrected records will be reissued electronically on the Official Document System of the United Nations (http://documents.un.org). 18-10187 (E) *1810187* S/PV.8228 The situation in the Middle East 10/04/2018 2/21 18-10187 The meeting was called to order at 3.20 p.m. Adoption of the agenda The agenda was adopted. The situation in the Middle East The President (spoke in Spanish): In accordance with rule 37 of the Council's provisional rules of procedure, I invite the representatives of Canada, the Syrian Arab Republic and Turkey to participate in this meeting. The Security Council will now begin its consideration of the item on its agenda. Members of the Council have before them document S/2018/175, S/2018/321 and S/2018/322, which contain the texts of three draft resolutions, respectively. The Council is ready to proceed to the vote on the draft resolution contained in document S/2018/321, submitted by Canada, France, the Netherlands, Peru, Poland, Sweden, Turkey, the United Kingdom of Great Britain and Northern Ireland, and the United States of America. I now give the floor to those members of the Council who wish to make statements before the voting. Mr. Delattre (France) (spoke in French): For years, as part of its responsibilities for maintaining international peace and security, the Security Council has been mobilized on the issue of chemical weapons. After the chemical attacks in Ghouta in 2013, the Security Council adopted resolution 2118 (2013), which provided for the complete dismantling of the chemical arsenal of the Syrian regime. Russia, as co-sponsor of that resolution, had guaranteed its implementation. Despite that guarantee, the Damascus regime has never complied with its obligations under resolution 2118 (2013) and has never renounced — as we saw again on 7 April — the use of chemical weapons against its civilian population. Five years after the Council's adoption of resolution 2118 (2013), we note that the general subject of chemical weapons remains tragically topical. The upcoming voting marks our fourth meeting in less than a week on this issue. Yesterday we met in an emergency meeting (see S/PV.8225) following a new chemical-weapons massacre in Douma, Syria, whose appalling images left us shocked. Last month we met to discuss the unacceptable attack in Salisbury (see S/PV.8203). Last year we met day after day after the terrible attack of Khan Shaykhun. That shows the deterioration of the situation and how serious the stakes are today for our security. The use of chemical weapons is so abominable that it has been banned for almost 100 years, and the international community began years ago to eliminate them. As such, the chemical non-proliferation regime, which we have patiently developed and strengthened, is one of the pillars of our collective security architecture, at the heart of our security system. Yet today it is under serious threat. We face the cynical, barbaric and all-out use of chemical weapons against civilian populations. The Douma attacks once again illustrated the abject brutality of the Syrian regime's resolute military strategy. Such acts constitute war crimes or even crimes against humanity. They increase the risk of dangerous normalization — tolerating the return of these agents of fear and death is nothing more than a blank cheque to all those who would like to use them. To allow the normalization of the use of chemical weapons without responding is to let the genie of the proliferation of weapons of mass destruction — which pose an existential threat to us all — out of the bottle. It would mark a serious and reprehensible setback to the international order that we have all patiently helped to develop. The consequences would be terrible, and we would all pay the price. That is why we cannot accept it. France will do all it can to prevent impunity for the use of chemical weapons. It is in that spirit that we launched an international partnership last January. The demise of the Organization for the Prohibition of Chemical Weapons (OPCW)-United Nations Joint Investigative Mechanism in November, due to the Russian veto to protect Al-Assad's regime, sent a dangerous signal of impunity. It deprived us of an essential deterrent tool. It left a vacuum that the Syrian regime has rushed to exploit, and which yesterday's atrocities have tragically reminded us of. The American initiative to re-establish an independent mechanism, based on a balanced approach and taking into account the concerns expressed by every member of the Council, enables us to fill that glaring void. Such a mechanism would support the inquiry that has already been launched by the OPCW. It would also respect the essential criteria of independence, 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 3/21 without any interference, and impartiality to which each member of the Council has committed. Such a mechanism would have a mandate to attribute responsibility for the attacks. Only the combination of those two criteria — independence and a mandate to attribute responsibility — will make that mechanism effective, and therefore dissuasive. Let me be clear: in view of the gravity of the 7 April attack, France will not accept any third-rate or sham mechanism whose independence and impartiality would not be genuinely ensured. That is what the Security Council owes today to the Syrian victims of chemical attacks and to the entire international community, whose security is threatened by the chemicals in the hands of the regime of Bashar Al-Assad. Since the threat is of an existential nature for us all, combating the proliferation of weapons of mass destruction must, more than ever, be among the top priorities of the Security Council. If there is one area in which the Council has a moral and political responsibility to convene and act, it is this one. If there is one domain for which the credibility of the Council is at stake, where tactical games have no place, it is this one. This is one of those moments when we have no choice but to act because what is at stake is essential. We cannot allow the chemical non-proliferation regime, and with it our entire security architecture — along with the principles and values that underpin our action — to crack and disintegrate before our very eyes. Today's vote is one of those key moments, one of those moments of truth. On behalf of France, I therefore call on each member of the Council to properly gauge and assume its responsibilities now and to vote in favour of the American draft resolution (S/2018/321). Mrs. Haley (United States of America): We have reached a decisive moment as the Security Council. On Saturday the first haunting images appeared from Douma, in Syria. We gathered around this table yesterday (see S/PV.8225) to express our collective outrage. We then collectively agreed that the Council needed to take steps to determine exactly what happened in Douma and to put an end to these barbaric attacks. The United States has put forward a draft resolution (S/2018/321) that accomplishes those shared goals. For weeks we have been working with every single delegation on the Council to develop a new attribution mechanism for chemical-weapons attacks in Syria. We held open and transparent negotiations so that every delegation could provide its input. And we went the extra mile for one Council member. We adopted paragraph after paragraph of Russia's proposed draft resolution (S/2018/175). We tried to take every Russian proposal that did not compromise the impartiality, independence or professionalism of a new attribution mechanism. After the Douma attack, we updated our draft resolution with common sense changes. Our proposal condemns the attack. It demands unhindered humanitarian access for the people in Douma. It calls on the parties to give maximum cooperation to the investigation. And it creates the attribution mechanism that we worked so hard with each member to develop. The draft resolution is the bare minimum that the Council can do to respond to the attack. The United States did everything possible to work towards Council unity on this text. Again, we accepted every recommendation that did not compromise the impartiality and independence of the proposed attribution mechanism. I want to say a brief word about Russia's draft resolution, which is also before us for a vote. Our draft resolutions are similar, but there are important differences. The key point is that our draft resolution guarantees that any investigations will truly be independent. Russia's draft resolution gives Russia itself the chance to choose the investigators and then to assess the outcome. There is nothing independent about that. The United States is not asking to choose the investigators, and neither should Russia. The United States is not asking to review the findings of any investigation before they are final, and neither should Russia. All of us say that we want an independent investigation. Our draft resolution achieves that goal. Russia's does not. This is not an issue that more time or more consultations could have resolved. At a certain point, you are either for an independent and impartial investigation or you are not. And now that the Douma attack has happened, this is not a decision that we can delay any longer. The United States calls on all Security Council members to vote in favour of our draft resolution and to abstain or vote against the Russian draft resolution. The Syrian people are counting on us. Mr. Nebenzia (Russian Federation) (spoke in Russian): Today the delegation of the United States is once again trying to mislead the international S/PV.8228 The situation in the Middle East 10/04/2018 4/21 18-10187 community and is taking yet another step towards confrontation by putting to a vote a draft resolution (S/2018/321) that does not enjoy the unanimous support of the members of the Security Council. It is not true that it meets almost all our requirements. The text is nothing more than an attempt to resurrect, unchanged, the former Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism (JIM), established to investigate cases of the use of chemical weapons in Syria. Russia has always emphasized that it will not support that approach. The JIM became a puppet in the hands of anti-Damascus forces, and it covered itself with shame when it issued a guilty verdict for a sovereign State without credible evidence. The American draft resolution represents an identical reproduction of all of the former Mechanism's flawed working methods. The new mechanism would conduct investigations as it sees fit, with no reference to the standards of the Chemical Weapons Convention. That has nothing to do with independence, which the draft resolution's sponsors and its closest allies only pretend to care about. We know the worth of such independence. It is true anarchy and manipulation. At every stage of our work on the American initiative we have insisted that the Secretary-General should select the staff for the investigative mechanism on the basis of the broadest possible geographic representation, with subsequent approval by the Security Council. Visits to the sites of the incidents and strict adherence to the principle of sequential actions while ensuring the preservation of the material evidence should be not optional but mandatory working principles. In a collective decision, the Security Council would determine who was responsible in any given case of the use of chemical weapons, based on reliable evidence that would leave no room for doubt about the correctness of the conclusions. There is nothing about this in the American draft resolution. The authors know that it goes against the Russian position and will not be adopted. But they are obstinately sticking to their line. It is clear that today's provocative step has nothing to do with a desire to investigate what happened in Douma, Syria, on 7 April. An attributive mechanism is not necessary in order to initially establish the facts. Even if we could conceive of the improbable scenario in which the draft resolution creating the mechanism was adopted today, it would take several months to put the mechanism together and fine-tune its operations. Establishing who is to blame is the final link in a very long chain of actions. Here, in front of everyone, I would once again like to ask the sponsors why they need the mechanism when they have already identified the guilty parties before the investigation. They do not need it. They do not want to hear anything. They do not want to hear that no traces of a chemical attack were found in Douma. They have simply been looking for an excuse the whole time, and the provocateurs among the White Helmets have very kindly provided it. This is all reminiscent of a kind of spring fever. Exactly a year ago, in April 2017, a similar scenario unrolled with the chemical provocation in Khan Shaykhun, followed by a missile strike. The fact is that the authors of the draft resolution are motivated by completely different priorities. They have pinned their hopes on the assumption that the draft resolution will not be adopted. That is what they want, and it is something that they can bank along with the rest of their reasons justifying the use of force against Syria. For several days now, the Administration in Washington, D.C., has been keeping the international community in suspense while discussing the so-called important decisions being prepared. Only yesterday we heard how anxiously Special Envoy Staffan de Mistura spoke about the current escalation extending beyond Syria's borders (see S/PV.8225), and we know that the Secretary-General is also very concerned about that. It is clear that Russia will once again be the target of the propaganda cannons. My American colleague will painstakingly enumerate the Russian vetoes on Syria. It is not impossible that she has taken upon herself a capitalist commitment to using the reckless policies of the United States to achieve some sort of personal record in that regard. We are using the veto to protect international law, peace and security and to ensure that the United States does not to drag the Security Council into its misadventures. The United States representative says that we are covering up for someone. Russia is in Syria at the invitation of its lawful Government in order to combat international terrorism, in accordance with the Charter of the United Nations, while the United States is covering up for militias and terrorists. If the United States has decided to carry out an illegal military venture — and we still hope that it will think better of it — it must answer for that itself. It wants to dump this draft resolution, which has been sitting on the shelf for a long time, onto the Security Council in order to find a pretext. The United States representative 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 5/21 herself has said repeatedly that if the Council does not make a decision, the United States will make a decision on its own. Why is the suta purposely undermining the Council's authority by promoting a draft resolution that we know will not go through? And a lot of people said that yesterday during consultations. We urge the Americans to give sober consideration to the potential this presents for confrontation, to think better of it and to withdraw its draft resolution from a vote. Russia cannot support it. The President (spoke in Spanish): I shall first put to the vote the draft resolution contained in document S/2018/321, submitted by Canada, France, the Netherlands, Peru, Poland, Sweden, Turkey, the United Kingdom of Great Britain and Northern Ireland and the United States of America. A vote was taken by show of hands. In favour: Côte d'Ivoire, Equatorial Guinea, Ethiopia, France, Kazakhstan, Kuwait, Netherlands, Peru, Poland, Sweden, United Kingdom of Great Britain and Northern Ireland and United States of America Against: Bolivia (Plurinational State of), Russian Federation Abstaining: China The President (spoke in Spanish): The draft resolution received 12 votes in favour, 2 against and 1 abstention. The draft resolution has not been adopted, owing to the negative vote of a permanent member of the Council. I shall now give the floor to those members of the Council who wish to make statements following the voting. Ms. Pierce (United Kingdom): This is a sad day for the Security Council; it is a sad day for the cause of universal norms and standards; and it is a sad day for the non-proliferation regime. But, above all, it is a very sad day for the people of Douma, who now are without the protection that the international system was set up to provide for them. This is the fourth time in six days that the Council has discussed chemical weapons. Yesterday 14 members of the Security Council called for an investigation. Several members called on the permanent five (P-5) to assume their responsibilities to uphold the universal prohibition on weapons of mass destruction (WMD). As a P-5 member, the United Kingdom was ready to do that and was joined by France and the United States. Conversely, by vetoing, Russia has crossed a line in the international order, and worse, if possible, history is repeating itself one year on from Khan Shaykun. Russia helped to create the original independent investigation that attributed Khan Shaykun to the Syrian regime and concluded that sarin, which can be developed only by a State actor, had been used. But last autumn, Russia vetoed renewal of that mechanism on not one but three occasions. The reason is clear: it is because Russia would rather cross the WMD line than risk sanction of its ally Syria. Instead, we are asked to believe that the Russian version of this latest attack should be the one that the Security Council believes. Russia is not authorized by the Security Council to carry out an investigation in Syria. Russia says that there were no traces of a chemical attack. No traces were found by whom? I repeat: Russia is not authorized to carry out an investigation on behalf of the Security Council. We need an independent investigative mechanism for that purpose, and only that sort of mechanism can have the confidence of the Security Council, the confidence of the membership of the United Nations and the confidence of the people of Syria. Sadly, reports of chemical-weapon attacks in Syria have continued since the original Russian veto, in November. It has become very clear that Russia will do what it takes to protect Syria, whatever the compelling evidence of the crimes committed, and to shut down further investigation and discussion of those crimes. This has come at the cost of Russia's own obligations and credibility as a permanent member of the Council, as a State party to the Chemical Weapons Convention and as a declared and supposed supporter of peace in Syria. The Security Council has been unable to act solely because Russia has abused the power of veto to protect Syria from international scrutiny for the use of chemical weapons against the Syrian people. Even today open-source investigations have located a chlorine cylinder, the same kind that the Joint Investigative Mechanism has found that the Syrian regime used, atop a house in Douma full of people who had clearly died from respiratory problems. S/PV.8228 The situation in the Middle East 10/04/2018 6/21 18-10187 I frankly doubt that in 48 hours Russia has verified all similar reports and can conclude that they are all fake. They are not fake; they need to be looked at and investigated by a proper independent mechanism such as the Council was prepared today to pass. Russia's credibility as a member of the Council is now in question. We will not stand idly by and watch Russia continue to undermine the global norms that have ensured the security of all of us, including Russia, for decades. As a P-5 member, the United Kingdom will stand up for international peace and security; it is our moral duty. It is a matter of shame that Russia has once again blocked a draft resolution. The Russian Ambassador mentioned that it was not a question of counting the number of Russian vetoes. I beg to differ. To quote Lenin, quantity has a quality all of its own. Russia's actions today are a step against the rules and authority of the Security Council and the wider United Nations. They are a step against international peace and security and non-proliferation, and they are a step against humanity. Mr. Wu Haitao (China) (spoke in Chinese): China is deeply concerned at reports that the use of chemical weapons has caused civilian deaths and casualties in Syria. We are firmly opposed to the use of chemical weapons by any country, organization or individual, under any circumstances. This has been China's clear and consistent position. China supports the carrying out of a comprehensive, objective and impartial investigation into the use of chemical weapons in Syria so as to achieve results that are based on substantial evidence and can pass the litmus test of history and truth, bringing the perpetrators and the parties responsible for the use of chemical weapons to justice. There should be no prejudgment of the outcome or arbitrary conclusions. The Security Council has a consensus on condemning the chemical-weapons attacks in Syria, establishing a new investigative mechanism and identifying the perpetrators of the chemical-weapon attack in Syria. All members of the Security Council should remain united and insist that the Council and the Organization for the Prohibition of Chemical Weapons be the main channel for dealing with the Syrian chemical-weapon issue, in an effort to seek an appropriate solution through consultations. The draft resolution that was just put to the vote in the Security Council (S/2018/321) had elements of consensus, including condemning the chemical-weapons attacks in Syria, establishing a new investigative mechanism and urging all parties to cooperate with the investigation. However, on some specific measures, it does not take full consideration of some of the major concerns of certain Security Council members on improving the mechanism's working methods and ensuring an objective and impartial investigation. Against that backdrop and in the light of our long-standing position on the question of chemical weapons in Syria, China abstained in the voting on the draft resolution. The issue of Syria is currently at a critical juncture. China remains firmly seized of the situation and is deeply concerned at the developments on the ground. China has always called for respecting the sovereignty, independence, unity and territorial integrity of Syria and insists on seeking a peaceful solution to the dispute. We oppose the use or threat of force in international relations and believe that any action taken should be in accordance with the Charter of the United Nations. The international community and all parties concerned should stand firm on the imperative need to seek a political solution to the question of Syria, step up their support for the United Nations main channel of mediation, and push for all Syrian parties to seek a Syrian-led and Syrian-owned political solution to the question of Syria, in accordance with resolution 2254 (2015). China is ready to work with all parties in an effort to push for a political solution to the issue of Syria. Mr. Tanoh-Boutchoue (Côte d'Ivoire) (spoke in French): My delegation voted in favour of the draft resolution initiated by the United States (S/2018/321) for two main reasons. With regard to the first reason, Côte d'Ivoire believes that the draft resolution conforms to our firm belief that any and all use of chemical weapons in wartime as in peacetime must be condemned and requires investigation to determine those responsible for such acts to hold them accountable. In that regard, the draft resolution submitted by the United States clearly conveys the resolve of the international community to see perpetrators of chemical attacks identified and prosecuted so that they are accountable for their acts. Concerning the second reason, Côte d'Ivoire believes that the text of the draft resolution provides 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 7/21 guarantees with regard to the credibility of the outcome of investigations. The text insulates such investigations from any political influence and clears a path for the experts' professionalism and independence and the impartiality of the mechanism itself. By voting in favour of the draft resolution, the Ivorian delegation wanted to show its solidarity with Syrian victims who are suffering from the consequences of an endless war and to help meaningfully safeguard international peace and security. Sadly, my delegation notes that divisiveness within the Security Council prevented the adoption of the American draft resolution, which Côte d'Ivoire painfully regrets. It is time that efforts be made to unify the Council if we want truly to work to achieve international peace and security. Mr. Radomski (Poland): The use of chemical weapons is a serious atrocity, which may amount to a crime against humanity and a war crime. Accountability for such acts is a requirement under international law — and central to achieving sustainable peace in Syria. Draft resolution S/2018/321, presented by the United States, addressed the most pressing needs related to the use of chemical weapons in Syria, including the role of the Organization for the Prohibition of Chemical Weapons and its Fact-finding Mission, securing humanitarian access and, last but not least, creating a new, truly independent and impartial accountability mechanism. We thank the American delegation for its ongoing leadership in the negotiations. We appreciate its flexibility and fully understand and share the rationale behind putting this text to the vote today. Because of the use of the veto by the Russian Federation, the Security Council failed once again today to establish an accountability mechanism. By that act, Russia undermined the ability of the Council to fulfil its primary responsibility under the Charter of the United Nations: to maintain international peace and security. We are disappointed that, for some States, political alliances and calculations proved to be more important than the need to end the horrors confronting the civilian population and the unacceptable loss of human life in Syria. Poland supports the Independent International Commission of Inquiry on the Syrian Arab Republic, the Impartial and Independent Mechanism to Assist in the Investigation and Prosecution of Persons Responsible for the Most Serious Crimes under International Law Committed in the Syrian Arab Republic since March 2011, the International Partnership against Impunity for the Use of Chemical Weapons, and other instruments that might facilitate bringing the perpetrators of chemical attacks to justice. We will join all genuine efforts to achieve that goal. Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): Bolivia reiterates in the strongest terms its categorical condemnation of the use of chemical weapons and the weaponization of chemical agents as an unjustifiable and criminal act, wherever, whenever and by whomever they are committed, as such use constitutes a serious crime under international law and a threat to international peace and security. There is no justification for their use regardless of the circumstances and of who uses them. We therefore reaffirm the need to maintain the unity of the Security Council so as to ensure that those who have used chemical weapons are held accountable and brought to justice so that their actions do not go unpunished. In that regard, we reiterate our support for the work being carried out by the Organization for the Prohibition of Chemical Weapons and its Fact-finding Mission so that, in line with their mandates, they can carry out the work entrusted to them in the most methodical, technical and trustworthy manner possible with the support of an independent, impartial, complete and conclusive investigation. We firmly reiterate that the work of an investigative mechanism is essential to ensuring accountability for such terrible acts. To that end, it must be independent, impartial and representative so that a transparent, impartial, complete, reliable and conclusive investigation can be carried out, and, for that to happen, we face the great challenge and the responsibility of not politicizing or instrumentalizing the Security Council. My delegation voted against the draft resolution (S/2018/321) presented by the United States of America, first of all, because we regret that once again a draft resolution was put to the vote with the knowledge that it would not be adopted by the Security Council, and, moreover, because there has already been a series of threats of the use of force accompanied by threats of unilateral action, which, of course, runs directly counter to the Charter of the United Nations. Bolivia once again makes clear its firm rejection of taking unilateral actions, because any unilateral military action that does not enjoy the approval of the Security Council is entirely illegal and contravenes the principles explicitly set forth in the Charter. In addition, any unilateral S/PV.8228 The situation in the Middle East 10/04/2018 8/21 18-10187 military action would violate the sovereignty and territorial integrity of the Arab Republic of Syria, and would affect the stability of the political process and the agreements on which progress has been made under the auspices of the United Nations. Mr. Van Oosterom (Netherlands): In my statement yesterday (see S/PV.8225) I urged the Security Council not to stand idly by and watch as a spectator while chemical weapons were being used in Syria. In our opinion, the Council should act, condemn, protect, and hold to account those responsible. Those elements are all reflected in draft resolution (S/2018/321) put forward by the United States, and that is why the Kingdom of the Netherlands voted in favour of that draft resolution. We thank the United States delegation for drafting the text. We appreciate the earlier rounds of negotiations and the flexibility displayed at yesterday's late-night round. Together with others, we are extremely disappointed that an attempt to set up an effective mechanism of attribution on the use of chemical weapons has failed once again. Today we witnessed the twelfth overall Russian use of the veto concerning Syria, including six pertaining to chemical weapons. As I said yesterday, if the Russian representative claims that the chemical-weapons attack in Syria is a fabrication, he should not veto the draft resolution. By vetoing this draft resolution, the Russian Federation assumes a heavy responsibility for continued impunity and the horrible use of chemical weapons in Syria. Because of this permanent member, the Council is not even able to condemn the use of chemical-weapons attacks this past weekend in Douma, during which the White Helmets once again demonstrated their unwavering commitment to their life-saving work in the most difficult circumstances. With regard to the draft resolution proposed by the Russian Federation (S/2018/175), the Netherlands will vote against it. That draft resolution falls short in every possible way. It seems that the Russian Federation is unable to support an independent and impartial investigative mechanism. It seems that it can accept a mechanism only in which itself can decide when, where, how and by whom the investigation would be conducted, while leaving the mandate attributed to the Council subject to its veto. This cannot be the end of the issue. The Security Council cannot remain passive in the face of the atrocities being committed in Syria. We must continue to work for an effective attribution mechanism, inside and outside the Security Council. Impunity must not prevail. The President (spoke in Spanish): The Security Council is ready to proceed to the vote on the draft resolution contained in document S/2018/175, submitted by the Russian Federation. I shall now give the floor to those members of the Council who wish to make statements before the voting. Mr. Nebenzia (Russian Federation) (spoke in Russian): Before I speak about the draft resolution before us (S/2018/175), I would like to say that I am very happy that my British colleague is familiar with the classic works of Marxism-Leninism, although that is hardly surprising, because Marx, Engels and Lenin were frequent visitors to London — indeed, Marx is buried there. But I would like to cite another quotation from Lenin, who wrote an article entitled "Better Fewer, but Better". After the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism (JIM) on the use of chemical weapons in Syria ended, in November of last year, it was Russia that found itself in the forefront of the efforts to fill the resulting gap. We drafted a resolution on the issue that we submitted to our colleagues for their consideration on 23 January. The Western camp immediately gave the draft text a hostile reception, since it eliminated the loopholes that enabled investigations to be manipulated and handed over to the control of the opponents of Damascus, as occurred with the JIM and which was the reason for its premature demise. I want to emphasize that we have not invented anything new in our text, but have merely brought the principles for the work of the new mechanism in line with the standards of the Chemical Weapons Convention. We now have a real opportunity to create a genuinely independent and impartial working mechanism that would help the Security Council to identify those responsible for the use of chemical weapons in the context of the conflict in Syria. All that it needs is for Council members to vote in favour of our draft resolution, and we call on them to do that. The President (spoke in Spanish): I shall now put to the vote the draft resolution contained in document S/2018/175, submitted by the Russian Federation. A vote was taken by show of hands. 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 9/21 In favour: Bolivia (Plurinational State of), China, Equatorial Guinea, Ethiopia, Kazakhstan, Russian Federation Against: France, Netherlands, Peru, Poland, Sweden, United Kingdom of Great Britain and Northern Ireland, United States of America Abstaining: Côte d'Ivoire, Kuwait The President (spoke in Spanish): The draft resolution received 6 votes in favour, 7 votes against and 2 abstentions. The draft resolution was not adopted, having failed to obtain the required number of votes. I shall now give the floor to those members of the Council who wish to make statements following the voting. Ms. Pierce (United Kingdom): As I have taken the floor once today already, I will be brief. With regard to Karl Marx, I think he must be turning in his grave to see what the country that was founded on many of his precepts is doing in the name of supporting Syria by condoning the use of chemical weapons on Syrian territory. We voted against the Russian draft resolution (S/2018/175) for a number of reasons. The Russian text is a distraction. It has lain dormant around the Security Council for weeks. There was no attempt to meet other Council members' concerns in its drafting, unlike the United States text (S/2018/321), which had adapted its original preferences precisely to try to meet those of the Russian Federation and others. The Russian text does nothing to bring a political process any closer. Specifically, it moves the parameters on access and imparts a quasi-judicial standard — "beyond a reasonable doubt" — that is inappropriate for the type of investigation that the Council wishes to establish. If the Russians want a criminal investigation, they could always suggest that we refer the matter to the International Criminal Court. Furthermore, there is selective quoting of the Chemical Weapons Convention to undermine the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism, and it takes a selective approach to the parameters of the Organization for the Prohibition of Chemical Weapons. But, above all, the text is unacceptable because it seeks to assert that sovereign States are above international law and international norms. That is breathtaking both in its arrogance and its ignorance, and for that reason alone, if not the others, we could not support it. Mrs. Haley (United States of America): Yesterday I said that history will record this moment (see S/PV.8225) as one when we as the Security Council either lived up to our responsibilities or showed our complete failure to protect the Syrian people. Today we have our answer. The votes have been cast. The record will show that today some countries decided to stand up for truth, accountability and justice for the Syrian people. Most countries saw the horror that took place in Douma last weekend at the hands of the Al-Assad regime and realize that today was a time for action. Month after month, the Al-Assad regime, with the full support of Russia and Iran, has strung the Security Council along. They ignored our calls for a ceasefire, for political dialogue and for deliveries of humanitarian aid. They ignored our calls to stop using chemical weapons — weapons that are universally banned from war. And then, last weekend, the Al-Assad regime forced a moment of reckoning on all of us by gassing people in Douma. The United States and the countries that joined us today could not allow that attack to go unanswered. The record will not be kind to one permanent member of the Council. Unfortunately, Russia has again chosen the Al-Assad regime over the unity of the Security Council. We have said before that Russia will stop at nothing to shield the Al-Assad regime, and now we have our answer. Russia has trashed the credibility of the Council. It is not interested in unity or compromise. Whenever we propose anything meaningful to Russia, Russia vetoes it. It is a travesty. It has now officially vetoed draft resolutions that would hold Al-Assad accountable for these barbaric chemical attacks six times. Things did not have to turn out this way. For weeks, the United States has led transparent, good-faith negotiations with all Security Council members to establish an attribution mechanism for chemical weapons in Syria. We started from the simple premise that every Council member would want to know who was responsible for using those barbaric and illegal weapons. We did everything to accommodate Russia's views. Russia surprised us with a proposed draft resolution (S/2018/175), calling all of us into the S/PV.8228 The situation in the Middle East 10/04/2018 10/21 18-10187 Security Council Chamber and handing out the draft text on the spot. After hearing widespread concerns about its draft resolution, Russia moved ahead anyway, accommodating no one's views. We could have done the same, but instead we tried to take as much as we could from Russia's draft text, while maintaining an impartial and independent process. We negotiated in good faith. Many aspects of our draft resolutions were similar. Russia said that the investigators should have safe access to the places where chemical weapons were used. We agreed. Russia said that it wanted an impartial, independent and professional investigation. We agreed. Russia said that the investigators should be recruited on as wide a geographical basis as possible. We agreed. Russia said that it wanted reports on the activities of non-State actors involving chemical weapons. Although that sounded to us like an attempt to distract from the Al-Assad regime, we included Russia's request. We even gave our mechanism the name that Russia wanted — the United Nations independent mechanism of investigation. There were really only two key differences between our draft resolution and that of Russia, but those differences speak volumes. First, Russia wanted to give itself the opportunity to approve the investigators who were chosen for the task. Secondly, Russia wanted the Security Council to assess the findings of any investigation before any report was released. Does any of that sound independent or impartial? Russia's proposal was not about an independent and impartial investigation at all. It was all about protecting the Al-Assad regime. This is a sad day. The United States takes no pleasure in seeing Russia exercise its sixth veto on the issue of chemical weapons in Syria. Only last week, we had hoped that the one-year anniversary of the Khan Shaykun attack might be the start of a renewed partnership to combat chemical weapons. However, those deadly weapons have been used on Syrian families again. When the people of Douma, along with the rest of the international community, looked to the Council to act, one country stood in the way. History will record that. History will record that, on this day, Russia chose to protect a monster over the lives of the Syrian people. Mr. Wu Haitao (China) (spoke in Chinese): China has stated its principled position on the chemical weapons attack in Syria. The draft resolution on the establishment of a new investigative mechanism submitted by the Russian Federation (S/2018/175) condemns the chemicals weapons attack in Syria and calls for the creation of a new investigative mechanism to establish the facts and the truth. We can all agree on those positive elements. In addition, it proposes improved working methods compared to previous investigative mechanism and set out concrete steps to carry out a robust on-site investigation on the ground and to ensure impartiality in the process of collecting evidence. As a result, the new investigative mechanism would be able to function with greater professionalism and to reach a truly credible conclusion. Those elements are in line with China's principled position. We support Russia's draft resolution. China regrets that the draft resolution was not adopted. Mr. Ndong Mba (Equatorial Guinea) (spoke in Spanish): I am taking the floor following the voting on the two draft resolutions (S/2018/175 and S/2018/321) above all to express our frustration over the fact that the Security Council was not able to adopt either the first or the second draft, which sought to give the Council an independent and professional mechanism with a mandate to attribute responsibility for the use of chemical weapons, despite the fact that all Security Council members expressed their desire in that regard. That is precisely why we voted in favour of both draft resolutions in the hope of having a new monitoring mechanism to attribute responsibility so as to protect people from the terrible and harmful effects of such chemical weapons. Despite the negative outcome of the voting on both draft resolutions, the Government of the Republic of Equatorial Guinea, whose position on the use of chemical weapons we have clearly set out during the debates on the issue, wants the members of the Security Council to seek and to explore other alternative draft texts that could merit the joint agreement or the consensus of the Security Council so that we can establish that new mechanism as soon as possible. That is what the people who are suffering, or in the future may suffer, the terrible effects of chemical weapons hope and expect of the Security Council. Mr. Alemu (Ethiopia): It is indeed regrettable that the Council could not adopt a resolution to establish a new mechanism that would identify those responsible 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 11/21 for the use of chemical weapons in Syria. Establishing such a tool would have sent a quick and unified message regarding the resolve of the Council not to tolerate impunity. That is how we view the defeat of both draft resolutions (S/2018/175 and S/2018/321). However, we were not at all surprised. We voted in favour of both draft resolutions, consistent with our position in reaffirming the importance of setting up an independent, impartial and professional investigative mechanism with a view to ensuring accountability. No doubt, such a mechanism would clearly have addressed the existing institutional gap in that regard, which continues to be a source of major weakness in the fight against impunity. Both draft resolutions sought the establishment of such a mechanism. Clearly, there are differences, among others, concerning some aspects of the accountability mechanism. We believe that we have come some distance in bridging those differences. It would have been a major achievement, both functionally and from the point of view of enhancing trust, which is so greatly needed in order to address the challenge not only of ensuring non-proliferation but also of advancing the cause of international peace and security. That was why we were hoping that we could achieve consensus on the matter and unity within the Council. Frankly speaking, we do not like what we see. At the risk of sounding self-righteous — and the challenge that we face makes taking the risk appropriate — we must say that we are deeply disappointed about the situation that we are in. Since we have no alternative, it remains important that we all persevere in continuing our dialogue and supporting the efforts to ensure unity, without which the Council will not be in a position to discharge its principal responsibility of maintaining international peace and security, in particular repairing the damage to the chemical weapons disarmament and non-proliferation regime. Yesterday, we expressed our concern about the difficult situation we are currently facing (see S/PV.8225). We do not wish to repeat what we said, but allow me to state in closing that we look forward to handling the issue of the alleged use of chemical weapons in Douma, eastern Damascus, with a greater sense of responsibility. That is how we intend to look at the draft resolution from Russia before us, a draft which, in our view, is relatively similar to the draft resolution informally made available by Sweden yesterday, whenever the Council is ready to handle it. Mr. Alotaibi (Kuwait) (spoke in Arabic): I support the statement in explanation of vote on the American draft resolution (S/2018/321) made earlier in the meeting by the representative of the United Kingdom, who said that today is actually a sad day. It is a sad day for the non-proliferation regime, and a sad day for civilians — particularly women, children and the elderly — throughout Syria, and specifically Douma in eastern Ghouta. We ask their forgiveness because we have disappointed them once again. The Council has been unable to establish a mechanism that would hold accountable those who commit crimes by using chemical weapons in Syria. We ask their forgiveness because the Council has been unable to put an end to the serious and gross violations of international humanitarian law, human rights law and many Security Council resolutions condemning the use of chemical weapons in Syria. We ask their forgiveness because the Council has been unable to hold to account the perpetrators of crimes related to the use of chemical weapons in Syria. Our position has always been clear. We have called for consensus in the Council on this sensitive issue, which touches on accountability and impunity. We voted in favour of the United States draft resolution because it contains the basic elements that we think are necessary to establish any new accountability mechanism in Syria in order to guarantee its independence, neutrality and professionalism. The mechanism would identify the perpetrators responsible for any chemical attack, and then the Security Council would shoulder its responsibility in terms of sanctions. We abstained in the voting on the draft resolution presented by the Russian Federation (S/2016/175) because it did not include the elements to which I have referred. It would undermine the credibility of the new mechanism by depriving it of its fundamental terms of reference, namely, to determine whoever is responsible in the event of attacks using chemical weapons. We are very concerned about the result of voting today because it will encourage parties to the conflict to continue using chemical weapons in the absence of accountability. Kuwait supported the code of conduct whereby the States members of the Security Council would commit to not opposing draft resolutions dealing with crimes against humanity, genocide and war crimes. We also S/PV.8228 The situation in the Middle East 10/04/2018 12/21 18-10187 supported the French-Mexican initiative on abstention in the use of the veto in cases of human rights violations. As a result of the voting today, and based on our commitment to abiding by the four Geneva Conventions and their two Additional Protocols, international humanitarian law and the final outcome of 2016 World Humanitarian Summit, we call again for crimes against humanity and war crimes, as well as humanitarian issues, to receive due attention. That would include allowing the safe and sustainable delivery of humanitarian assistance and medical evacuations, and preventing the siege of residential areas. These should be treated as procedural issues; they should not be subject to a veto so that such human tragedies and sufferings are never repeated. Mr. Skoog (Sweden): Like everyone else, we deeply regret that today the Council was prevented once again from establishing a responsibility-attribution mechanism for the purpose of impartially identifying the perpetrators and organizers of the use of chemical weapons in Syria. I am sure we all share a sense of very tragic déjà vu as we repeat the scenario the Council faced in November when the renewal of the mandate of the Joint Investigative Mechanism was blocked. However — and I apologize to all of those who are tired of hearing me say this — we will not give up. Efforts to reach an agreement on a responsibility-attribution mechanism must continue, and we support all serious and genuine initiatives that aim to achieve this objective. We stand ready to help facilitatory efforts to find a way forward. Accountability for the use of chemical weapons is crucial. As we have stated before, the Syrian people suffering from more than seven years of conflict deserve no less from us. They want peace and justice, not further military escalation or impunity. A collective response to the most recent alleged chemical weapons attack in Douma therefore remains urgent and critical. The credibility of the Council is at stake. We must now come together to swiftly condemn the use of chemical weapons in Syria and express alarm at the alleged attack in Douma. We must support an immediate and further investigation through the Organization for the Prohibition of Chemical Weapons, and we must demand full, free and safe access without any restrictions or impediments to the fact-finding mission in its immediate deployment to Syria. Establishing the facts of what has taken place in Douma remains an essential first step towards confirming the alleged use of chemical weapons and finding the truth, and we need independent, impartial attribution of guilt followed by full accountability. The Council must remain seized and live up to its responsibility. That is why we circulated yesterday a draft text aimed at finding common ground. We stand ready to work tirelessly to find agreement on a robust, swift and immediate response. We need to come back together again after the failure that we have just witnessed. Mr. Tumysh (Kazakhstan): Our position remains unchanged and consistent. Due to well-known historical reasons, Kazakhstan has always taken a firm and resolute stance of uncompromising condemnation of any use of weapons of mass destruction, including chemical weapons. We do so as that is an extremely heinous action and an unacceptable war crime. We have also been in support of attaching paramount importance to the creation of a new investigative mechanism. That has been strongly reiterated, and we have pressed for its urgency. Impunity for chemical crimes is not acceptable. It sends the wrong signal to those who continue to use or intend to use such an extremely heinous weapon. However, in order to punish anyone, we must be able to prove guilt completely and irrefutably. In that regard, the creation of a full-fledged, impartial and independent investigative tool is of the utmost necessity for all. We have worked in earnest with the delegations of the United States and the Russian Federation. We must recognize that the use of chemical weapons in Syria continues, along with the persistent threat of chemical terrorism, to present a grave reality. In addition, many allegations of the use of chemical agents in Syria are still undisclosed. Based on the aforementioned circumstances and understanding the need to preserve this mechanism, we supported both draft resolutions intended to create new investigative mechanisms. We urge that we all work together for the maintenance and strengthening of international peace and security. Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): This meeting is an interesting one from a variety of perspectives. One is that Lenin and Marx, two anti-imperialists, have been invoked more than once. What we have seen today is related to that topic. It is a fact that all empires are under the illusion that they are morally superior to the rest of us, that they believe themselves to be exceptional and indispensable and that they are above the law. In this, as in other cases, they do not seek to advance democracy or 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 13/21 freedom, but rather ultimately to expand their power and domination worldwide. What we have seen today is a sad reflection of what is happening on the battlefield in Syria and of those interests. I would like to echo the words of the Swedish Ambassador in urging the Security Council not to rest until we are united and can reach consensus, if indeed we believe in the purposes and principles of the Charter of the United Nations. It is the Charter, and whether the members of the Council can fulfil it, that is ultimately at stake. One of our responsibilities under it is to refrain from taking unilateral action. We hope that principle will be honoured. The President (spoke in Spanish): The Council is ready to proceed to the vote on the draft resolution contained in document S/2018/322, submitted by the Russian Federation. I shall now give the floor to those members of the Council who wish to make statements before the voting. Mr. Nebenzia (Russian Federation) (spoke in Russian): We too are sorry that our draft resolution (S/2018/175) was not adopted today, but at the moment neither it nor the United States draft resolution (S/2018/321) would have had any influence on the investigation of the alleged incident in Douma. Right now, that is not what they are about. There is no need to mislead anybody by saying that, or that there were intensive consultations on the American draft resolution but not on ours, or that most of our amendments were supposedly taken into account. Our colleagues will now tell the press that we vetoed their resolution, while modestly remaining silent about the fact that just as with the draft resolutions on the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism, they also vetoed ours. Yesterday, during the meeting on threats to international peace and security (see S/PV.8225), there was an emotional discussion of the event, or the alleged event, in Douma on 7 April. Based on the results of the inspection conducted by our specialists, we said that a chemical attack could not be confirmed. Nonetheless, we advocated for the speediest possible investigation of all of the circumstances by the Organization for the Prohibition of Chemical Weapons (OPCW) and affirmed our willingness to facilitate its work on the ground. The Government of Syria has sent the OPCW an official request that such a mission be dispatched to Douma as soon as possible. Yesterday, the Swedish delegation put forward a fairly constructive text for a corresponding draft resolution. Unfortunately, their initiative was undeveloped and was trampled down thanks to the confrontational efforts of the United States and its closest allies, which had decided to shift the focus away from the issue of an investigation of what happened on 7 April. That is understandable, because they have already identified the guilty parties. As far as they are concerned, the so-called regime, along with Russia and Iran, is always to blame for everything. The investigation does not interest them. Well, sometimes it does, but only if it is based on so-called exclusive data from the opposition's social networks. For the hundredth time, I would like to ask the same question yet again. Can someone here explain clearly and plainly why Damascus needed this alleged chemical attack in Douma in principle, especially since practically all of the militias had evacuated Douma by then? And the militias who were still being evacuated on 8 April knew nothing about the alleged occurrence of this chemical attack. I will answer my own question. The provocation was desperately needed by the militias who received that very timely support from the United States and other Western countries. We decided to develop the Swedish initiative, and our draft resolution notes the Syrian Government's invitation to the OPCW Fact-finding Mission to visit the site of the alleged event without delay. It welcomes the decision of the Director-General of the OPCW Technical Secretariat to send the Mission to Syria in order to conduct investigative work in line with Chemical Weapons Convention standards. It takes into account the guarantees of safe access provided by the Syrian authorities and Russian military forces. Fifteen days later, the Secretary-General would submit the first report to the Security Council. This is a strictly practical, non-confrontational and depoliticized initiative in support of the OPCW, which would help the specialists in this area determine what did, or rather did not, take place in Douma. And that is the priority now, not the draft resolution on a United Nations independent investigative mechanism, which was hastily submitted for a vote with the obvious aim of seeing both draft resolutions vetoed. We hope that Council members will give this initiative their unanimous support so that the process can begin as soon as possible. According to our information, two S/PV.8228 The situation in the Middle East 10/04/2018 14/21 18-10187 expert groups from the OPCW Fact-finding Mission should leave for Syria by the end of this week. Whatever the excuse that may be given, if the experts do not reach Douma because they have been prevented by those who continue to speculate about the chemical issue in order to smear Syria and Russia, that will be yet another piece of evidence showing that behind this thoroughly false story are dirty geopolitical games and, what is worse, aggressive military plans capable of reversing the positive trend in the resolution of Syria's conflict and inflicting a painful blow on a region already tormented by adventurist assaults. We are witnessing all of that literally in real time. We request that you put this draft resolution to a vote, Mr. President. Mr. Skoog (Sweden): We want swift and resolute action today, and we want the Security Council to shoulder its collective responsibility. But I am not sure that we have exhausted all the avenues that could get us there, nor am I sure that voting on this new Russian draft resolution (S/2018/322) will get us there either. We feel that we are at a very fragile stage of Council deliberations right now, and we need to reflect carefully on the way forward to ensure that we do not jump into further paralysis, with consequences that will be difficult to defend or repair. That is why I would like to ask you, Mr. President, to suspend the meeting right here and now so that we can all move into consultations and carefully and collectively reflect on the next step. The President (spoke in Spanish): The representative of the Russian Federation has asked to make a further statement. Mr. Nebenzia (Russian Federation) (spoke in Russian): We listened carefully to what the Permanent Representative of Sweden has just said. To be candid, we are somewhat puzzled by his statement, because the draft resolution that we submitted (S/2018/322) is, in essence, based on the same idea as the draft submitted yesterday by the Swedish delegation. I do not know what we are going to consult on in consultations. I believe we already consulted on this subject yesterday. However, out of respect for the Swedish delegation and those delegations who would like to hold consultations, we are not against that. But let me say right away that we intend to put this draft resolution to a vote today, after our consultations. We hope that the consultations will be constructive and will not drag on for long, because that is certainly not necessary at this point. We need to adopt this draft resolution in support of the mission of the Organization for the Prohibition of Chemical Weapons in order to establish the facts on the ground as quickly as possible. The President (spoke in Spanish): If there is no objection, I will suspend the meeting. We will continue after our consultations. The meeting was suspended at 4.40 p.m. and resumed at 5.45 p.m. The President (spoke in Spanish): I shall now put to the vote the draft resolution contained in document S/2018/322, submitted by the Russian Federation. A vote was taken by show of hands. In favour: Bolivia (Plurinational State of), China, Ethiopia, Kazakhstan, Russian Federation Against: France, Poland, United Kingdom of Great Britain and Northern Ireland, United States of America Abstaining: Côte d'Ivoire, Equatorial Guinea, Kuwait, Netherlands, Peru, Sweden The President (spoke in Spanish): The result of the voting is as follows: 5 votes in favour, 4 against and 6 abstentions. The draft resolution was not adopted, having failed to obtain the required number of votes. I shall now give the floor to those members of the Council who wish to make statements following the voting. Ms. Pierce (United Kingdom): I will be brief. In the Consultations Room just now, Mr. President, you and the representative of Sweden made valiant attempts at a compromise. We all appreciate what is at stake and thank you for your and Sweden's efforts. But, fundamentally, the United Kingdom could not vote for the Russian text (S/2018/322) because it does not establish an investigation into who was responsible for the attack. It only welcomes the Fact-finding Mission, which is already on its way. I repeat what I said in consultations: the Fact-finding Mission determines whether chemical weapons were used and, if they were, which chemical weapons were used. It does not, and cannot, establish who was responsible for 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 15/21 their use — and thus start on the first step on the path to attribution and accountability. For that reason, we are not able to support the text. It would be like watching a fire, identifying that there was a fire, and doing nothing to put it out. The Russians invited us to return to the issue of an investigative mechanism on a separate occasion. I am afraid that the answer to that is 17 November 2017, when Russia vetoed a joint investigative mechanism that it had itself decided to set up. For all those reasons, all it would have taken is a written decision for an investigation set up by the Security Council. Russia could not take that small step, and therefore we were not able to support the draft resolution. I very much regret that, but the answer was in Russia's hands. Mr. Wu Haitao (China) (spoke in Chinese): Recent reports concerning the use of chemical weapons in Douma and the consequent civilian casualties have given rise to serious concern on the part of the international community. China has noted that the Organization for the Prohibition of Chemical Weapons (OPCW) has already asked its Fact-finding Mission in the Syrian Arab Republic to investigate the relevant reports. We support the OPCW in sending investigators to Syria so as to establish the truth. We call on all parties concerned to cooperate with the investigation. The draft resolution submitted by the Russian Federation (S/2018/322) expresses deep concern about the alleged use of chemical weapons in Douma on 7 April, strongly condemns the chemical-weapons attacks that took place in Syria and elsewhere, urges the OPCW Fact-finding Mission to carry out an on-site investigation, and provides that the Syrian Government and other parties will ensure the security of and safe access to investigators. The draft resolution is in keeping with China's principled position. China supports and voted in favour of the Russian draft resolution. Mr. Skoog (Sweden): We deeply regret that we have ended up here following a long day of serious efforts to move forward by some of us — I believe. We abstained in the voting on the Russian draft resolution (S/2018/322) a few moments ago because the attribution and accountability track, which we believe is important, lacked clarity. We called for consultations earlier because we felt that, provided there was political will, an opportunity remained for us to come together and shoulder our responsibility today. We put forward a draft resolution (S/2018/321) to all members that we felt was credible and assertive, and was intended to support the Fact-finding Mission of the Organization for the Prohibition of Chemical Weapons. It was also very clear in its determination to establish an impartial, independent and professional investigative mechanism, and we had suggested that the Secretary-General help us recommend the best way forward in that area and give him 10 days to come back to the Council. I believe that would have been a much better way forward than where we are right now. I am therefore very disappointed that we have not been able to move forward on this. I thank all those members of the Security Council that were ready to engage, and I just hope that we do not consider this the end with regard to ensuring that the facts will be established and that there will be true accountability and no more impunity for the horrendous use of chemical weapons in Syria and elsewhere. Mr. Ndong Mba (Equatorial Guinea) (spoke in Spanish): I once again express the frustration of our delegation over this afternoon's negative outcome. We abstained in the voting on the third draft resolution (S/2018/322), first of all because it was submitted only very late today and, secondly, because it is lacking compared to the two previous draft resolutions on which we voted in favour (S/2018/175 and S/2018/321). We believe that we should ask the representative of Sweden, Mr. Olof Skoog, not to withdraw his proposal so that following this meeting — perhaps tomorrow afternoon — as was suggested during consultations, we can continue considering and analysing it to see whether we can agree to vote on the draft resolution once we have introduced amendments and reached a consensus on the text that he has presented. Mr. Radomski (Poland): Poland voted against the draft resolution (S/2018/322) presented by Russia. We believe that the draft resolution submitted originally by Sweden was an honest attempt to enable the Security Council to respond promptly to the horrific act of violence that occurred in eastern Ghouta on Saturday. To that end, the Security Council needs to re-establish a professional, truly independent and impartial accountability mechanism. The draft resolution proposed by the Russian Federation is missing that important provision. That is why we had to vote against it. S/PV.8228 The situation in the Middle East 10/04/2018 16/21 18-10187 Mrs. Haley (United States): I thank you, Sir, and members of the Security Council for what has been another frustrating day. My parents always said that you should always see the good in everyone and in everything. I have therefore been trying to figure out what the good is in Russia. I believe that it is very good at being consistent, and I believe that it is very good at playing games. We saw that when we took up the issue of the Organization for the Prohibition of Chemical Weapons-United Nations Joint Investigative Mechanism. Russia loved the Joint Investigative Mechanism until we found one side guilty, and then it decided that it did not want it. We then adopted the ceasefire, and Russia loved the idea of the ceasefire until Al-Assad had a problem with it and subsequently violated it. Today Russia vetoed for the sixth time a draft resolution (S/2018/321) condemning Al-Assad for chemical-weapons attacks on his own people. No matter what we do, Russia will be consistent. Russia will continue to play games, and once again it is putting forward yet another surprise draft resolution (S/2018/322). The first time that any of us saw it was today at 11 a.m. The Russians held no negotiations. It took no input, and, when Sweden asked that the Council be allowed to discuss the draft resolution, Russia allowed that but did not want any changes to it. There is a reason for which Russia did not want to discuss its resolution, and that is because it does not accomplish anything. The draft resolution mainly asks for the Organization for the Prohibition of Chemical Weapons (OPCW) to send its Fact-finding Mission to Douma, but the Fact-finding Mission is already travelling to Douma. It already has a mandate to investigate and collect samples. What makes it worse is that Russia includes several provisions in its draft resolution that are deeply problematic and once again seeks to compromise the credibility of the international investigation. The draft resolution puts Russia and the Al-Assad regime itself in the driver seat for making arrangements for the Fact-finding Mission investigators. We are just supposed to trust that the same Government that says that everything concerning the Douma attack was fake will work in good faith with the OPCW. This draft resolution also tries to micromanage how the Fact-finding Mission should carry out its investigation, while dictating where the investigators should go. As we have always said, for an investigation to be credible and independent, the investigators must choose where they believe they should go. Members of the Council — least of all Russia — should not be calling the shots. For those reasons, the United States voted against the draft resolution. Mr. Alemu (Ethiopia): We voted in favour of the draft resolution (S/2018/322) because we saw value in its adoption as it offered, we thought, the possibility for the protection of the Organization for the Prohibition of Chemical Weapons Fact-finding Mission in the Syrian Arab Republic. Frankly, we tried to find weaknesses in the text. We could not. It is a matter-of-fact and uncomplicated draft resolution. We could not find any reason not to support it. Undoubtedly, it would not have made achieving attribution possible, but finding out whether chemical weapon were in fact used would have been a great achievement. Of course, so far the Russian position has been that there was no use of chemical weapons in Douma. Establishing the facts surrounding that assertion or position would have been a great achievement. We are not in a position to take advantage of the guarantee offered or the Council's strong support in that regard. We felt that the Fact-finding Mission needed the support. Mr. Nebenzia (Russian Federation) (spoke in Russian): Frankly speaking, I think all of us have seen everything for ourselves. Unfortunately, the failure to adopt draft resolution S/2018/322 really is a litmus test says a great deal and leaves us extremely apprehensive. We proposed a very innocuous draft resolution, which is moreover virtually a complete repeat of Sweden's draft text from yesterday. I find it difficult to understand which might be the parts where Mrs. Haley read between the lines to discover our scheming and our trickery. Perhaps the Permanent Representative of the United Kingdom answered that when she said that they could not adopt the Russian draft resolution — let us say it out loud — because it was a Russian draft resolution. Then everything was clear. The United States representative said that we are very good at playing games. I am not sure about that. What I am sure of is that she is very good at making threats, and the threats that the United States is making with regard to Syria should make us all extremely alarmed, because we may be standing on the threshold of some very sad and terrible events. I would once again like to ask the United States to refrain from executing the plans that it may be incubating for Syria. Unfortunately, the refusal of the United States to adopt the draft resolution speaks to the fact that our 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 17/21 American partners and colleagues do not need any real investigation, which is something that we discussed earlier. We regret the fact that the draft resolution was not adopted, although it is true that the Fact-finding Mission will, I hope, reach Syria soon and be able to get to work on its principal mandate, which is establishing the facts about what really happened in Douma. To repeat what I have said once again, in all innocence, the Russian military and the Syrian Government will provide support to the mission in terms of ensuring its security. I hope that does not raise questions for anyone, because it is simply what must be done. We hope that the Mission will be able to make the trip effectively and without delay. Mr. Alotaibi (Kuwait) (spoke in Arabic): I would like to start by thanking Sweden for its efforts and attempts to achieve rapprochement and to smooth over the differences among the members of the Security Council. We are disappointed by the Council's inability to reach consensus on this important matter and by the fact that the divisions among Council members unfortunately continue. We abstained in the voting, despite the fact that the gist of draft resolution S/2018/322 calls for an investigation into what took place in Douma, which is what we called for. The investigation should be undertaken by an international, independent and impartial body, which in this case is the Organization for the Prohibition of Chemical Weapons (OPCW). However, the OPCW Fact-finding Mission will go to Syria anyway, and the Council welcomed that fact yesterday. There is therefore no need for a draft resolution. What we are looking for is an international, independent, neutral and professional body or mechanism that would investigate the incident and identify the party that has used chemical weapons, if it indeed determines that chemical weapons have been used. That approach will enable the Council to hold the perpetrators accountable, in accordance with resolution 2118 (2013). Mr. Umarov (Kazakhstan): I thank everybody for today's very difficult and unfortunately unproductive day. We voted for the Russian Federation's draft resolution (S/2018/322) on sending a fact-finding mission of the Organization for the Prohibition of Chemical Weapons (OPCW) as soon as possible because, as we said yesterday in raising this very simple question, we need to know what happened on the ground. Yesterday we were also very clear when we said that there were different and conflicting reports about the number of casualties and even about the very fact that the chemical attack had taken place. We requested and supported the important proposal that a fact-finding mission should go to Douma to establish the facts on the ground. We are not talking right now about who did it, but we are talking about the fact of the event itself. We needed to understand what was there and what had happened there. Sending a fact-finding mission was very important to us and to all the delegations that do not have a presence there to understand the objective reality of the place. Even if the only information obtained is about the kind of substance that was used, that would be very useful for us to understand who the perpetrators might be and at the very least establish the fact that a chemical attack took place. In this kind of understanding, we very much support sending OPCW experts to investigate on the ground in order to give us information on which we can base an objective opinion about the situation. We are not taking sides here, and we were very clear about that yesterday. We would like to receive full, objective, transparent and unbiased information about the facts that we are addressing here. We are therefore glad that the OPCW is sending a group to Douma, regardless of the results of today's voting on draft resolutions. We are hopeful that we can at least get this preliminary information about the situation in Douma. I would like to say once again that we in the Security Council should be objective and base our decisions on the simple facts that may be presented to us by the independent organizations that will determine whether there was a chemical attack or not. Mr. Delattre (France) (spoke in French): After having vetoed a draft resolution that sought to shed full light on acts of violence involving chemical weapons (S/2018/175), including those that took place last weekend, Russia persists in a dual strategy of obstruction and diversion on the matter. The only aim of the draft text on which we have just voted (S/2018/322) was clearly to confuse the issue. It is not a question of disputing the importance of an independent investigation by the Organization for the Prohibition of Chemical Weapons (OPCW) into what happened in Douma on 7 April. That is essential, and the investigation has already been launched. However, the Russian draft resolution, which we had to vote against, did not meet the challenges. S/PV.8228 The situation in the Middle East 10/04/2018 18/21 18-10187 Let us be clear: what we lack today, and what Russia continues to reject, is a truly independent and impartial mechanism that can attribute responsibility in order to prevent impunity. That was the raison d'être for the OPCW-United Nations Joint Investigative Mechanism. With the establishment of the Joint Investigative Mechanism, set up with the involvement of Russia, we put in place a tool for the essential deterrence of perpetrators of chemical attacks. That is clearly what we lack today. Let us be clear in saying that statements are not enough and that the Russian draft resolution is only a smokescreen that falls well short of the urgent response that the Council should provide. That is why France voted against the draft resolution and why the draft resolution was not adopted. Today I reiterate that France will spare no effort to ensure that the perpetrators of those chemical horrors are identified and held to account in an independent and impartial way. The stakes are extremely high, and we will not give up. Mr. Van Oosterom (Netherlands): We abstained in the voting on the draft resolution (S/2018/322) because we had serious hesitations about the text, as it differed in some crucial aspects from the Swedish text put forward yesterday. First of all, the text makes it insufficiently clear that the Organization for the Prohibition of Chemical Weapons Fact-finding Mission in the Syrian Arab Republic already has the mandate for on-site visits, as States have to comply with it. They do not need the Council's authorization. Secondly, the text is unduly restrictive. Paragraph 3 is not a correct reflection of the decision of the Director-General or of his existing mandate. The necessity of on-site investigations is up to the team to decide. My third point is that the fact-finding mission should be able to perform its mandate in complete independence. Fourthly, we do not want the precedent that Security Council authorization is needed for a fact-finding mission to do its work. We are convinced that those were issues that we could have solved if the draft resolution had been put forward for proper consultations. We received it this morning. We regret that those concerns could not be taken into account. My last point is that one colleague said that the litmus test of this evening, and of today, was the voting on this draft resolution. I disagree. The litmus test of today's meeting was the veto by one permanent member on the establishment of an effective attribution mechanism. Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): I shall be very brief. Bolivia voted in favour of the draft resolution (S/2018/322) for several reasons. One of those is that, although the nature of the events that have been condemned is unknown, the highest authorities of the Organization have pointed out that the United Nations is not is a position to verify the reports of such events. It is therefore essential to establish the truth by means of an independent and impartial investigation. Many of those reports come from non-governmental organizations (NGOs), and we know who finances those NGOs. Therefore, we must allow doubts with regard to such sources. Analysing the draft resolution submitted by the Russian Federation word by word, from the point of view of intellectual integrity, commitment to the Syrian people or international law, we found no reason to vote against the draft resolution. Nevertheless, what concerns us is what is being planned outside the structure of this edifice. While it was said today that Lenin and Marx would probably be turning in their graves, I do not know about that. But what is certain is that Churchill and Roosevelt, for example, are turning in their graves because, as founding fathers of the structure of this world order, they endowed the Security Council with the authority to use force to deal with threats to international peace and security. I am not sure that they would be very happy that the outcome of such events, without a full and conclusive investigation, is that some of its members undertake the unilateral use of force. In any case, we remain hopeful that the Security Council will shoulder its responsibility and that, through unity, it can help to identify the perpetrators of any attack against international peace and security, if that is the case. The President (spoke in Spanish): I shall now make a statement in my capacity as the representative of Peru. We regret that we were not able to achieve consensus this afternoon on a draft resolution with regard to the delicate situation in Syria. We underscore that the investigation being carried out on the use of chemical weapons must be complemented by an independent, impartial and professional mechanism that attributes 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 19/21 responsibility. That is why we abstained in the voting on this occasion. We reiterate the need for the Security Council to regain its sense of unity on this very delicate subject so that it can fulfil its high responsibilities and thereby alleviate the suffering of the Syrian people. That is why we will continue to explore options on this important matter. I now resume my functions as President of the Council. I remind speakers of the content of presidential note S/2017/507 with regard to the length of statements. I now give the floor to the representative of the Syrian Arab Republic. Mr. Ja'afari (Syrian Arab Republic) (spoke in Arabic): I will give colleagues who are about to leave the Chamber some of my valuable time. They are afraid that I will beat them in the battle of arguments. They become terrified when they hear any opposing views. Those who just left the Chamber said in their statements that today was a sad day for the non-proliferation regime. I would like to refresh their memories and say that violation of the non-proliferation regime is the speciality of the following Western States. The United States of America used nuclear weapons in Japan. It used chemical and biological weapons in Viet Nam and enriched uranium in Iraq. France used Algerian human beings when it tested its first atomic bomb in the Algerian desert in 1960. In fact, it placed living Algerians in the desert tied to poles, and dropped on them the first French atomic bomb. Britain, of course, conducted all its nuclear tests in its colonies on islands in the oceans. The British Ambassador then says that day was a sad day for the people of Douma. English is not my mother tongue, but I know that there are no people of Douma. There are inhabitants in Douma. There are Syrian people. There are no people of Douma. However, beyond Marx, Engels and Lenin, I would like to quote from Shakespeare as saying: "Lies shame you. Speak the truth or remain silent". My British colleague said that Russia does not have the authority to go to Douma and establish whether or not chemicals were used there, stating that it is not within the jurisdiction of our Russian friends, who are on the ground, to go to Douma and investigate the scene. That is quite strange. Britain should have advised itself in the same manner when it sent intelligence officers to Khan Shaykhoun and conferred upon itself the authority to collect samples with the French. They took the samples to British and French laboratories, as they claimed, without coordinating with the Joint Investigative Mechanism (JIM) or the Fact-finding Mission. That is quite the paradox: giving themselves the very right that they deprive others. Approximately two weeks ago, Britain signed an agreement with the Crown Prince of Saudi Arabia for an arms deal worth $100 billion — much bigger than the Al-Yamamah deal — to continue killing people in Yemen, start new wars in the region with Iran and Syria and entrench never-ending wars throughout the entire region. That is what Britain is capable of doing. Mahatma Gandhi knew the British well, and he was right when he said, "If two fish broke out into a fight in the sea, everyone knows it was Britain that started it". The American colleague said that there is only one monster facing the entire world in defiance today. That monster has financed terrorists in Syria for seven years and provided them with arms. I would say that the monster is the United States, Britain and France. They sponsored terrorism in my country for seven years, and before that they did the same in Iraq, Afghanistan and Libya. They sponsored terrorist organizations starting with Taliban and Da'esh, down to the Al-Nusra Front, Al-Qaida, Jaysh Al-Islam, Faylaq Al-Rahman and the White Helmets, which British intelligence newly invented. The monster she spoke of unleashed lies in order to destroy, occupy and send troops thousands of miles throughout the world to destabilize international peace and security. The monster is the American who, thus far, refuses to destroy his chemical arsenal, as we know, yet lectures others on destroying chemical weapons. My French colleague said that he was horrified by the pictures he saw. But he was not horrified by the pictures of the hundreds of civilians who were killed in the 2016 French air strikes in Toukhar village in the rural area of Manbij. Two hundred civilians were killed, including entire families, by France's war planes. The French Ambassador must not have seen those pictures, and consequently they were not a source of horror for him. The concept of double standards is an understatement for those people. In response to the web of lies spread by some Western States against my country regarding the S/PV.8228 The situation in the Middle East 10/04/2018 20/21 18-10187 alleged use of chemical weapons in Douma on 7 April, the Ministry for Foreign Affairs and Expatriates of the Syrian Arab Republic sent today, 10 April, an official invitation to the Organization for the Prohibition of Chemical Weapons (OPCW) to dispatch a fact-finding mission to Douma in order to investigate the allegations of the use of chemical weapons there and to determine the facts about those allegations. I informed members of the Council of that invitation yesterday in this very Chamber (see S/PV.8225). The Syrian Arab Republic welcomes the visit of the fact-finding mission and stands ready to fully cooperate, provide all forms of assistance to the mission in the discharge of its duties and guarantee the safety of its personnel. It will also facilitate interviewing and sampling in accordance with the terms of reference. Syria looks forward to the fact-finding mission carrying out its work in a full, transparent and professional manner and while relying on credible and tangible evidence. If it does deploy, it will find Douma liberated and it will be granted full access to any location it wishes to visit. The situation is quite clear. The co-sponsors of the American draft resolution (S/2018/321) do not seek the truth, because it will simply expose them and their terrorist proxies on the ground. Instead of waiting for the OPCW fact-finding mission to determine whether or not toxic chemicals were used in Douma, they present draft resolutions that do not enjoy consensus, nor do they seek truth, but rather establish non-objective mechanisms that pre-empt results in support of their political accusations and agendas. They are aware that a clone of the JIM would not be accepted by the States in the Council that are dedicated to the quest for truth regarding who is using toxic chemicals against Syrian civilians. In that regard, I underscore that the United States, Britain and France made the JIM fail by thwarting it through politicizing its work, putting pressure on members of its leadership and blackmailing them. Consequently, the JIM lacked credibility and professionalism, as it fabricated reports that accused the Syrian Government based on the so-called open sources, of course including the White Helmets, and false testimonies and fabricated evidence emanating mostly from terrorist groups, most important of which is the terrorist Al-Nusra Front and the White Helmets, which is the British misleading media arm of the Al-Nusra Front. The scenario that we witness today is exactly similar to what we witnessed a year ago when the United States of America launched a wanton aggression on the Al-Shayrat air base, which was founded on flimsy arguments and fabricated pretexts stating that the Syrian Arab Army used chemical weapons in Khan Shaykhoun. Those allegations were proven false when the United States and its allies prevented the experts of the JIM from visiting Khan Shaykhoun and collecting samples from the Al-Shayrat air base. Things are crystal clear. The aggression of the United States and its accomplices, throughout history, thrives on lies, deceit and hegemony, as well as on the rule of the powerful. It is a brutal approach that will never respect the rule of law and international legitimacy. For seven years, my country, Syria, has been a stark example of what the United States and Britain did when they unleashed lies, misleading information and fabricated stories in this very Chamber in order to destroy and occupy Iraq. Their actions were grounded on the pretext of a significant lie, that is, the existence of the so-called weapons of mass destruction in Iraq. I am compelled each and every time to remind the Council of the position of former Secretary of State Colin Powell when, in this very Chamber (see S/PV.4701) — and I was sitting where the Deputy Permanent Representative of China is seated today — he presented tapes, documents, maps and pictures that were later discovered to have been produced, faked and fabricated by the American intelligence services for the purpose of invading Iraq. The operation was prepared in advance. The same scenario occurred with Libya. The truth must be revealed. For centuries the world has witnessed various instances of occupation and hegemony, whose sole purpose was to loot the wealth of nations, occupy land or impose a geopolitical agenda. However, political immorality has reached a depth today to the extent that Libya has been destroyed and many of its people killed to cover up cases of bribery and financial corruption involving the President of a permanent member of the Council that talks about democracy and freedom. It is so low today to the extent that a permanent State regrettably forces Arab oil-exporting countries to foot the bill for its ongoing aggression and military intervention in my country, Syria. It is a business deal forged between the corrupt with the financial means and a mercenary who has weapons and power. Some permanent members of the Council commit acts of aggression against sovereign 10/04/2018 The situation in the Middle East S/PV.8228 18-10187 21/21 countries simply to detract attention from domestic crises and ongoing controversy surrounding their political elite. Following seven years of a dirty terrorist war that was imposed upon us, we in Syria believe that clear options exist — but they pose a major challenge to the majority of Council members. The Council must refute the lies and reverse the political deterioration that the United States, Britain and France are trying to push the Council towards engaging in. It is up to the Council today, and in the future, to make its decision. World public opinion and the people of the free world will judge whether or not the Council has assumed its responsibility to uphold international legitimacy, maintain international peace and security and protect the world against the horrible terrorism that is used and exploited by those three permanent member countries to undermine the stability and self-determination of States. I call upon the members of the Council to uphold a global, ethical and multilateral political system that believes in international law and in the right of peoples to self-determination, and rejects military, political and economic hegemony. In conclusion, my country reiterates its condemnation in the strongest terms of any use of chemical weapons by any party, anywhere and under any circumstances. My country stands ready to cooperate with the Organization for the Prohibition of Chemical Weapons to reveal the allegations and lies being promoted by some Western parties so as to justify their aggression and serve their own political agenda. Their fleets are now in the eastern Mediterranean, waiting for the veto in order to start their aggression. I would like to inform those Western parties — and they must pay close attention to what I say — that their threats of aggression, manoeuvres, lies and terrorism will never prevent us — as one of the founding States of the Organization — from exercising our duties and rights under the Charter of the United Nations and our national Constitution to protect our sovereignty and territorial integrity and to fend off aggression from any source. We will not allow anyone — big or small, permanent member or non-permanent member — to treat us the way Iraq and Libya were treated. The meeting rose at 6.35 p.m.
Transcript of an oral history interview with Reinhard M. Lotz, conducted by Sarah Yahm at Norwich University in Northfield, Vermont, on 10 April 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Reinhard Lotz graduated from Norwich University in 1960; the bulk of the interview focuses on his subsequent military career in the U.S. Army. ; 1 Reinhard M. Lotz, NU 1960, Oral History Interview April 10, 2015 Sullivan Museum and History Center Interviewed by Sarah Yahm SARAH YAHM: Could you introduce yourself on tape? RON LOTZ: Yeah, my name's Reynard M. Lotz, they call me Ron. And I'm living in St. Louis, Missouri at the time. I had 30 years in the army and retired in 1990. So that means I'm the class of 1960. So again, it means that I'm in my 77th year. SY: Seventy seventh year, congratulations. So where were you born? RL: I was born in Jamestown, New York in 1938. SY: Where is Jamestown? RL: Jamestown is a town that I spent about four months in and then I really grew up in Waterbury, Connecticut. That was an industrial town, blue collar town, brass center of the world during the 19 -- actually up until after the war, until the 1950s. I can remember World War II and the blackouts. I can remember going by the factories that used to run 24 hours a day seven days a week and all the machines click clacking away. And they were making shell casings and that for the war effort. SY: And what were your parents doing during the war? RL: Well my mother was a stay at home mom. I had a sister. And my father ran the F.W. Woolworth Company, five and ten cent store there in town. And so when I was growing up I started working for my father when I was eight years old. And my father would pay me out of his own pocket. SY: Really? RL: Yeah, just because I wanted to earn some money and then I also did things like wash cars for 50 cents and mow lawns for 50 cents. So I was an entrepreneur. SY: I was just going to say, you were a little entrepreneur. Excellent and so when you were a kid, what did you want to be when you grew up? RL: You know it's a funny thing, I had some likes, but I never knew I would follow those. But I love military history. I love to read. And when I was at a very young age, I took my mother's library card and went into the adult section and got books to read. SY: You were one of those -- hold up, I got to close that door because of the sound of the vacuum is much louder on tape. RL: I understand.2 SY: Hey there. F2: Hello. SY: I'm doing interviews and the vacuuming is super loud. Do you know who's vacuuming and why? F2: No idea, but (inaudible) [00:02:31]. SY: OK, well I'll see you tomorrow. We'll just have to deal with the vacuuming. OK so you took the library card and you went -- RL: Into the adult section and got books and read them. I was one of those kids that loved to read and military history was one of my passions you might say. SY: I ask this to everybody actually, did you play war as a kid? RL: Yes, in the sandbox outside my back door. We had a sandbox. And I had plastic soldiers from that timeframe and I used to dig caves and castles and machine gun pits and the whole bit. SY: And was it World War II in your mind, was it World War I, was it the Civil War, was it the Revolutionary War. RL: Well it was World War II because I grew up in that timeframe and that was the thing that was most prevalent at the time. And during that time, you're going to grammar school, if you turned in newspaper and depending on how many bundles, et cetera, et cetera, you get stripes. I don't know if they call that PTA or whatever but there was an emblem you could put on your sleeve on your jacket with stripes on it depending on how much you collected and contributed to the war effort. SY: Interesting. Wow, OK, so the war was very much a part of your childhood. So how did you end up deciding to go to Norwich? RL: Well I went to a prep school, Mount Hermon, which was in Massachusetts, northern Massachusetts. But it was a prep school that part of your tuition was paid with working eight hours a week. And so when I went there I started off in the farm working with dairy cows. And then my second year I was groundskeeper and my third year building cleaning. And the epitome of my career at prep school was that I was a waiter in the dining facility which gave you a lot more free time and you became the friend of a lot of people who liked to sit at your table because you would make sure that you were in the kitchen, the first to get the food, et cetera, et cetera, and they always had second helpings. So I was at Mount Hermon and I applied to three colleges. One I was put on a waiting list, one I was rejected, and the other was Norwich University. Now I was a C+ student. So -- SY: Even with all that reading?3 RL: Oh with all that reading. My reading skills were far superior to my age, but the point being is that I came to Norwich and there was a lieutenant colonel -- no, he wasn't a lieutenant colonel, he was a first sergeant or sergeant major at that time. He was lieutenant colonel my freshman year. But he took me around the school and so impressed me with his attitude towards the school plus also how he treated me as a person that when I left I told my parents that's where I wanted to go. Now you have to realize too at that time all of us had to have a military obligation. Either you went in for six months, then the reserve or you went for two years active duty and that. So we were going to have to go into the military anyway and I loved military history. And when I came to Norwich University I just kind of fit in you might say. SY: Yeah, so what was your experience like as a rook? A lot of people have described a harsh awakening at that moment. Were you prepared? RL: I guess since I've been away to prep school and been away from home and that that I was able to adapt a lot easier maybe than those who had not been. I took it all with a grain of salt. I said these are things you're going to have to put up with so keep your mouth shut and grin and bear it. SY: Now were there some kids -- I know there were a lot of kids who washed out, it was like 51% or something in your class. Dick did the math. He told me. But do you remember, were there kids who got targeted? Do you remember hazing or was it mostly just like this is just something we need to get through, this is an elaborate game? RL: I think that there's always a certain amount of hazing. Hazing not in a real rough or negative sense, but hazing in the sense that maybe one guy or several people just maybe don't fit the mold so therefore they might get a little bit more of harassment than you did. Or maybe that you have adapted and try to do what the cadet is telling you to do, therefore the heat's off you. And we always used to try to help those cadets or rooks who were having a tough time. Heck, we helped polish their shoes. We made sure their uniforms were pressed. Some kids just weren't capable of accomplishing all that. And then you have to say too, I think today at Norwich the qualifications academically and everything have improved a great deal. Now you have SATs and ACT scores. Back in those days, it was based upon submission and also the recommendation from your teachers and of course your grades. But Norwich is a totally different school today versus back in the 1950s. SY: Yeah, but that's interesting. So you do remember helping kids out. RL: Oh yeah, absolutely. And some of the rooks harassed the rooks. I mean it wasn't just upper classmen. But it was sometimes -- it's a predator type of atmosphere and I think it's human nature. You just have to be careful of that and aware of it and make sure that it doesn't happen if you can do something to stop it, you see. SY: Yeah, and that's always the question is how do you keep it from crossing that line. RL: That's right. And it's how strong a person you are. If you're a very strong person with morals and with firm beliefs, then you try to do something to change that, but it's the 4 method in which you change that that's the key. If you're abrasive or in your face or something, the person that you're talking to or trying to get something changed, it's not going to work. You have to be able to balance it out and approach it in the right way in order to get results. And I learned this at Norwich. I used that all through my army career, is to approach something -- always treat the other person like you would like to be treated yourself. When you had a problem with a person, you sometimes had to be tough and some outright terminate his career or whatever, but it sometimes had to be done. It's not the fact that you wanted to do it, but the fact is that they broke the rules and there's nothing that you're going to repair it. You've had it. SY: Do you remember any moments at Norwich when you learned that lesson, any of those like difficult leadership dilemmas? It was a long time ago. RL: Well it's that I remember the good days. I remember one rook who he was never going to make it at Norwich because his intellect was to the point where you would say that it was at a level that was not college level, let me put it that way. Yet we tried to prep him for exams and things like that and we tried but he was finally eliminated because of his academics and he just couldn't do what had to be done. SY: It was almost cruel to keep him in the system. What part of the highs that you remember from your time in Norwich? RL: The comradery. SY: Had you experienced that before at boarding school? RL: No, I don't have friends -- my boarding school was something that I survived it. Academic-wise and everything else, it was a challenge for me. I was actually in a school that I was doing college work and so that prepared me though for Norwich because when I came to Norwich I was fully prepared to face the academics and know how to handle all that. So I got to say, that's a big plus. But when I got to Norwich, my relationships with the school and the profs and everything else, I remember the PMSNT, I remember those people who worked in the PMSNT office. I remember Major Pekoraro who was the engineer major there. And I was a business major but I joined the engineer society because of this major because he was a Korean War veteran who was a POW. And he was a role model. He was tough but just and just the type of person you felt you'd like to be around and learn from. There was a guy named Hardy who was a captain. And I think he had a relative or a brother or something that was going to Norwich at the time and he was an armored guy and he was a friendly, nice person. And then there was -- and some of the names here, I can't -- there was a lieutenant colonel there who also was a very role model. These guys were role models. The PMSNT was the tough guy, didn't have much association with him. But at Norwich I learned, because of our social life with our fraternities and things like that, it gave us an outlet and we had a closer relationship. And I think the class of 1960 has done amazingly well keeping abreast of each other and I've lost in the past year several of my classmates of whom I talked to before they passed on, just several days before they passed on, from the point that I wanted to say goodbye. It's a tough thing to do. You have to realize now that I'm on a 5 shortlist and those guys were important. And I think our class is like that. But Norwich has been a great influence on me because it gave me the opportunity for the leadership positions, I was a cadre member every year. My senior year I was -- we had the freshman battalion at that time and I was made the executive officer in charge of all the academics for all the freshmen. So I had to have academic boards. And we met on those with records of those cadets who were not achieving the standard that needed to be to graduate. So we would review their records and then recommended action, help, tutoring, or whatever it needed to try to get that kid back on track to get the rook, get them through that first year. SY: Do you think that type of dedication to the wellbeing of your rooks made you a better leader in the military later? RL: I think it did, but let me relate something that happened at summer camp. I was in the honor tank platoon and I also was -- SY: Hold on a second. It's like we're crossed here, it's like star crossed, you know what I mean. RL: I don't know if you can -- SY: I'm going to see if I can get Heather. (inaudible) [00:15:00] They're redoing the library. But it's like if somebody's talking in the hallway -- but they're right over there. She's going to ask. If she doesn't, we might just need to shell this as well into the back. RL: Are we going to have repeat all this again? SY: No, I can edit it together. But I want people to be able to listen to actual sound clips that don't involve listening to somebody -- RL: You can say that's combat. (laughter) You can hear the guns in the background, you know. SY: Exactly, this is so authentic that I took my recording all the way into whatever. Did Heather work her magic? I think she might've worked her -- RL: No, I don't think she's had time to -- and I don't think they're going to stop. They're on a time schedule and what's going to happen is they're going to just drive you nuts and have you do it. SY: You know this happens, they don't do work for days and I don't know their schedule and I can't ever get it. And then I'm like, "Great, they're done for a while." Then I bring someone in. This has happened to me like two or three times. RL: Well let me think. Want to try? SY: Yeah, let's keep talking.6 RL: If we can't maybe I can do something tomorrow, if I can. SY: Yeah, if you can you can pop by and if not, you're going to be back in October. RL: OK, we were talking about ROTC and summer camp. And I went to summer camp at Fort Knox -- thank you. SY: You're awesome. RL: And when I was there, we had two companies, A and B, and I was company A. And we had a lot of Norwich grads were there, plus VMI, plus Citadel, plus from all over, from all the ROTC units. And this was at Fort Knox. And there were two incidents that I remember vividly. One is that on a Saturday afternoon in 90 degree heat in my khaki uniform with an M1 on my shoulder, I was walking guard duty around the barracks that we lived in, World War II barracks. And the rest of the cadets were getting ready to go off because after twelve o'clock on Saturday they could go into town and do all that and I had the guard duty. I was on guard. And so I was walking around the barracks and one of the tac officers came up to me from Norwich and I reported to him and the general orders and the whole bit. And I was soaking wet. And he says, "Well how's it going?" And I turn to him and I said and I was facing him and I said, "Well sir I'm going to tell you that this has taught me one lesson, that I will never go into this man's army as a private." And he laughed. Well let me tell you, I was very serious about that. And then it came to where we were closing out and we were going to rate our contemporaries in the barracks and that. One of my classmates came up to me and said, "Ron," he says, "Don't you worry." He says, "Me and the boys are going to take care of you." And what he meant was that of all the Norwich guys and all the guys in that barracks that these guys had gotten together and rated me number one. SY: And why were you rated number one. RL: Because I think they liked me. You can't question that because you never are actively trying -- you're treating people the way you want to be treated. And you want to be a leader in the sense that you do the right thing at the right time and for the right reason. But when he came up and told me that and there were some pretty high powered Norwich guys in the cadet corps and they were going to be -- running the regiment that coming year. And so when it all came out there were two guys ranked top in armor ROTC summer camp. One was from VMI and one was from Norwich. It was me and one other guy. And so we went up head on head competition and the guy from VMI won out, which is fine because I went in there kind of naïve and I didn't know what to expect. But the point being was that I had the opportunity, Norwich had the opportunity, and Norwich did well at summer camp. And that was all that was important to me. So those things impacted on me and also the professors like Loring Hart who later became president of the university, he was my English teacher. And I was the news editor on the Guidon. And we had some West Point cadets come up because we had fraternities at that time, they said to us, "Boy do you guys have it great here," because of the social life and everything. And that was the greatest thing about Norwich. Norwich has always been about the citizen soldier. Now this is before we had civilian students, so you got to 7 realize that what I'm talking about here is my time at Norwich as a cadet corps, the citizen soldier. They trained us to go out into the world and be a civilian but if the country needed us, to come back and to serve our country. And that was our whole philosophy. SY: And I think the other element of the citizen solider that I find compelling is the idea that you're a thinking citizen with a trained mind and you also know how to follow orders, right? RL: Absolutely. SY: And so I'm wondering as you sort of went on in the army if that training as a citizen soldier ever got you into trouble. Did those two things ever clash, your moral code, your ethics, your trained mind, and, "Do this?" RL: Well I think it could and maybe did. It's like yes and no. There's only two answers. There's a no or a yes and there's nothing in between. Now therefore you become very moralistic, moral, saying, "OK, that's wrong." But in the real world, there's a middle line there and you have to try to come to grips with that. Sometimes you can't stomach it. I mean sometimes it's either yes or no and that's it. I find that too many times people are not willing to say yes or no, they're willing to kind of muddy the water and go with a middle direction and that may not be the best way to do. And sometimes, and this I shouldn't probably say, but I say sometimes that affects our policies and the way we look at combat and the way we look at what's happening out there. SY: Was there ever a time when you said no? Was there ever a time you sort of refused an order? RL: Refuse an order? SY: Where you're like, "I don't think this is right." RL: No, I have found in life that you never -- if you're given an order and you're in a public place and that, don't ever say no, ever. The time to say no is after in private because I have learned that commanders do not want to be criticized in front of their troops or in front of a group. And they will cut you off at the knees. And I understand, some people didn't. You don't get in an argument if you're briefing and the commander is saying something that you may not agree with or is trying to correct you, you let them do it. Point being is you correct it after the briefing or whatever. And if he still does not accept your evaluation of such and such, then you let it go. Now to say that you always do what you're told to do, yeah you better watch out because if you're told to do by the commander and he comes back and checks and it's not done, you're going to lose your job. But if you're told to do something and find a better way to do it, that's a different story. So you have to think. It's not just those things, yes sir two bags full. It's the point is, "Yes sir," and think about, then how to get it done. If it's an impossible thing to do, and I ran across this when I was a battalion commander, and it was during a timeframe where we were faced with cuts in the budget and we weren't getting the right maintenance equipment and things like that. And my troops were living in World War II barracks where in the wintertime we had to almost wrap the whole building in cellophane 8 in order to keep the wind out and the cold out. And we had oil furnaces that sometimes went belly up. And in the summer time my troops were dragging their mattresses outside and sleeping in the street because it was so hot inside. And I had a confrontation with my brigade commander, support command commander. And I went into his office and told him I did not have to be motivated by his letter of reprimand. And he looked at me and he says, "Is that all?" And I said, "Yes sir." "You're dismissed." And I walked out. And these are World War II barracks and one of the clerks had called the other battalion commanders and they came running to the support command headquarters. And they said, "What did you do? Why did you do a dumb thing like that?" He says, "All of us have gotten these letters of reprimand," but this is the way the colonel commanded his troops with giving them letters of reprimand to light fires under them. Well I was not -- if somebody had told me this before, maybe I would've been a little mellow, but I wasn't. And I was just stubborn enough to go in and confront him. And I'm not encouraging people to do that, think it out, let it cool off before you do something. But from that day on, that commander and I had a great relationship. SY: He respected you? RL: He and I would sit down on a Saturday morning because we were working six days a week, sometimes seven days a week. And this isn't peace time now. And he would say, "OK." And with the problems that he knew were happening with the battalion, he would say, "OK." And then he would write notes to that battalion commander for maintenance or admin for people. He'd tell them I want so and so and so done. Or he'd look at me say, "That's your responsibility. You take care of it." And you damn well better take care of it because he was giving you support but you were responsible for all this, now you get it done. And when he left, years and years later, I was at Arlington National Cemetery visiting the grave of my mother-in-law. And my wife and I walked up the hill. This is just below where the Tomb of the Unknown Soldier is. And as I walked up and went onto the road, right across that street was a gravestone, a major general, who had been my support command commander. And I have done a composite book for all three of my children of my military record and in there I positively made this statement of this incident where he gave me a letter of reprimand. And what I said is that if I ever have to go to war, I want to go to war with this man because I knew that that was a man that I respected, that was a man that I knew he could do what he said he could do and he demanded that of his troops and he wouldn't take a "No." When he said, "Do it," you well knew it was to your benefit to do it. He had served three tours in Vietnam. He was highly decorated. He had been an enlisted man and then went to the prep school and then went to West Point. It was a guy I respected. SY: You trusted him. RL: Yeah. And you knew that he'd take care of you. But in order to survive in the battlefield, you had to learn and you had to do what he said because he had the experience. Now when you got the experience, you see, and then he would rely upon you to get the job done. But he'd tell you what to do and then it was up to you to do it. And how you did it, that was up to you.9 SY: Yeah, that's interesting. So let's rewind a little. So you finish up Norwich and you commission. And where do you go, what do you commission? RL: Well after I got my commission I went to -- because my eyes were not good enough for combat arms, I was commissioned in the transportation corps, but I had to serve three years in combat arms, that was the rule. So they sent me to Fort Benning. And I went to infantry officer basic course. I went to airborne school and then I went to ranger school. And if you ever need any stories about those schools, back in those days, I could tell you some that were -- again, it's one of those things where it is rough, but boy oh boy, you got to roll with the punches and you can have some good belly laughs out of it. SY: Well tell me one of them. RL: Well down in Florida during the jungle training, they kept you awake. They kept you on constant patrol, patrol, patrol. They wanted you to be exhausted, to see how you would react and how you could do it. Well we kept going out and out on patrols and we had a plan and usually we went out at night time, at night patrols. And I was the last guy in the patrol and I carried an M1 rifle. And we had these little florescent things attached to our cap where you can see the guy in front of you so you could follow him. And we were going through the swamps and there was a log there and I stepped over a log. And I took a step off the log and I went up to my waist in mud. And I looked around and there was nobody there. The guys had kept on going. They didn't know I was stuck in the mud. So here they are and you're not trying to shout or anything, but luckily the guy in front of me looked behind and didn't see me and sent the word up to halt for a minute. He came back and he had to pull me out of the mud or I would've been there to this day. And the fact is that we got through all this and we did all this and we were in the mountains one time and I had the automatic rifle slung across my neck and this is with the ammunition pouches and everything. We're walking up this mountain road and they said take a break. And I was on the left hand column, so I went off to the side of the road and just squatted to lean, I thought against a bank. Well there was no bank. And I went over head over heels down the side of this mountain and came up flat against a tree with my feet up in the air. And I wasn't hurt and I got myself out of that. So I called back up onto the road. Guys hauled me up. And we had a good chuckle about that. But it was stupid instances like that. They weren't funny to anybody else, but in our state of mind they were. And you never forget them. SY: Yeah, absolutely. So you do all of those different schools and then where's your first placement? RL: My first assignment was in Germany with the First of the Fifteenth Infantry Company B. That was the company that Audie Murphy served in during the Second World War. And as you know he was the most decorated of our military heroes. And at the time I arrived we were a straight infantry. We walked everywhere. We weren't mechanized. And while I was there, I was there a year and a half in Bamberg, Germany, and our mission was we would deploy to -- if the Russians came through the Fulda Gap to delay them as long as we could until the armor could move up to confront the enemy. So ours was the delaying action. Well while I was there, we became mechanized with armored personnel 10 carriers. But during that time we didn't have them, we would walk to training areas one way, either in the morning or walk back in the afternoon and be trucked out in the morning or be trucked back in the afternoon, one of them. But we walked one way because there was a gas shortage at that time. So periodically an infantry platoon was in our company was sent out to what they call a forward position, an infantry platoon plus an engineer platoon. And we had a cantonment area out there, barracks and all. And it was our job, we stayed in communication with the base, that if the balloon did go up and the Russians did come across then we had certain missions to protect the engineers in blowing bridges and et cetera, et cetera. And that's what our job was. And my job out there was to call unannounced alerts, usually early in the morning, and then the guys all had to jump, get dressed, and in the trucks, and gone out of the cantonment area to their designated positions. Now we did that for a year and a half and then because I was a transportation corps officer and had served my time in the combat arms, I was sent to Berlin, Germany. At that time it was a walled city. They were still building some of the wall. And it was isolated. There were four sections, French, British, American, and Soviet. And the Soviet section was walled in and you could only go -- usually you hear, "Checkpoint Charlie." Checkpoint Charlie was a real point in the wall with barbed wire and everything. Now I understand it's just like a block of concrete or something in the road. Well back then, it was real life. And I saw places where refugees had tried to climb the wall and had been terminated, had been killed. SY: So you saw their blood on the wall? RL: Well you knew where they were because the bodies had been taken away and we knew where they had tried to get across. But at that time I was a train commander and as a train commander I took the train from Berlin to Helmstedt which was in the western zone through the Russian zone. And we had to stop the train in Marienborn for a Soviet checkpoint. We wouldn't deal with East Germans. We didn't recognize the East Germans. We dealt with the Russians only. That was the politics of the time. And a Russian officer would be there. I had an interpreter and we would check every document for every person that was on the train. And sometimes you could tell when tensions were high the Russian officers would be really SOBs and when tensions were not high then they were more friendly. But there were always a couple of Russian officers who were SOBs regardless of what. However, I did that for a good year and at the same time I had a good buddy who had been in the infantry in one of the other battle groups in the same town, had been my roommate in Bamberg, Germany where we had been stationed, who reverted to the MP corps and came to Berlin and was riding the freight trains, the same route, everything else, but on a different track. But he was in charge of the MP detail that was on the freight trains. And I remember one time we got stopped in the middle of the Russian zone and I looked out my window of my passenger train and there was the freight train and there was my buddy. "How are you doing?" We put the window down, we'd chit chat before one of the trains moved on. He was going west and I was going east. But there were times like that and Berlin was -- SY: Were there any really high tension moments that you had?11 RL: Well yeah it was because you didn't know how they were going to react. I mean they could be real SOBs or they could be -- the thing is is that at that time you didn't want to take a chance of not following the rules. Berlin was the showcase of Western Europe. They had rebuilt it from the war and the contrast between West Berlin and the Soviet, it was like night and day. I was a staff officer for part of my time there and I had to take a Sedan and a driver and drive into the Russian sector just to show the flag. And sometimes I would get out to walk and I would take pictures of some -- Berlin before the war must've been a magnificent, beautiful city because I could tell you the architecture and everything else. And then the apartment buildings that the Russians had built looked about as drab and falling apart as you could ever believe. So that's why they had to put up the wall, that's why they had to stop the rupture of East Germans coming into the West. And cultural wise and everything else, the western zone -- guys, you couldn't have asked for anything more. And Kennedy came and paraded through West Berlin. I was there. I was there between like ten feet away, fifteen feet away, and believe it or not there was a Norwich graduate there, my class, name of Bob Francis who was in the signal corps. And I don't know if he was taking pictures for whatever, but he was there during the parade. I saw him and talked to him. Now when Kennedy lost his life, the Berliners, when he said ich bin ein Berliner and they just went crazy. They loved him. So when he died, they turned out every light in West Berlin. They turned out every light. There wasn't a light there and lit candles in their windows, put candles in their windows. SY: Do you remember where you were when you found out that Kennedy had been shot? RL: I was in Berlin, where exactly I can't remember. I just know that the effect it had on the Berliners and on the world was amazing. And the Berliners loved this man just from the standpoint of what he said that time and he had come. And the respect, the showing of respect by candles, putting them in the windows, and turning out all the other lights was amazing. No other president has been honored, I don't think, with such sincerity. People try to emulate, but unfortunately they fall far short. SY: Was there ever a moment when you were in Berlin or Germany in general where you were like, "This Cold War is about to get hot," where you thought, "Oh, it's going to start?" Did Dick tell me a story? Was it your story about a plane where if it took off, that was going to be a reaction? He said something about a plane. I don't know what I'm talking about. RL: That was Vietnam. SY: That was Vietnam. That was later. OK. RL: I keep hitting that. I can't remember because it was always there and you were always prepared. And so to say one point over another, I can't remember such. Now I did have a friend there who flew helicopters and I do remember flying over Hitler's bunker that was totally destroyed from the Second World War and there was just nothing but dirt, concrete, that had never been rebuilt. Little things like that I remember. I remember going to see the ballet, Swan Lake as a matter of fact. They brought all of these wonderful cultural things into Berlin to show people the difference between the two 12 countries or philosophies you might say. But to think about the tensions, yeah, but when we were told to make staff rides and to be in total communication with our headquarters because we never knew when our cars might be stopped and something might happen. But other than that, no. SY: Yeah, it was just a pervasive feeling? RL: It was a constant reminder and harassment to leave Berlin. To drive, it was going through checkpoints. And then you didn't know if you were going to get let back in and all of these things. But life goes on. SY: OK, so then you leave Berlin and where do you go next? RL: Well from Berlin I went to -- and let me relate something here too about Norwich. Back when I was a senior, Norwich had corporations come in to recruit and to interview you and that. Eastman Kodak came in and I was supposed to see them and I didn't. Eastman Kodak wrote me a letter and it said, "When you have your military obligation finished, let us know and we'll bring you to Rochester." So when I came back from overseas, there was a question there whether I would stay in the army or not. Not serious, but I wanted to explore all of my options. So I went to Rochester. They offered me a job and et cetera, et cetera, but I did stay in the military. SY: Why'd you decide to stay in? RL: Well maybe it was something I was used to, you felt comfortable in. You have a driving flame to be the general or something? No, I just felt comfortable in what I was doing. I liked what I was doing. And so I kind of just stuck with it. SY: And this is what? Now we're at '64? RL: Yes. SY: So Vietnam is just starting to get on people's radar. RL: The big buildup was '65, '66 when they started sending all the divisions over. And then of course '67, '68 being the Tet Offensive. So I was assigned out to Fort Lewis. And then I was only there a year and I was given orders to go to Fort Bragg to be trained as a Special Forces officer. So I reported into Fort Bragg and was trained. And the revolution in the Dominican Republic occurred. And the 82nd Airborne was deployed to the Dominican Republicans, so they sent a contingence of Special Forces down there, and I was one of those. My mission there was more -- as a detachment commander I was small team, modified team, intelligence gathering upcountry on the island. And then I came back after that and was the S4 for the unit. SY: So this is the revolution and opposition to Trujillo? RL: Trujillo had been assassinated. And the communist were trying to take over the country. And luckily the Dominicans were -- and the 82nd Airborne -- the US was asked to come 13 in and help. And they contained the uprising in the inner city of Santo Domingo, the inner city. And they barb wired it. They had literally barb wire all around the old city and kept the communist in there. Now there were some in the country, in other places and towns, but the Dominican Republic was set up as -- the police force was almost as strong as the army because every police force had a fort in every town. And they had their own weapons, et cetera, et cetera. And the police force was pretty brutal if there was any question at all. Like I was on jump status down there on the island and we used to jump over sugar cane fields. And nine out of ten times -- for practice and to keep proficient -- the police force or the military had brought in who they thought were rebels and popped them, dumped bodies in there. So you found those things. So there was a certain amount of strong armed tactics that the Dominicans were imposing against their own people. But these people were looked upon as Communists and were trying to take over the country. SY: So how did you react to that, finding those bodies in the fields? RL: I walked away. I wasn't going to bury them and I kind of took a pragmatic look at it. I said, "You know what, there is nothing I can do about it. These guys are dead. The diplomats are down here trying to effect an election where the people will elect a Democratic president. We're doing the best job that we can to provide a stable atmosphere for this to take place." And other than that -- and I was upcountry, as I say, intelligent gathering. And I will say that the country was pretty quiet. We had a few times where intelligence was -- radioed back. But the people on a whole were wonderful, hardworking people. And when I was the S4 of the unit, I went down to the quartermaster where our food depot was and that. And believe it or not, the doctors would condemn food, the package was open or something. It wasn't good enough for US soldier consumption. And there were no, what I call, rat turds in it or anything else, but it was just sitting there or a can was dented or something. I would police up all these food stuffs and with approval, the doctors said, "No that's OK but we can't serve this to the troops because of the rules." So I gather this up and we had other outposts in the country. And then I would fly up in a helicopter and give the food out to the people. I felt that was something because they were very, very poor. Let me tell you, the country at that time was -- SY: Oh I've spent time there. It still is. RL: I mean trash and everything, you couldn't believe it. Now it's a resort area though. SY: Except where it's not. RL: I'm sorry, but my personal opinion is that there are some places in the world that never improve. Why is it that the -- again, it's the old power grab. Those that have, have and those that don't -- unfortunately. We try to change that in so many places in the world and we've always done the right thing, for the most part, but it's a very tough, tough thing to do. And they can only help themselves. 14 SY: So that's an intense period of time in the DR. And then you come back and then they're like, "Oh, since you had that nice, intense experience, we're going to send you somewhere easy. How about you go to Vietnam?" I'm kidding obviously. RL: That's right. No, no, I went to school at Fort Eustis, had a job there for six months in the educational department doing reviewing training and things like that. And then I went off to Vietnam. On the way over I took a delay in route and visited Japan, Okinawa, and Taiwan because I had gone to school with a couple of Chinese officers who were stationed on Taiwan. I visited with them before I went to Vietnam. SY: Did you have any idea what you were getting into? RL: No, because I didn't know where I was going to be assigned at the time and when I arrived there at Tan Son Nhat Airport, we were getting rocketed and we lived in tents until they made our assignments. And I was assigned as a transportation corps officer to the fourth transportation command, which was working pier operations and that in Saigon. And I was a pier operations officer for part of my tour there. And this was before Tet Offensive. And we had barge sights that were out of town and I used to go by myself with a 45 strapped to my hip and drive like hell. [We went either by the River in a boat or drove to each barge site.] But at that time, we didn't realize how the VC had infiltrated the area and how serious the problem was. I was extremely lucky. I always thought in my career that I had a guardian angel watching over me because there were so many times where it could've gone the other way. And I remember this, just the night before -- actually the night that I was out and did something, which I won't say right here, it was all job related. I was out there alone in the delta and I came back and that morning was when the VCs struck. And when somebody from Cholon, which was the Chinese sector, some of the officers were going out to the headquarters and got ambushed, shot up, they never made it. And all hell broke loose. And I remember that the VC drove the people on the outlining communities into the city. I remember outside the port area, the one street was just -- one night -- was just crammed with refugees just streaming into the city trying to get away from the fighting. And there were a lot of other incidents where we had ships that were sitting out trying to get up the Saigon River to offload and they'd be spending days and days out there because the port was just jammed with ships and we were trying to offload the equipment and everything and we couldn't get them all up. And some of these ships were commercial ships with cargo holes. And they were rocketed and there were gaping holes in the sides and in the upper structure and things like that because they had to travel up through the delta, in a winding river which wasn't very wide to get to Saigon. And those guys, the bad guys, were out there. And we did our job. And I had a very good friend who was a helicopter pilot. And I remember we had to go to Vung Tau one time and we were in a Huey and we had a number of technicians with us and things like that. And we were flying along the delta and we were skimming the delta. We weren't flying high. We were just skimming. And all of the sudden I just hear this whomp, whomp, whomp, whomp and all of the sudden my buddy in the pilot chair, the whole chopper, he was trying to lift it, almost physically lift that chopper to get altitude because we were under fire. And this guy I have a great admiration for. He's been a friend for a good, long time -- got us out of the situation. We 15 got above it all and flew on to Vung Tau. And we got out. We looked and we were just lucky. Again, it's a matter of time, where you are, and sometimes just plain luck. SY: Right place, right time. Wrong place, wrong time. Did you have any -- I know some people had sort of superstitious good luck charms or things they did to -- were there things in Vietnam that you did to just kind of keep yourself safe in your own mind. RL: Nope. I just kind of -- I tell you quite frankly, I remember the presidential palace, right across the street from my billet. I mean the VC were so close into the city and Saigon was a beautiful town. Well let me say this, Tudor Street which was all tree lined, but during war time a lot of bars and bar girls and all that. But a beautiful town, some really fine French restaurants, but when they say Pearl of the Orient, it was prior to this time. I would say after the war, World War II because I don't think there was much damage there during World War II. But it must've been a beautiful country. SY: So when you were in Vietnam, a lot of people, it was an existential crisis for them. It brought on a lot of doubts about why they were there, what they were doing, the nature of war itself. Was that your experience or did you -- RL: I think that you could dwell on that if you wanted to. But I also think it's in the situation which you're placed in. If you're under a great deal of stress, if you're under fire, if your life is -- it might be snuffed out in a minute's notice, that you start to think about it more and say, "Why the heck am I here, God protect me. Let me just get out of this." And it so shocks your system that that images, they keep reoccurring. It's like your memory buds have been lit up and those things keep coming back in flashes. So I think it's all based upon the situation and where you are and what you're doing. SY: It sounds like you weren't in combat directly. RL: I wasn't directly in combat. I could've been shot because of snipers or anything else. But did I have a rifle in my hand and going out into the jungle, no I did not. My job was to ensure that cargo got lifted off of these ships onto barges or any place else and was delivered to the troops. And I did that. When I got promoted to major, then I was, due to a recommendation by one of my instructors at the transportation school, they recommended me for a staff position. And so they moved me -- still in the Saigon port, but I was at a staff position while I was there, the rest of the time I was there. I was there thirteen months. I was given a special project to do and I told the command that I would stay there until it was finished. So rather than twelve months, I spent thirteen months. SY: Do you remember the first day you arrived and the day you left? RL: I remember the first day I arrived. SY: What was your impression? RL: It was hot, steamy hot. We had a tent city. And there were hundreds of troops in a cantonment area at Tan Son Nhat Airforce Base. Planes coming and going. And I wasn't there very long. And then I was assigned to a unit in Saigon where I was working nights. 16 So I would sleep in daytime. So I do remember the arrival and coming off the plane. But going home, I'd have a hard time. SY: You weren't counting down your days? Well no, because you had that special project, so it wasn't like you were sure. RL: Well I knew I was going to stay. I mean I just knew it. I knew that I was going to do this and that was it. It's hard to -- SY: Was it hard to adjust to coming back home after being in Vietnam? RL: I came back. I was stationed at Fort Monroe. And I worked for the training command there. And I was responsible for the training budget of all the service schools around the United States, to include the aviation schools at Fort Wolters, Rucker, all this. And I remember I worked for a guy named General Pepke and his deputy was a General Andrews. Pepke was a two star at that time and Andrews was a one star. And I had a very responsible position because at that time, believe it or not, in the early '70s, they were downsizing to get out of Vietnam and the school budgets were being cut. And I remember the DA staff called me about the aviation budget for our aviation schools. And I worked with two colonels, lieutenant colonels, who became general officers and trying to save the aviation budget from being cut to the bone. And I remember I worked on a lot of projects and was flying back and forth between Fort Monroe and Washington to work with these officers and try to save as much as we could. And that was I think a turning point probably in my career because I had not been selected for the Commander and General Staff College yet, I was a major. Now Commander and General Staff School is very important to you. I hadn't been selected yet. So there was an opportunity there and I was already working on my master's degree, going to night school. Now I was working constantly with a high pressure job and I was going to school for my master's degree with George Washington and I was doing commander general staff work with the reserve unit at Fort Eustis which was about 20 miles away. SY: You were a busy guy. RL: So I was going to school for four nights a week plus weekends working plus doing my job plus doing the papers and studying and doing all the things you have to do. So I was out and that's why I say to people don't ever get discouraged, don't let people tell you that you're not going to make it or you're not going to do something. You have to keep plugging away and rely upon yourself to be good enough to do it. So I have to say that I wasn't married at the time, so your social life goes to hell in a handbasket. See, you have to set your priorities. And there's another thing that Norwich is going to help you do is set priorities and know what's important and what's not important in life because you have to look down the pike. Think outside the box and then see what it's going to be like ten -- 15 -- 20 years from now. So if you want a career, you got to work for it. And they're not going to hand it to you. You go out and get it. You prove your point to them. So all this happened and I finished up my Commander and General Staff stuff, I got my master's degree, and they shipped me to Korea.17 SY: Now at this point you must be tired. RL: Well I'm going to tell you right now, the thing is that you learn something from your education, from Norwich, which is to press on. It's the old thing as can do, I will try, whatever. Can do was my infantry, first of the fifteenth, can do outfit, Norwich was I will try. And those things drive you, especially if you have fire in your belly and you want to go someplace. And you're not satisfied with just sitting on your butt and hoping that it's going to happen. So I go to Korea and I work for 8th Army HQ in Seoul and I'm a logistical staff officer and out of the blue the general calls me in and said, "Oh by the way you're going to continue as a logistical staff officer, but you're now the missile maintenance officer for Korea." That's an ordinance job and the ordinance officer had just gone home and they didn't have anybody. So now I'm responsible and the problem they had with the Hawk missile program which is a Raytheon product was they were getting about 40% reliability. And DA was holy hell on the command. So I had to do something about that. Well let me put it this way, it's a twelve month tour in Korea. And my assignment officer, the big assignment officer from DA, came over and he says, "Hey, yeah Lotz, you're going to the armed forces staff college." So I said, "Hey look, I've been to Leavenworth." He says, "You're going to the joint school, the armed forces staff college, in Norfolk." And I said, "Well when's this going to happen." He said, "Your next class is six or seven to eight months out," after I come back. I said, "What will I be doing?" He said, "You'll snowbird." Well snowbird is that you go there and you do whatever the school tells you to do. And I told him, I said, "No, I don't want to do that." I stayed in Korea 18 months. I worked on the job I did and when I did that, the reliability of the Hawk missile was at 94%. I had done a whole refurbishment program on the other missiles that we had in budget, I had set up budgets for refurbishment, did all of that, and so I came out of Korea with what they call is a dual job efficiency report because I did two jobs in one. And then I went to the armed forces staff college. SY: There you go. And then you get married. RL: No, not yet. I got to school. I went through school. I was assigned to the military personnel center where I was given a job as the lead on women in the army. I used to brief the DA staff. I used to go over there with all the statistics because we were trying to create a model that would determine the grade and MOS and how to bring them in without having big bubbles and all of that, et cetera, et cetera. And I used to go over with these big, in those days, printouts like this and I used to brief the DA staff. And I used to bring these printouts to them and I'd say generals if you don't believe what I'm saying, you can read it. And I drop it on the floor and they'd all laugh. We're talking about two or three stars and they all laugh because they know they aren't going to do that thing. So they were listening to what I was saying, it's the how we were trying to work this. And I wasn't trying to be smart. I was just trying to lighten the load, just be a little levity there. And I was recommended for the Pace Award because of that and I was given a special award. And I met my wife in Washington. My wife, I was trying to get a date with her and she was busy or I was busy. One time I just got fed up and said, "Are you free Friday night? Can we go out?" And she finally said yes. And so her father was a retired colonel infantry which she never let me forget. And we went out to dinner and dancing down in Washington. And I said to her that night, I said, "I think I'm going to marry 18 you." She said she'd never marry a military guy. And she says, "I think you're right." I've been married ever since, the same woman, very happily married. SY: That's a lovely story. So we've been talking for like about an hour and fifteen minutes. RL: And you want to know something? You got more than you need. SY: And I think you probably want to -- I don't want to take up your whole day. RL: No, and I got to get going. SY: Yeah, exactly. So any last thoughts? This was great. Let me -- RL: It's too much, I know. But I'm telling you stories. SY: No, no, you're telling me stories. This is all really important. RL: We haven't gotten to the point where I got to be a battalion commander about this guy, Pendleton, who used to be -- I'll tell you that a different time. But that's the leadership team. There's what you face as a battalion commander. There is where you have distress and strain of seven days a week, 24 hours a day and have to take care of the troops. SY: So when we have more time, we'll really go into that. I'll put a pin in this. So let's pick. So when we talked on the phone yesterday, you were talking about how you think that in terms of remembering war there's this unfair hierarchy where combat stories are valued more highly than other stories. So do you want to speak to that? RL: It's the perception that people have that when you mention warfare, they think of combat because that's what it's all about. You wouldn't have a war unless somebody was fighting. So we focus on those people who are in combat because they're the ones nine out of ten times who get wounded or there's fatalities and things like that. But we forget about those who support the combat troops, the combat service support troops, and things like that, that there's a huge number of people behind supplying and taking care of, the medical people and the supply people and the transportation people and all these people that are supporting the combat role. Even the artillery people, the combat service support, it's a team and we can't forget that there's a large team behind the combat lines that are supporting those in the trenches. SY: And also I'm sure that in Vietnam even though you were behind the lines, you still were in danger all the time I would imagine. RL: Well you were because the way the war was there, you didn't know who your enemy was because the enemy melded in with the populace. And the snipers and the ambushes and things like that that could happen at any time. So you always had to be prepared. The convoys had to be prepared even in the city sometimes, especially during the Tet Offensive in '68, the Tet Offensive. A lieutenant working with us was ambushed and was killed. So it could happen at any time. And there was no front lines in the First World19 War. It was a trench. And you knew those bad guys were on that side and you were on the other side. It's a different war out there during my service. SY: Yeah. What was it like to live with that constant anxiety and confusion? You were there for a long time? RL: Well yeah, but the thing is is that you didn't dwell on it because if you dwelt on it, then you were afraid all the time and you couldn't get your job done and you couldn't function. So you put it out of your mind. It's one of those things that when you're put under stress, you look to God to say, "Make sure I get through this." SY: Were there ever moments when it broke through and felt that fear, like I don't know, going to bed at night or waking up in the morning or things like that? RL: Only from the standpoint of anxiety you might say. There were times -- the night before the Tet Offensive, I had to go to a barge site and I went alone and I had to go through the city across the bridge outside the city. And the Vietnamese troops were guarding the bridge and so I pulled up in my Jeep and they looked at me and I said, "I got to go to the barge site," which was a couple miles away. You had to go through this little village and all. And they looked like as if I was nuts. But I went and this was about one o'clock in the morning. And I went through the village down to the barge site, checked it out, the operation and everything, and came back and at dawn that same day the next vehicle that came into that village was ambushed. Well there for the grace of God, go I. So there's no way of telling what's going to happen at times. And so the anxiety level is there but you can't dwell on it and you do your job. SY: Does your training keep you from dwelling on it? RL: I think so, yeah, if you know what you're doing. It definitely is a big plus. If you didn't know what you were doing, your anxiety level would really be high because then you would be looking in the shadows. It's not that you're not conscious of what's going on around you because your training develops that instinct to look at certain things and evaluate certain -- and quickly and whether it's safe or not safe. So from that standpoint, yeah your training is a key factor into how you react and how you look at things. It tells you when to go and not to go at times. So it can be a life saver. SY: So I interviewed a guy just last month or a couple weeks ago and he was also an officer. He was also a logistics guy behind the scenes, but it was in Iraq and as we know there's no real distinction between combat and noncombat anymore. And he was describing when he came back, it took him a while to realize that he had some of the signs of PTSD. He needed the quick fix. He had the hypervigilance. He was seeking out thrills and things like that. And I'm wondering if -- it was talked about less in Vietnam, especially if you'd come back and function, it wasn't talked about at all. But did you when you came back experience trouble adjusting back into a civilian -- not civilian because you're still in but? RL: Well I think maybe I had a sense of -- I was self-sufficient you might say. I could handle my emotions. I could -- so I'm self-sufficient you might say, not a loner, but able to cope 20 you might say better than others. And because of my background, because of how I was brought up, because of everything, that all contributes to how you adapt and can assimilate all that happens to you in a combat zone when you come back and try to come back into the community. The associations you have with your family, the associations you have with people, how you view the world and everything else, all of that's a factor in what affects you up here in your head. SY: Claire, can you tell them to be quiet nicely? F2: Sure. RL: See that all affects how you look on life. And so from that standpoint I would say that I didn't come back with a lot of anxiety, I came back to a world that was safe, the world that hadn't been effected by war, a world that I didn't have to watch out. SY: Was it strange to like sleep in a nice comfortable and to eat delicious food? RL: No. SY: It just was easy? RL: It was easy. I assimilated right back in. But I tell you, that's based on attitude too. And you got to realize this, you don't always sleep on the floor. You don't always sleep and live out of a rucksack. There were cantonment areas and things like that. In Vietnam it was like they were trying, because the war wasn't popular, is they tried to bring all the comforts of home to Vietnam. So for the combat troops when they weren't out in the field, they could come back to a cantonment area with all -- good food, rest, relaxation, et cetera, et cetera. And they also had the R&R where they could go over to Australia or to Japan or wherever and Thailand. So there were certain things and they tried in Vietnam to try to keep guys in combat maybe six months and then six months in a rural area. So there's all different aspects that you have to consider when you look how a person's going to react when he comes back. SY: Are there any, I don't know -- when you think about Vietnam, I don't know how often you think about it now. Are there smells, images, feelings that you remember, anything that sticks with you? One guy, I read his memoir, he talked about the smell because they were burning poop where he was living. RL: That was up at a cantonment area. We had the outside latrines and all that and they had to do it to get rid of it. A lot of times in the Orient you'll find they'd throw it on their fields, in the rice, and all that. They use it for fertilizing. Well the Germans did too and animal manure was – used as fertilizer. SY: Welcome to Vermont spring. RL: Well you had the old honey wagon. So in Germany they used to pour it onto the fields. And that's why you had to be careful of what you ate and things like that, especially in the Orient. What I remember about Vietnam, the food, not the American but I mean the 21 Vietnamese food. I do remember the time where there was during the Tet Offensive a lot of rocket attacks right across the street from where I was staying and the presidential palace wasn't too far, like two blocks away. The thing was that the rocket attacks would come in and then I remember one morning they heavily rocketed that area and the concussions and the noise you hit the floor, and then I ran outside because right across the street there was a Vietnamese family and a rocket had hit the house. And so this other fellow and I ran inside, up the rubble, actually the rubble, and got into the front entrance because the family had children. And we found the family, luckily nobody was hurt. They were underneath the stairs and they had been saved because they had taken shelter underneath the stairs where that closet or whatever it was saved them. And we hauled them out. I remember that. I remember working in the Saigon port and on the Saigon River. I remember that little incidence where we took ground fire. I remember little things like that. SY: Yeah, I bet the food was amazing. RL: The food was. I thought the food -- Oriental food can be quite good. When I was stationed in Korea I used to eat on the economy all the time. And you'd sit on a pillow and fold your legs and a lot of times they had a grill in front of you and things like that. I liked Korean beer. SY: Korean beer is good. I like Korean barbeque too. So we haven't gotten talk about you being -- you were a brigade commander right? RL: I was a brigade commander. SY: How many people were in your brigade? RL: It was thousands. I was a commander of the school brigade which had all the troops and students for the transportation school at Fort Eustis. SY: And the story you were telling of when you were staying in the World War II barracks and you had that -- RL: I was a battalion commander at Fort Bragg. SY: That was Fort Bragg? RL: That was Fort Bragg, North Carolina. I was commander of the seventh transportation battalion, had a long military history in that battalion. We had the only airborne car company still left in the United States army and that was left over from World War II. And the commander was a captain and he was on jump status because of the airborne car company, that was the connotation of it. And they were used -- that's why I say it's leftover from the Second World War. They also had an air delivery company, quartermaster company, where it was commanded by a major. And they did rigging for heavy drops, meaning vehicles, supplies, everything, and rigging the parachutes, and things like that. And because I had airborne troops in my battalion, my job also my slot was designated as an airborne slot. So at 44 I was still jumping out of airplanes.22 SY: Woah, so how'd your wife feel about that? RL: I had been married two years, three years at that time. And her father had been a 30 year veteran in the infantry, had been in the Second World War and that. And it's part of the job. SY: You were meeting a lot of people. So did you have any leadership challenges? How do you think you did as a leader? Were you the right mixture of approachable and intimidating? Did you think about that? RL: Well I guess if I had to self-evaluate, I was both because my commander expected -- he expected his commanders to be combat ready all the time and to be efficient and to get the job done regardless of the obstacles. There was a certain amount of pressure. Which therefore, you had to -- like they say, it rolls downhill. Now you had to say that at this time we had a volunteer army. Yeah, we were in a volunteer army. We had kids from all over the country. And we had to appeal to their sense of duty because that wasn't an eight to five job. I don't know where they ever got this idea. And the accommodations they lived in were not pleasant. They were the bunks and the World War II barracks, one latrine at the end. And the barracks were not in very good shape because that was the time of the Carter timeframe and they were cutting back on the forces. The money wasn't there. It wasn't being appropriated for repair parts or anything else so your vehicles were down a lot of time. You had to spend long hours to try to maintain and keep them going. And maintenance was one of the biggest problems with keeping the vehicles going, trying to make sure that the troops were taken care, and weren't put in such a state where they couldn't function. And we just did so many different things within the battalion because not only did I have truck company, I had Jeeps, I had an air delivery company, I had a Stevedore company that lifted the boxes and all that. So we had a challenge because we were multifunction, not just one focus. And we supported the 82nd airborne. And the 82nd airborne was -- they had three brigades. One brigade would be in the field and we had to support them. One brigade would be in garrison and we had to support them. And one brigade would be I'd say down, not deployable, they were resting after doing these other two. Well we had to support on a 24 hour, seven day basis, those two other brigades. We never had any down time. And that's why the vehicles had problems because we were running them all the time. And so it got to be a challenge, a real big challenge. But I was extremely proud of my battalion I encouraged my troops to be competitors. Fort Bragg there was very competitive with the 82nd airborne, the other troops there. They had boxing matches. We had combat football. We had air delivery competitions with the 82nd because they had their own air delivery unit. And I would say that my boxers, I reestablished and let some of my troops box, started taking championships. We beat the 82nd airborne in combat football, never been done before even though my commander who was a major at the time and was captain of our combat football team broke his collar bone. And it wasn't too long after that that they outlawed combat football because there were too many injuries. But the fact here is here was a support element, a transportation battalion, that went up against the combat troops, the 82nd airborne, and beat them in combat football, biggest thing. I was real proud of my troops. I had the championship women's basketball team at Fort Bragg. So esprit de corps is a very important thing and you got to give them a sense of accomplishment, not 23 only on the job but also in these other areas. So you try to encourage that. It's a difficult thing. It's a balancing act. It's like you have to keep all the balls up in the air at the same time and you have to learn how to do that. And it's not an easy thing. SY: Interesting. So I have two more questions for you and then Clark has some Norwich questions for you. But I also know time is an issue. My buddy Dick [Shultz?] told me a story. He discovered halfway through that I was Jewish. And then it was all over. He talked about -- he says you have some story about an airplane, it was in Vietnam, almost taking off or something, a Cold War story about if this airplane takes off, we're with war with Russia. I don't know, he remembered something. You don't know what he's talking about or you do? And you watched the plane hover and then it went down again. Maybe this wasn't Vietnam. Maybe this was Korea. I don't know. RL: I don't know. I was in South America one time and I was in special ops. I was Special Forces then. And one of the planes, it was a C123, which was an old prop driven. I mean you never see those today. And it was special ops. And the pilots, we were contour flying. Contour flying means you're right on the deck, bounding up and down because of the air drafts and everything else, and I remember this vividly. I was up with the pilots and these two guys -- you got to remember, air force guys I think are a little bit different than army guys. And they have to be for what they do. And these two pilots were up there just chatting away. I mean it was like they're having a cup of coffee down in the wherever and they were just chatting back and forth and this thing was bouncing up and down, up and down, and all across wise. And they were just having the grandest time. And you got to realize that it takes a special breed to do this. And it's the joy. I mean, I was a young guy and I just had the greatest time because -- and you have to have the competence though. And that's where you were talking about the training and everything else is so important. It's that these guys were able to do this, almost with their eyes closed. But the fact is, it was dangerous, what we were doing. And the helicopter I told you about being shot at and the pilot, as I say, I make light of it. But the fact was, we were taking ground fire and very well that chopper could've gone right there into the patties except for the pilot, again who I knew personally and had great confidence, and just pulled back on the pitch. And that thing, we didn't know if it was going to make it up or not because the rounds were hitting and if they'd hit the wrong part, we were done for. But this guy was just cool as hell, pardon the expression. He was. And that chopper, the vibration, it was just straining to get up over 1,000 feet where we get out of range of the ground fire. There were other things, but -- which one? There was a couple other things. But it was fun because you're young and you think you're invincible. And like you were talking about, how do you feel about -- some of these things you don't think about because you put it right out of your mind. And sometimes you put it out of your mind for a purpose. SY: Training plus testosterone. RL: And you just don't think about it after that too. Some of the things are so emotional that you don't. You put them out of your mind and you don't go back. That's just the way of life.24 SY: So one last question, people talk a lot about the military civilian divide. And you said that they're two different cultures. So you were in the military a long time and then you're retired. And so how do you interact with the civilian world? Do you feel different than the people around you who are civilians? Do you mostly spend time in military circles still? RL: No, when I left the service I never looked behind. And I went 180 degrees, gone the other way. SY: All right, what did you do? RL: I established my own business out of a hobby. I worked with antique clocks, 1700 and 1800. And I found that in order for me to establish a business, I had to go do these high end antique shows. And so I started doing high end antique shows, maybe was doing 15 or 16 a year -- I had a studio built off the back of my house. Business was by appointment only. And I had between 45 and 50 tall case clocks plus all these other clocks and things like that. And I'm down to about two shows a year now. And I used to be driving 40,000 miles a year to do the shows. But it gave me the latitude to be my own boss. It gave me the latitude to where if I didn't want to work seven days a week, 24 hours a day, I didn't have to because I had a young family. And I just didn't want to go back into the pressure cooker. The pressure cooker is what I call, even in my final days -- I had great jobs, one of them where I was the DCS for air transportation in the military airlift command, which is now melded into the transportation command at Scott Airforce Base. I was responsible for all the aerial reports and cargo and passengers all over the world. I had people all over the world. And so one time I left from Scott Airforce Base to the west coast to Hawaii, to Japan, to Korea, to Okinawa, to the Philippines, to Diego Garcia, to Turkey, to Germany, to Spain, to England, and home. So I only say that because I'm giving you the perspective that you can do anything in your military career. It depends on the field you're in. And one time I worked for the comptroller of the army as one of his executive assistants and was also congressional liaison for the appropriation committee with Congress. I worked with the Senate and the House of Representations when I was stationed in Washington. So what I'm trying to say is that a military career is not just one thing. I've had a varied career from combat arms to comptrollership to transportation to a multitude of other things, Special Forces and that. SY: But then you didn't want to go back. You wanted a job that wasn't that intense? RL: Well it was the fact is that that was me. Everybody's different and it was me. And I've been involved with Norwich since I was a class agent. And let me just tell you what I did because this is what I say to the Norwich grad is to keep active. I was a class agent for a while, then I was president of the alumni club in Washington DC. Then I went to the alumni board. Then I was president of the alumni association. Then I went to the board of trustees. Then I went to the Board of Fellows. Then I was chairman of the Board of Fellows. And then I had been a contributor with the Partridge Society and all of that. And I worked with the Colby Symposium for 20 years. And today they just appointed me as chair of the Friends of the Colby, the military author's symposium.25 SY: Cool, congratulations. Do you feel like Norwich -- it clearly prepared you for a military career. Do you think it also prepared you for your civilian career? RL: Sure. SY: How so? RL: I think that Norwich gave me an attitude. You know, it's an attitude and it's a level of confidence. Norwich University was the perfect match for me because it gave me the opportunity for leadership positions. I was the cadre every year I was here. And second it did, it gave me a great opportunity to meet combat vets because of the PMSNT and the cadre officers and that and to associate with some really find people. Thirdly, I met some great professors. Loring Hart was my English teacher. And I wrote an article for the Guidon one time and he wrote me a little note. He said, "Well done, you learned something." Little things like that that were feedback from the administration. Ernie Harmon who was the president at the time, I had met maybe four or five times. And when I was given an award or my diploma and the only other time I met him was when he chewed me out one time really bad when I was a corporal of the guard, and I mean really bad. SY: What did you do? RL: He drove up and parked his Cadillac and was going up to his office and I was the corporal of the guard. We were ready to take the flag down or something. And I didn't see him. But I didn't call the guard to attention or anything. And he just came over and chewed me out for not calling to attention and saluting him. And I said, "Yes sir." And the other time I met him was the time he called me into his office. And here's a good story for you. He called me in. He says, "I got a letter from your parents. They're concerned because you weren't accepted into advanced ROTC," because I failed the medical because of my eyes. And he says, "Do you want to be in advanced ROTC?" And I said, "Yes sir." He said, "Well this is what we're going to do." He told me exactly what he was going to do. He was going to get me my eye reexamined at Fort Ethan Allen and that the transportation would be provided for me and to report at such and such a time. And that was it, bang, gone. I went up to Fort Ethan Allen, went to the doctor there, doctor came from my home town. And he says, "What's the problem?" He says, "Well you got to be kidding me." He says, "During the Second World War with guys that were absolutely blind were in the infantry and they gave them two or three pairs of glasses in case they broke one and they sent them off into combat." So he reexamined me and passed me and that's why I had a 30 year career in the army. And I spent a lot of time, when they said I couldn't be in the combat arms, I spent a lot of time in the combat arms. So I tell these cadets don't give up and the fact is you can be anything that you want to be, you just work for it. SY: Now, Clark you had a question. It was about this canoeing trip right? CLARK HAYWOOD: (inaudible) [01:41:05] that you got to, as I would say, as a young guy, you got to hang out with Homer Dodge. So what was Homer Dodge like?26 RL: Wonderful guy, just a wonderful -- and he had to be in his 90s. All right, I was stationed in Washington DC at the time and I was working in the Pentagon. And I was elected president of the alumni club in Washington. And so my wife and I, we looked at what we could do to be interesting for the group, to bring him in. So I contact Dr. Dodge and asked him if I went down and picked him up -- now he was down in Pawtucket and Camorra, Cremini or something plantation. He had a beautiful home right on the Pawtuxet River, old, old home. And I said if we come down and pick you up and bring you up for the meeting and then take you home. Well that was like two hours down, two hours back. Anyway, he agreed to that. So my wife and I went down and he addressed the group. And by the time it was all finished, we got home at like one or two o'clock in the morning after driving him home. And he invited us to come back and spend the day with him. So we did. Now he was a canoeist. If you read his bio and that, he was a pretty serious canoeist. And at the age that he was, he was still canoeing. I couldn't believe it. And he had it all upstairs. He hadn't lost a bit. He had not lost a bit physically and everything else. And his stature, he wasn't a very tall guy, but he says, "Come on." He says, "I want to go in the marshlands along the river here and we'll go canoeing." So my wife and I got the canoe out and all three of us got in and he paddled us around and showed us all this marshland and things like that. And we just had a great time. And we had lunch together down there. And so that's how my connection with another president, he was president from 1944 to 1950, and then Ernie Harmon came in. And then Barksdale Hamlett I think came in after Ernie. And I knew him. And then it was Loring Hart. And then it was Russ Todd. Then it became Rich Schneider. I knew every one of these guys. I worked with them because of my association with the school. SY: So what about -- you've seen Norwich change a lot over the years. And how do you feel about the changes? Your alumni are sometimes very pro and very anti, it's interesting. RL: Well you have to realize that our society has changed. And when females came into the corps, well that was a big thing. Well at the same time I was working in Washington. And as I told you, women in the army, that's what I worked on. SY: So you did work on that? You worked on making that happen. RL: Yeah. I was briefing the generals. Remember I talked about those reports and I used to throw them on the floor to laugh because this was all the statistics they were providing because we were trying to integrate women into the army in certain MOSs by grade and MOS so there weren't any big bubbles, you see, because for promotion and everything else. And so this was a big thing that the Pentagon was concerned about. And they were getting a lot of court action, litigation. So we were an important part of the personnel system to make all this happen in a logical way. And that was where my commander because of the group I was leading gave me a special award and also recommended me for the Pace Award which was a very prestigious thing. I didn't get it, but the point is that he thought enough of me to recommend me for it. And that's what counts in life is that at least you get recommended for some of these things. But seeing that in the corps, so that didn't bother me at all because I had women in my battalion. And they were some of my best officers and best NCOs. Now I will say we did have some problems with women in the army and that was with -- and the only thing I want to mention here is lesbianism. 27 We did have issues of that. And that's changed too. You got to know what the period of the time was and the problems that we were confronted with which we hadn't confronted before. So they were new to us. So in order to be concerned about protecting troops and everything else, you had to reorient yourself. And that's the most important thing. The issue why I say that is to be able to be flexible enough to adapt to a new change and to be behind it and to understand it and support it. Now if you don't -- there were times where I don't agree with everything that happens at Norwich but at the same time I understand this is a big operation here. It's grown so much that the opportunities for these cadets -- they're busy all the time. All the opportunities are so much greater than what we had when I was going to school. And the other thing is that you've got civilians here too. And those are all different problems that you have to work through so there's no favoritism towards one body or towards the other. And that's why I say with a Colby symposium is that we have to incorporate the civilians as well as the military. So the subjects have to be such as that they relate to both sides. And therefore they interconnect and therefore what we're trying to do is enrich the student's experience. And what I say is think outside the box. You can't be just focused with blinders on. If you do that then you're missing a lot. And you're missing a lot in life too. SY: That might be a good note to end on. Clark, any other questions? CH: Yeah, do you have any anecdotes of any of the presidents that you worked with at all, just funny or anything serious that you learned, like insights from the past? RL: Well Ernie Harmon was -- he'd watch you from his window as you walked your tours and all that. He was gruff. He was fair. And I didn't have a lot of contact with him. The awards, the diploma, and when it was necessary. Other than that, you didn't want to have any experience with him from that standpoint because it might be negative. That's what you didn't want because Ernie, he was a tough guy, but he was fair. SY: Any interactions with his wife? RL: No, none. None whatsoever. SY: I'm reading her autobiography right now. RL: You're a cadet and you're talking in the 1950s. And we're isolated then because we didn't have '89 up here. And that's what I think -- that's what made our class just hang together, the comradery and the fraternities and everything else. And that's why I think even today with our class, we hang together. Maybe it's other classes. It just happens that maybe I'm looking at just my class, but then you went from there to Hamlett who was a gentleman. He only was here for a little while. I think he got sick or had cancer or something and left. So it was limited experience there. But then Loring Hart came in. Now he was my English professor. And I have to say that Loring Hart drew me back into Norwich, he did, because I was in the alumni club, but he says you got to come back to Norwich. And he used to stay with me when I was the president. He used to stay in our home, he and his wife Marylyn. And she was a delightful person. SY: I'm trying to track her down.28 RL: I think she died. She's passed away. Either that or she's in a -- SY: A nursing home? RL: Yeah, extended care. And I'll mention that in just a minute. But Loring Hart was an academician and at the time -- each one of these presidents that we're talking about was the man for his time. That's what they needed. And then of course they outlived their time and so then they bring somebody else. So Loring was the academician. I think he brought people together. He certainly was a favorite of mine. I used to stay with him when I came up for the meetings. That's because we were friends. And that friendship developed after Norwich, after I graduated. When Loring left and Russ Todd came on, Russ and I talked -- General Todd and I talked a lot because I was on the trustees at that time. And he was the right man for the time because of the military aspect, that's what they needed. But I will say this, that Rick Schneider when it was his time to do it -- and he's been here, what, 20 some years. He brought characteristics or elements of all the presidents previously you might say. And why I say that, maybe not in the intensity of an Ernie Harmon, but he came with his military background with the Coast Guard. Second was his finance background, which is a Godspeed because he understands that you can't do anything unless you have the money to do it. And that is a big plus in the atmosphere that we operate in today. He also is able to work with people. Therefore, he's been able to advance the university in certain areas. And he's given them the latitude to do that, where we've gotten more prestigious things that are necessary in a university. Now he's working on the campaign for the bicentennial which he knows that may be part of his legacy is the fact that he leaves the school financially better off than when he came in, which is a very important thing because if we're to perpetuate this for longevity, we need the financial endowment. A lot of big schools have these huge endowments over the years. But you got to realize that in the early years, even in the '60s and the '70s, there was a very small endowment. And there wasn't a lot of money being given. But after that with technology a lot of our graduates have done extremely well. And they've been very generous with giving back to the school. So that's an important element as we look at our history in the 20th century and now in the 21st century is how things have changed from that standpoint. The university's changed because of the physical plant, because of the civilian population. And yet we're still getting great admission in the cadet corps. So the core values of the university, the concept of citizen soldier, has got to be preserved because that's the main stay as far as I'm concerned of the university. And when I came to this school, I had no intention of going into the military as a career. I took business and I expected to go into the business world. SY: And so why do you think you did? RL: As I progressed, everybody had to go in and had a military obligation regardless. I don't know how it developed. It just developed. I was always one of these people who was willing to take on responsibility and I was a cadre member the whole time. I did well at summer camp. And I was involved with all of these organizations here. SY: You were good at it.29 RL: Well I was interested in it. I was interested, like the honor committee and all these committees. But the point being is that I did well so I had the opportunity to -- I was a distinguished military graduate. I had the opportunity to accept an army commission. And I said, "Why not? Twenty years, get my masters, and go out in the business." Well I got to that point where I had my master's and 20 years and I got promoted early to colonel. And I had young kids and everything. I loved the military. So I just stayed in for 30. But how did I get into, it was Norwich. I didn't have any intention of coming into the military like a lot of these young men and women come into the school today. I had no idea that I would spend 30 years in the army. But I had a great career. I had great opportunities, great assignments, and so you look back on your life and you say, "Gee, I've been lucky." But I have to say that I was prepared academically before I came to Norwich, how to study, because the grades are important. And Norwich developed me after that. I don't know what more I can say. SY: I'm worried about you catching your plane. RL: No, no, don't worry about that. I'll catch that plane. I know how to do it. As long as they don't ticket me for speeding. SY: I think we're good. Thank you for coming back today. RL: Well you can edit anything out of that you want. END OF AUDIO FILE
Issue 10.4 of the Review for Religious, 1951. ; A. M. D.G. ~o Review for Religious JULY 15, 19 51 Our Aged Religious . Sister Mary Jafie Redemptorls÷ Spiri÷uali÷y. . Joseph I~t. Coller~n Recollectio"n Day Ouestions " ° Winfrld Herbsf Elections and Appointments . Joseph F. Gallen Grow÷h through the Eficharls÷ Anselm Lacomara ins÷ruction on Sponsa Christi , List of Psychometric Tests Communications Book Reviews VOLUME X NUMBER 4 Rfi::::VII::::W FOR Ri:::LIGIOUS VOLUME X JULY, 1951 NUMBER Jr CONTENTS SOME PROBLEMS OF OUR AGED RELIGIOUS-~Sister MaryJane, O.P1.69 COMMUNICATIONS ': 173 OUR CONTRIBUTORS . 174 VACATION SCHOOL IN SOCIAL ACTION .1.7.4 REDEMPTORIST. SPIRITUALITY--Joseph M. Colleran, C.SS.R. 175 QUESTIONS FOR MONTHLY RI~CO~LECTION-- Winfri~l.Herbst, S.D.S . 185 ELECTIONS AND APPOINTMENTS--Joseph F. Gallen, S.J. 187 GROWTH IN GRACE THROUGH THE EUCHARIST-- Anselm Lacomara, C. P .200 HERESY OF RACE 204 INSTRUCTION ON 8PONSA CHRISTI . 205 QUESTIONS AND ANSWERS-- 19. Sister Digna's List of Psychometric Tests . 213 BOOK REVIEWS~ Religious Life and Spirit: Living the Mass; Jesus.Christ; The Spiritual Exercises of St. Ignatius . 217 BOOK ANNOUNCEMENTS " 222 FOR YOUR INFORMATION-- Morality and Alcoholism; The Good Confessor; Seventy Years 224 REVIEW FOR RELIGIOUS, July, 1951, Vol. X. No. 4. Published bi-monthly: January, March, May, July, September, and November at the College Press, 606 Harrison Street, Topeka, Kansas, by St. Mary's College, St. Marys, Kansas, with ecclesiastical approba~tion. Entered as second class matter January 15, 1942, at the Post Office, Topeka. Kansas, under the act: of March 3, 1879. Editorial Board: Adam C. Ellis, S.J., G. Augustine Ellard, S.J., Gerald Kelly, S.J. Editorial Secretary: Jerome Breunig, S. J. Copyright, 1951. by Adam C. Ellis, S.J. Permission is hereby granted for quota-tions of reasonable length, provided due credit be given this review and the author. Subscription price: 3 dollars a year; 50 cents a copy. Printed in U. S. A. Before writ;ncj to us, please consult notice on inside back cover. Some Problems ot: Our Aged Religious Sister Mary Jane, O.P. THE problems of old religious are the problems of each and every one, for none of us is getting any younger. The proverbial old-fashioned rocker on the farmhouse porch where Granny could drowse away her honored last years has vanished, but Granny has not and neither has the aged religious. Never before our generation was the old age problem Sb great because there never were so many old folks. "Statistics tell us that today men and women sixty-five and overc~prise seven per cent of our population. Science has graciously presented another twenty years or more. Religious as well as others must plan what they are going to do. Sixty-Fiue is Young One wonderful and bright fact is that there are numerous reli-gious, both men and women, over sixty-five who are still,:bearing a large share of the burden of the community's w6rk. Dodge and Ford proved that old folks can work; they maintained old-age shops whose able personnel included men in their eighties. Long before either of the above thought of this, religious communities were taking it for granted. Sixty-five in a religious community is usually con-sidered young. Rarely does one find a religious who even considers retiring at that age, or at any age for that matter. How often one finds religious teaching school or doing other types of work at the ripe age of seventy-five and eighty. The author knows a religious who still goes out collecting alms for the community at the age of ninety-two. ~ During the past two wars employers in general were del~ighted with the oldsters' low accident and absenteeism rates,, as well as with their strategy in attacking problems. They were proud o'f the pro-duction power of that proportion of their workers. We, too, have every right to be proud of our aged religious. In the United States most old people subsist on some form ot~ organized "handout.," A few may enjoy adequate pensions from private sources,'frorr/civil service retirement allowances, Veteran allot- 169 SISTER MARY JANE Review [or Religious o merits, or old age relief or insurance. For others, an unfinanced senescence is likely to ,be dreaded: Often, it means ending up in a pub-li~ or private "nursing home." Not so our religious brethren; there is not this-fear for a member of a community. A few religious com-munities have a home for their dear ones, some with a'long waiting list. Waiting, yes, waiting for one or more to be called home for the longed-Ior eternal reward, but. waiting, too, to "occupy the places made vacant. What about the ~ged religious who cannot be admitted to these havens for some reason or other? The Housing Problem Where should these aged religious live? No one would deny them the balmy ease of Orlando, if they could have it. The public institution is out of the question. Some communities have done much but others have mad~ slight provision for their aged members either ih the past or at present. '~In many cases existing conditions and facilities are pitifully inadequate. It is undeniable that unless some corrective measures are set in motion, this already serious prob-lem'will become more acute as the average life expectancy climbs higher. Perhaps many more of the aged religious should be living with their communities, but, where this is not feasible, they ought to have a'special home ~where they may be left alone, but where they can obtain help when they need it. We all agree, that individualization in the care of o~r aged religious is preferable to institutionalization. There is hardly an institutional home for the aged which does not mingle the sick with the near-sick. More often than not, the latter need nothing more than custodial care. It is true that the pressure of modern .urban living makes domestic adaptability between age groups difficult and in many cases well nigh impossible. The aged find it difficult to change their habits so late in life. Nevertheless, many religious can and do get along together, particularly where th~ old religious remember the Golden Rule and the younger ones bear in mind that Our Lord said, "What you have done to these, you have done to Me." Some Symptoms o[ Age Old age is a gradual progression toward deterioration. It often shows symptoms of growing self-interest and lack of impressibility. Important events are no 19nger significant to old people as long as they do not touch directly upon their lives. There is usually a gen- 170 Jul~,1951 OUR AGED RELIGIOUS eral reduction in mental effidency, forgetfulness, arid loss of memory for recent events. Other symptoms include the tendency to reminisce and to fabricate, intolerance of change--routine must be observed and must never be disturbed lest irritability and tension rise--a rest-less desire to be up and about, to travel here and there, "frequently getting lost in transit (whether in or out of the monastery or con-vent) ; insomnia, and a tendency to putter aimlessly about the house and gardens. The t.endency to live in the pasi is very strong in some. Others show a total lack o~ interest in everything about them. Some are unsympathetic and indifferent, and the mood may ,change frequently and even without ~any apparent cause. Some ma~. be cooperativd, orderly, and quiet, and give very little trduble, .While others are untidy, meddlesome, 'and rcstless; Very.'often aged people become resistive when they think they a~.e: being coerced by those who are younger. One may even hear such expressions as "That fresh young thing!" Some Solutions The psychology of persuasion may have t'o called iflt.6.play to meet behavior problems that arise. Various stages of senility can effect disposition changes that necessitate parti.cular ~tre.atnlent and care. A great need is companionship. At its best old age is°a lonely existence, to say the least, and must be brightened by cheerful com-panions and a staff with a sense of humor. Everyone, we are told, comes into this life with three strong fundamental drives or needs: (1) the need of security; (2) the need fcr affection; (3) the need to do things for others or to mean some-thing to others. Frustration of these ftlnda~nental needs, even among religious, causes tension which makes the individual uncomfortable. The persistence of this tendency may be the beginning of a. nervous condition. Disability and chronic illness in the ageing and aged religious are increasing. The burden upon the communities, is already very large. It clearly threatens to increase year by year, unless something effective is done now to better conditions. . Nou) is the Time What can be done now with our young and middle-aged to make them strong, able, and competent to contribute to the general welfare and happiness during their declining years instead of being a burden to their fellow religious and themselves. This is a matter of concern 171 SISTER MARY JANE Reoieu~ [or Religious to each and every one of us. The time has come to speak out. It is not enough for y, ounger members to feel the wave of sentimental pity that sometimes sweeps over them today. It is not enough to provide the physical comforts of shelter, food, and clothing for these aged religious. These dear ones must be understood now by their fellow religious. Now,. too, they must learn to understand them-' SelVeS, The author is not bitter, but sometimes has to count to ten or perhaps whisper an "Ave Maria" to hold back angry words provoked by thoughtless acts, looks, and sometimes even just the tone of voice directed at some aged ~eliglous. If only everyone remembered how little they like. to be singled out as special beings! The attittide.of others is often a great handicap. It may be the lack of belief, the misdirected ~sympathg, sometimes the lack of sympathy, or the failure to regiird the aged one as an individual. Abrasions and fractures may heal, but a broken spirit will not. Often the feeling of younger religious towards the aged of their community combines pity and confusion. The pity may express itself in remarks like: "Isn't that sad?': "Too bad, we ought to be thank-ful." "She's old enough to die." "She served her purpose." Is there perhaps "no room" for the old religious? Again, why do some always make the mistake of thinking that all aged religious are deaf? Needless to say, over-hearing such remarks will hardly boost their morale. If this is what we ageing religious must look forward to as our life-span is extended, we may find ourselves agreeing that there are worse things in life than dying young or dying suddenly. Belonging What the aged religious wants more than anything is to be treated like everyone else, to feel that he belongs to the community, that he is stil! wanted. Belonging is the big thing. The penalties of old age are aggravated with rustication, particularly when undesir-ability, is felt. The aged religious should not be ruled out of any social life in the community nor excluded from recreations. Even when they cannot do the things the younger generation does, they like to watch. It makes, them part of what is going on. An occa-sional movie or a short excursion is sometimes most welcome. Ap-propriate occupations and recreations should be provided. Some religious are more efficient at seventy than others at fifty. Old people --religious are no exception--should be kept as active as possible to I72 ' duly, 1951 COMMUNICATIONS' make rise of their skills and preserve their morale. When they are occupied, they are happy. Properly selected bccupational .therapy exercises arthritic hands and encourages the use of affected extremltle~, preventing complete invalidism. Most activities tend to. stimulate normal functions and to counteract the tendency to apathy, brooding, and introspection. Anything that will preserve the self respect and dignity of old age should be appropriated .for the rise of our elderly religious. They should not be permitted to lose their identity in an atmosphere of depressing gloom and finality. Sickness or dependence of any kind is often a. degrading enough experience in itself. Above all, we must not call attention to their infi~rfiities, if they have any, not even with affectionate attention. Sur.~ly, .it is their right and privilege to have their few remaining years happy and free from worry. The aged are here td stay for longer periods th~n ever. The living and working conditions, then, of our dear aged religious should be a considerate concern of every one. And besides, none of us is getting any younger. Communications Reverend Fathers : In the March issue of the REVIEW FOR RELIGIOUS, I read with consternation ,the letter of,Sister M. Catherine Eileen, S.H.M. Since one might be misled by Sister's optimism (justifiable in her particular case), I think a little more information on the fenestration operatiori is essential.' A.few of Sister's statements also should be clarified. Sister writes: "There is fenestration surgery now to cure the type of deafness known as otosclerosis." However, men who have dis-tinguished themselves in this work say that it is only an amelioration of this disease and a restoration of serviceable hearing in suitable cases and,the~results are not as yet individually predictable. There are some who would disagree with Sister when she sa'ys, "Any otologist can diagnose this most prevalent kind of deafness." They hold that there is no method upon which one can depend with absolute certainty for the diagnosis of otosclerosis and that surgery on one afflicted with pathology wbich simulates but is n6t otoscler-osis will not improve the hearing of the individual. 173 COMMUNICATIONS "Some'time to re~over" may mean a period of years accompanied by a discharging ear. Whether or not the operation is successful, the ear will require care for the remainder of the patient's life, i.e., peri-odic visits to the ear specialist. This perhaps is not too great a price if the hearing is improved but rather a steep one if no improvement has resulted. Sister's" c~se does seem successful and I don't wonder she is so enthusiastic. To those whose hopes might have been raised by Sis-ter's zeal, I should say seek the advice of one who has an enviable reputation in the field of ear surgery. May I quote'one such otol-ogist, "In a suitable case the decision between operation and a hearing aid is a question which should be decided by the individual." Anyone who is further interested may write to the American Hearing Society, Washington 7, D. C., and get a copy of Hearing NewS, March 1948, from which I have taken the information con-tained in this letter. The New York League for the Hard of Hearing did not have any later available data on the subject. --SISTER HELEN LOYOLA, C.S.J. ' OUR CONTRIBUTORS JOSEPH M. COLLERAN, the translator of St. Augustine's Greatness of Soul and The Teacher in the "Ancient Christian Writers" series, is a professor of philosophy at Mount St. Alphonsus Seminary, Esopus, New York. SISTER MARY JANE taught both elementary and high school' for twenty-five years before entering the fidld of nursing. She is now an affiliate at the Brooklyn State Hospital for the mentally ill. ANSELM LACOMARA, a missionary and writer, is from Our Mother of Sorrows Monastery, West Sprihgfield, Massachusetts. WINFRID HERBST, au-thor and retreat master, is on the faculty of the Salvatorian Seminary, St. Nazianz, Wisconsin. JOSEPH F. GALLEN is a professor of canon law at Woodstock Col-lege, Woodstock, Maryland. VACATION SC~HOOL IN SOCIAL ACTION St. Francis Xavier University, Antigonish, Nova Scotia, is offering a vacation school in social action for priests and seminarians from August 14-25. There will be lecture courses, combining exposition and opportunity for discussion, on the spiritual foundation of social action and on organizing the parish for social action. The director is the Reverend D. MacCormack. 174 Redemptorist: Spirit:ualit:y Joseph M. Colleran, C.SS.R. WHEN St. Alphonsus de Liguori, in 1732, gathered a groupof ¯ priests and brothers to form the Congregation of the Most Holy Redeemer, he intended primarily to 6rganize a band of missionaries to evangelize the neglected country districts of his native Kingdom of Naples, and later, of other parts of the world, and everywhere to preach redemption and repentance to "the most abandoned souls." That its concentration upon this precise .field of apostolic activity constitutes the sole feature disting.uishing the con-" gregation from other religious institutes is the impression given, upon first reading, by the .explanatory constitutions which the saint added in 1764, and which, in this respect, remain the same today. "Every Religious Institute proposes to itself a two-fold end:the first is its own sanctification, the second the salvation of the people and the good of the Church. The former is general, the latter special, and it is by this that the various. Religious Orders differ from one. another . With regard to the second end, by which we ,are dis-tinguished from all other Orders and Religious InstitUtes within the Church, the Rule enjoins that . . . by preaching l~he Word'of God, we should labor to lead the people to a holy life~, especially those who, being scattered in villages and hamlets, are ,most deprived of spiritual help--and this is our specific end" (Constitutions 1 and 5). From the very beginning, howeverl Alphonsus himself practiced, and inculcated upon his spiritual family, a type'of spirituality that would best fit in with this apostolic purpose and would be a distinc-tive mark of his little congregation. This pattern of ascetical formation became more clear and systematic as time went on, and its principles were more exactly formularized as the saint undertook to publish for his followers and for the universal Church, his popular and practical treatises on ascetical and pastoral theology. St. Alphonsus realized deeply that fruitful apostolic activity and personal sanctity were inextricably connected. The sermon that is most effective is the one' that has been lived before it is preached. The asceticism that is most valuable to an apostle is the one that most readily overflows into works of zeal and charity. For that reason he insisted upon an exact proportion between the active labors of the 175 JOSEPH M. COLLERAN Revieud for Religious ministry and the retired contefnplation of.the monastery. He would have his priests be "Carthusians at home and apostles abroad." It was always his ideal that missionaries spend no more than six months of each year in the actual work of the missions, "lest the active life overbalance the contemplative, to their spiritual loss" (Const. 108). He:would have the Coadjutor Brothers, who are engaged in prayer and domestic work, as well as the Sisters of the co.mpanion institu'te, the "Redemptoristines,", not only consecrate themselves to self-sanctification, but also offer their labors and devo~ tions vicariously for the success of the missions. Thus, the saint's pastoral and ascetical directions are inseparable, and together they indicate the spirit of the institute that would continue his labors and copy his way of living with God. The Facets ot: Love Our Lord tells us that the great commandment, for the apostle to preach and for the religious to practice to perfection, is to Iove the Lord thq God u2ith thai whole heart (Mark 12:30),°and St. Paul likewise makes it plain that all Christians must above all things bare cbaritg, which is the bond of perfection (Col. 3:14). While some masters of the spiritual life propose the practice of the various spe-cific virtues as means toward the acquisition of love--so that morti-fication, for example, arises from penance and leads to love--others, like Saints Bernard, Bonaventure, Francis de Sales, propose love as the beginning, th~ seed out of which the other virtues grow. X~v'ithin this second, so-called "seraphic" school, Alphonsus must be num-bered. 1 Love, he recognized, includes and requires both hope and fear. Against Jansenism, whose rigoristic spirit, despite its condemnation, was still deterring sinners from approaching God with confidence and was influencing confessors to demand signs of perfect love before they would grant absolution and permit Communion, the Saint inveighed vigorously. For his more benign practices, he was accused of laxity.At the same time, be fell prey to charges of severity from writers who, holding on to relics of Quietism, were averse to strenu-ou~ ascetical activity, under the pretext of passive indifference. He insisted that his missionaries r~alistically set before the people, to incite them to conversion and fervor, the reality of hell. And out of :tCf. A. Desurmont, C.SS.R., Oeuores Completes, tome 1, L'Art d'Assurer Son Salut. Paris, Libraire de la Sainte Famille, 1906. Introduc~don, p. 23 f. See also C. Keusch, C.SS.R., Die Aszetik des hi. Alfons Maria v6n Liguori. Pader-born, Bonifacius-Druckerei, 1926. P. 236 f. 176 July, 1951 REDEMPTORIST SPI'RITU~ALITY his own missionary experiences,' he formed judgments that other saints and doctors would probably not have expressed so boldly for instance: "If God had not created be!l, wh6 in. the whole world would love Him? If, with hell existing as it really does, the greater part of men choose rather to be damned than to love Almighty God, who, I repeat, would love Him were there no hell? And therefore the Lord threatens those who will not love Him, with an eternal punishment, so that those who will not love Him out of love may at least love Him by force, being constrained to do so through fear of falling into hell.''-~ The keynote of all his exhortations is'salvation, the individual participation in the merits of Christ's Redemption, and salvation is to be. worked out with fear and trembling (Philipp. 2:12). This fear, or more exactly, this love that involves fear, has a function in every grade of the spiritual life. In sinners, Alphonsus aimed to awaken fear by warning them of the eventual limit to the sins that God would forgive, and the limit .to the graces that God would provide. He tirelessly reminds them of the imminence of death, the terrors of hell, the imperative need of conversion. He warns them solemnly" of the fearful dangers of the "occasions of sin." "In regard t9. those striving for perfection', he also has recourse to the motive of fear, although it is prin.c.i.i0Mly the filial fear of losing God and of losing the special graces that are attached to a higher vocation. He voices the warning that although vocation to the religious state is a free gift that does.not imply a strict obligation, yet because special graces are attached i!o this state, it 'is most difficult to attain salvation if one neglects his vocation. Because perseverance is a grace that can be lost by failure to pray, and by lack of correspondence with grace, there is still reason, even in the state of pe.rfeCtion, to fear. (In his own congregation, he added to the three customary vows, a vow and oath of perseverance.) In re~ard to religious, too, he strikds hard at "tepidity," which he identifies as the habit of deliberate venial sin, and which he considers a state to be avoided" with fear. If the saint seems at times encouraging and at times severe, it is only because he is presenting, one at a time and each in its own clarity, the facets of love: confidence and fear. It is, however, con-fidence that predo.minates: "If we have great reason to fear ever-lasting death on account of our offences against God, wfi have, on 2Ditzine Love, II, in The Way of,Salvation and of Perfection, part III. Brookl~n, Redemptorist Fathers, 1926. P. 311 f. 177 JOSEPH M. COLLERAN Review for Religious the other hand, far greater reason to hope for everlasting life through the merits of Jesus Christ, which are infinitely more able to bring tlon.ab°ut" ,,a°ur salvation, than our sins are to bring about our damna- The Practice o[ Love In complete harmony with the long tradition of saints and theo-logians, but with an insistence and clarity peculiarly hi~s own, Alphonsus points out that the measure and the practical test of love of God is conforroit~. , or better, uniformity, of one's will with the Will of God. "Conformity" ~.involves the acceptance of whatever God intend~ for us or permits to happen to us. "Uniformity" sig-nifies our blending our own will as it were, into the Divine Will, so that we .never desire but wh.'a~"[God desires, and there remains only the Will of God, which becomes our own. "The entire perfection of the love of God," the saint writes, "consists in making our own will one with His most holy will . The more united a person is with the Divine Will, the greater will be his love of God . This is the summit of the perfection to which we must be ever aspiring. This has to be the aim of all our work, all our desires, all our meditations and prayers.''4 For Redempto~rists especia.lly, as Alphonsus conceives their voca-tion, uniformity with the Will of God involves two essential require-me, nts. The first is negative: detachment from all created things. The second, more positive means, is imitation of Christ the Redeemer. Detachment While, of course, the conception of detachment is not new with Alphonsus, he gave it such emphasis and priority that he made it a distinctive characteristic of his ascetical doitrine. "Detachment" signifies the exclusion from the heart of everything that is inordinate and alien to perfection; it invplves the denial to self of anything material that does not serve sanctification; it implies the performance of unpleasant rather than of pleasant actions, and greater charity toward the ungrateful than toward the grateful, as signs and means of more ardent love of God; it even requires the sacrifice of certain 3Tbe Practice of the Love of Jesus Christ, Introd., III, in The Hol~t Eucharist. Brooklyn, Redemptorist Fathers, 1934. P. 285 f. 4Conformit£l with the Will of God, I, in The Way of Salvation and of Perfection, part-III, pp. 353, 358. 178 duly, 1951 REDEMPTORIST SPIRITUALITY virtuous actions when the higher demands of charity or obedience conflict with them.5 So important did he consider this purification of the heart as a preparation for advancement in perfection that in the little treatise, The True Redemptorist, which he wrote for his first members, he confines himself to this one point, and reduces the special requirements of any applicants to _a four-fold detachment: from the comforts of life, from relatives, from self-esteem, and from self-will. ¯ The practice of poverty he kept as strict and uncompromising as an active apostolate would allow; and the peculium and any other method of private control of material things, he excluded rigorously from the very beginning. The "common life" he. ev.e.r.,g.uarded jeal-ously, and he manifests his legal tr.aining in the deta~i'~'and precision of his enumerations of things allowed and forbiddeti." The things provided for common use, the amount of the portions at table, the size, number, and materials of various furnishings for the rooms be determined with exactitude and uniformity. Under the vow of poverty is incIuded the renunciation of a bishopric or any other ecclesiastical dignity or benefice outside, the congregation, unless the Holy Father commands its acceptance. Knowing from experience, sometimes from the bitter experience of defections from his infant institute, that the people of his time and land were often loath to permit their sons to make sacrifice of themselves in r~llgion, he was adamant about detachment from rela-tives. In answer to a request from a sick. subject who wanted to go home for the freshness of his native air, he replied that "home air is always pestilential to the religious spirit." When one who was ill offered to go to his relatives, to save expense to the community, he quickly answered that the congregation would sell ~ts books to take care of the sick. The strictness of the saint's rules and written'com-ments on detachment from seculars is balanced by his efforts to promote in his communities the hospitality and brotherliness of family life. Insistent as be is that individual desires be restricted to needs, he is even more insistent that .t.he community provide for every need to the extent that is possible. Self-esteem and independence of will he opposed as mortal dis-eases. Not only did be insist on individuals giving up all ambition for preferment and distinction, but he would have the'institute itself 5Detachment from Creatures in The Way of Salvation and of Perfection, part II, XLI; also Divine Love, ibid., pp. 317-19. 179 JOSEPH M. CoLLERAN Review for Religious humbly accounted the least of all in the Church. Although the work for which each must be ready is preaching, he deprecated'anyone's: putting himself forward to preach without waiting for designation by superiors. "He only has the spirit of the institute," he wrote, "who enters it with the desire of practicing obedience, and,of sub-mitting peacefully to be put away in some corner without having any employment, happy that the good is done by others, while he himself will only do that which is.directly imposed upon him by obedience, without having asked for it.''~ "Re-living the Redemption The imitation of Christ that he proposed to his members is not only the general one that is obligatory on all, but a concentration upon the formally redemptive phase of Christ's life, the motto of his congregation being Gopiosa Apud Eum Redemptio. This emphasis affects both the active apostol~te and the ascetical development of Redemptorists. " They are to be employed only in those tasks that have to do directly with the salvation of souls, and indeed, so far.as is ordi-narily possible, only in those that Christ and His ApoStles per-formed. Hence the principal field of labor is the conducting of mis-sions, in ~vhich the essential and fundamental truths are preached, with a view to converting souls from sin to the state of grace, from inconstancy to perseverance in virtue, and from ordinary fidelity to Christian perfection. Occupations that are not in harmony with the work of redemption ifi the strictest sense, such as t~aching secular subjects in schools, parochial work, the conducting of orphanages, and the like, were deliberately excluded by Alphonsus, and have tra-ditionally been accepted only rarely and temporarily, as need arose and higher authority commanded. The apostolate of red.emption extends to all classes of people, but preference is strictly to be given to the poor,,, to those who have been abandoned by others, and to those found far from those centers of population where the means of salvation are more readily within reach. The style of preaching set by the saint is affective, rather than argumentative; simple, rather than ornate; apostolic, rather than academic. It was his aim to set OThe True Rederoptorist. This short work, with slight alterations to .adapt it to all religious, and with preliminary chapters on detecting and preserving vocations, was also published by Alphonsus under the title Counsels Concerning a Religious Vocation. This treatise is available in English, in the volume The Great Means of Salvation and of Perfection. Broot').yn. Redemptorist Fathers, 1927. Pp. 381- 417. , The sentence which is here quoted from the Manua[e Presbyterorum C.SS.I~. does not appear in the reprint. 180 Jul~,1951 REDEMPToRIsT SPIRITUALITY up in the garden of the Church, not an exalted fountain that would impressively spray its streams on high, but a rivulet that would seep into the ground to nurture and fructify the lowly and the towering growths alike. Since He who saves is He who sanctifies, the Redeemer is the model of asceticism too. "The end of the Institute of the Most Holy Redeemer is no other than to unite priests to live together, and ear-nestly strive to imitate the virtues and example of Jesus Christ, our Redeemer, devoting themselves kpecially to the preaching of the word of God to the poor" (Text of Ruie, Introduction). The Passion is proposed as the customary subject of all evening meditations, and the central act of R~edemption is the.core of all Redemptorist devo-tion. It is likewise the pattern of their personal efforts at self-sacrifice: "the members of our Institute, after the example of the R~deemer, ought to spend their lives in thb endurance of sufferings, and should have a great hatred of a comfortable and luxurious life." (Const. 489). True it is that Alphonsus taught in his writings and inculcated in his religious various devotions in honor of Christ; he was, for example, one of the most ardent proponents of devotion to the Sacred Heart, which, in his time, was "opposed by some writers'and often avoided in practice. But crib and cross and altar are the principal themes of his devotional exhortations, the cross being central, the crib its forerunner, and the altar its keepsake. To devotion toward the Blessed Sacrament he made a tremendous ¯ contribution by his Visits to the Blessed Sacrament, originally in-tended for his own novices but in time spread throughout the world with a popularity that P~re Pourrat compares to that of the Imita-tion of Christ.7 Adoration, thanksgiving, and reparation are the sentiments he would awaken in his followers in regard to the con-tinual presence of the R~deemer among us. He could conceive of no devotion to the Redeemer that did not include devotion to Christ's Persoflal Relic of the redemption. It is true of Alphonsian asceticism, as it is true of practically every modern school, that it is not so liturgically centered as that of St. Benedict. Nevertheless, Alphonsus quite definitely recognized the primacy among devotions that belongs to the Mass. For the laity he wrote The Sacrifice of desus Christ, expounding the doctrine of sacrifice and the meaning of the prayers; for priests he published "a 7Cf. P. Pourrat, La Spiritualit~ Chr~tienne, tora~ 4. Paris, Gabalda, 1947. P. 456. 181 JOSEPH M. COLLERAN Reoiew [or Religious book on The Ceremonies of the Mass, and another, a devotional one, on Preparation and Thanksgiving. The devout and affectionate prayers he composed have as their purpose the extension throughout the. day of the spiritual benefits of the Holy Sacrifice. He also recog-nized the importance of the official prayer of the Church, requiring the Divine Office to be recited in the various communities when the 'missionaries are not engaged in apostolic works. The Mother's Place St. Alphonsus was one of the principal expositors and defenders, in the dogmatic field, of the doctrine of the universal mediation of Mary. As a corollary of this teaching that all graces come through her hands, he taught that some devotion to her is morally necessary for salvation. In asceticism, also, he proclaimed that imitation of the Divine Redeemer involves, a wholehearted and practical devotion to His Mother. In both their personal lives and in their apostolic works, be would have Redemptorists Mary-minded. Preachers are urged to make mention of the intercession of the Blessed Mother in every discourse; every series of sermons or instructions is to include at least one talk devoted to her. From the time of Alphonsus until the definition of the dogma, Redemptorists were required to take an oath that they would defend and teach the truth of the Immaculate Conception; and under this title Mary is the principal patron of the congregation. The saint insists emphatically that Mary is the keeper of vocations; in his congregation the perseverance of every member is committed to the care of the Virgin most faithful. The Practice oF Virtues To facilitate and intensify the practice of virtues, Alphonsus pro-poses the method of concentrating explicitly on one at a time. His original rule was arranged in twelve parts, each of which set forth one virtue. Each "rule" wasit'self rather a short exposition of the relation of the virtue of the R~deemer and an application, rather ex-hortatory and devotional than diregtive and legalistic, to the life of a religious. Each rule is followed.by a "constitution" that gives more detailed and specific directions. In 1749, the Rules and Constitutions were put into a more formal a~d legal structure, but one constitution still directs the special practice of a single virtue each month. In the order of the months of the year these virtues are proposed: faith, l~ope, love of God, charity toward one another, poverty, chastity, obedience, humility, mortification, recollection, prayer, and self- 182 dul~ , 1951 REDEMPTORIST SPIRITUALITY denial with love of the Cross. These virtues, in turn, are to consti-tute the subject-matter of meditations, of particular examens, and of exhortations by superiors during the respective months. Such a division gives ease, simplicity; order, and solidity to the acquisition of virtue, and with all the members of the institute making an effort to concentrate upon one virtue at the same time, each individual is to find in the common activity a strong external support and example. Furthermore, since the different virtues are always considered as phases of the life of the Redeemer and as means of being united with Him, such repeated concentration upon each one serves to impress the mind with the richness of the Divine Model, and to strengthen the will to accept Christ's life as one's own. The Primacy/of Pra{/er The genius for simplicity and practicality that Alpbonsus .pos-sessed shines out pre-eminently in his teachings on prayer. The singular importance he attaches to prayer, he indicates succinctly in the title of one of his most famous works: The Great Means of Sal-vation and of Perfection. Well knovcn is the practical conclusion with which he cut through the learned and endless theological con-troversies on the efficacy of 'grace and predestination: "He .who prays is certainly saved. He who does not pray is certainly lost . Pray, pray, never cease to pray. For if you pray, your salvation will be secure; but if you stop praying, your damnation will be certain.''s No less does he insist that perfection depends upon prayer. He would have religious life a life of prayer, flowering into a continual "con-versation with God," where God speaks to the soul through His vis-ible creations and the impulses of His graces, and the soul responds with acts of love and gratitude. Prayer, for Alphonsus, is nothing less than the breath of super-natural life. Only by praying do we receive efficacious grace to per-form meritorious acts; only by pr~ying do we obtain the help to overcome temptations; only by praying do we acquire the light to know God's Will for us and thestrength to fulfill our vocations; only by praying do we acquire the grace of perseverance; only by praying, indeed, do we acquire the g~ft of praying sufficiently, and of being constant in making our requests. Mental prayer he considers morally necessary as a means to incite the prayer of petition, without which God does not grant the divine 8The Great Means of Salvation and of Perfection. Brooklyn, Redemptorist Fathers, 1927. Part I, ch. 1, p. 49 and Part II, ch. 4, p. 240. 183 ,JOSEPH M. COLLERAN helps, the lack of which, in turn, frustrates all attempts to observe either commandments or counsels. For mental prayer manifests one's spiritual n'eeds, the dangers to his progress, and the measures of improvement to be adopted; and all these stimulate him to prayers of petition. So far as the "meditation" itself is concerned, he reviews and recommends the usual methods that had been developed and proposed by the saints, especially by Theresa and Ignatius. His special and distinctive concern, however, is not with the method of meditation, but with the "affections, petitions, and resolutions" which are to follow upon the considerations as the thread follows the needle, for these constitute the real fabric of mental prayer. In the affections, he would have repeated acts of love, humility, gratitude, confidence, and contrition. Petition should be concerned, above all, with for-giveness of past sins, increase of love, and perseverance until death. Resolutions should be practical, specific, and usually limited to the near future. Petition is the most important of all, and this is the meaning of the saint's striking statement: "To pray is better than to meditate"--that is, petition is of much more .value thanconsidera-tion of trflth. This stress upon acts of the will-rather than on acts of the intel-lect, this priority of affections over considerations, the saint himself illustrates in all his writings and, most notably perhaps, in his familiar Visits to the Blessed Sacrament, where there is frequent and easy transition from description and exposition to fervent iorayer. This procedure facilitates progress from the more common discursive type of mental prayer to habitual recollection and the prayer of simple regard, which prepare the soul for infused contemplation. The school of perfection of~ which Alphonsus is master is thus a simple and practical trainings~ool in uniformity with the Will of (Sod, by imitation of the Redeemer on the cross and closeness to the Redeemer in the tabernacle, by0~etachment from creatures, by prayer of petition, and by tender deybtion to the Virgin Co-Redeemer. There is no favor the saint would ask for his institute but the privi-lege of continuing the effects of Calvary's Cross; for he prayed: "Per-fect Thy work, 0 Lord, and fo~ Tby glory make us all Thine own; so that all the members of this Congregation, even to the day of judgment, may continue to please Thee perfectly, and to gain for Thee a countless number of souls." 184 -Quest:ions t or Mon :hly Recoiled:ion Winfrid Herbst, S.D.S. yOU asked for it. You requested a series of questions for your monthly recollection~uestions that will elicit good resolves urging on to greater perfection in religious observance. And I am glad you realize there is no nobler ideal to strive for than perfect religious observance according to your constitutions. "Make an accounting of thy stewardship" (Luke 16:2). Do this in medita-tive self-examination. Take the following series, not exhaustive by ,any means, but sufficient for your purpose. Place yourself in the presence of Almighty God, before whom, at what hour you know not, you will appear for judgment, and in the presence of your guardian angel. Recall to mind the many graces and benefits bestowed upon you, an unworthy sinner, from the first mo-ment of your existence, and also during the past month. Then humbly consider the following points. 1. What is my service of God like? Do I render tribut~e of Mass and my Office devoutly, in a holy manner, in God:s presence, and without haste? Do I act on the principle that thoughtless haste kills all real devotion? 2. Do I do what is to be done before, at the beginning of, and after my daily meditation? 3. Am I able to look death in the eye without fear? How ashamed would I be to meet Jesus my Judge,now? What am I doing to make myself less ashamed, by living in continual recollec-tion and fraternal charity? 4. Do I try to increase in. personal[ love for Jesus by thinking often of His love for me? Can I, too, exclaim: ".In whatsoever, place Thou shalt be, my Lord and King, either in death or. in life, there ~ill Thy servant be"? (2 Kings 15:21.) o. 5. Whose room is the better, Jesus's (Bethlehem's cave) or mine? What can I do to make mine 19.ok more like His in poverty? 6. Do I recall that Jesus's hidden life says to me, "Family (com-munity) life means charity"? 'Am I trying hard to make others and myself happy in community life by adhering zealously to my prac-tice of increasing acts of charity and considerateness? 185 x,VINFRID HERBST 7. Am I giving to God what He so insistently asks of me: uni-versal, beautiful, fraternal charity and gentle helpfulness, especially in community life? Am I giving it all geneiously, despite the fact that. it is hard? 8. And am I giving Him this other thing for which He asks with similar insistence and which is equally hard: numerous ejacu-lations every day combined with the greatest possible recollection? 9. Have I the habitual disposition rather to suffer anything than commit a deliberate venial sin? Do I occasionally aspire to the third degree of humility, desiring to do and actually doing some hard things just because I want to be more like Jesus and out of love for Him, forgetting the reward? 10. Do I look upon all the rules, even the smallest, as the express will of God in my regard and observe them accordingly, realizing that I can save souls in this manner without even leaving the cloister walls? 11. Do I, for love of Jesus crucified, practice little acts of morti-fication daily, in folding the hands, in kneeling, and in a score of other simple ways? Do I restrain myself at table when I would eat too eagerly? 12. Do I recall that the body of Jesus was placed into a tomb "wherein no man had yet been laid," and do I place His living body into a heart that is new every morning in its purity and fervor, into a heart that is prepared for Him? 13. Do I strive to maintain within myself that spirit of joy and holy gladness without which there can be no real progress in the spiritual life? Do I show it exteriorly, as I ought to? 14. Do I value my vocation as my pearl of great price? 15. Do I try to love God because He is the Supreme Good, of whom the goodness of all creatures is but a faint reflection? It seems to me that it is because of such striving after perfection there are so many beautiful souls in this world. These souls make one resolve not to be outdone in goodness even while they almost fill one with despair of keeping pace with them. PLEASE NOTE CAREFULLY The subscription price of REVIEW FOR RELIGIOUS is now: $3.00 per year for Domestic and Canadian subscriptions; $3.35 per year for all foreign subscrip-tions. For further details please see inside back cover. 186 I:lections and Appointments Joseph F. Gallen, S.J. ELECTIONS a.nd appointments to office are not a daily occur- .fence in the religious life but they are of supreme and lasting importance. The observations that follow concern congrega-tions of Sisters and Brothers. The law of the Code of Canon Law and the practice of the Holy See in approving constitutions are almost the same for Brothers as for Sisters., These observations are not a complete canonical commentary but are limited to the more impor- ¯ .rant and, perhaps, more human elements of elections and appoint-ments. It is evident that each institute must follow it~ own consti-tutions, but some of the suggestions given below can be pondered by all congregations. They may not be contained in the constitutions, but they ycill not be contrary to the constitutions. I. The Elective Sgstern Religious chapters in virtue of canon 507, § 1 are obliged to observe the canonical norms for elections prescribed in canons 160- 182. The Code does not determine what religious in an institute are to be the members of a general or provincial chapter, and here we encounter the first difficulty in elections. Several diocesan congrega-tions of Sisters and a few pontifical institutes that retain the govern-mental structure of an independent monastery' of nuns have what is commonly called the direct vote. In other words every Sister of perpetual vows is a member of the elective chapters. The difticulty arises in this matter when the diocesan congregation wishes'to be-come pontifical or when the pontifical institute described above de-cides finally to conform its constitutions, to its actual life by a general revision. The direct vote must be g.iven.up. The Holy See demands the system of delegates for botl4?'the general and the provincial chapters. First of all, this difficulty is q.r should be practical for several congregations in the United States. The new quinquennial report for diocesan congregations is pellucid on the point that it is the will of the Holy See that very many of the diocesan congregations in the United States should become pontifical. The pontifical congregations alluded to above should institute a general revision of their constitu-tions. It does not seem reasonable to maintain that constitutions 187 JOSEPH F. GALLEN Review for Religious devised for the relatively small community of one house of enclosed nuns are suitable for a congregation of several hundred Sisters, scat-tered in various houses and cities, and laboring in the active life. A protest against giving up the direct vote is really futile and unreasonable. If the Holy See has now for more than half a century constantly demanded the system of delegates, what is the utility of wishing to retain the direct vote? The Holy See corrects the pro-posed constitutions and will insert the system of delegates if it is riot in the constitutions. Is it likely that a protes} against such a pro-longed and.constant practice of the Holy See is reasonable? The Holy See, in 1901, published a plan of constitutions, called the Norrnae, on which the constitutions of lay congregations that wished to be approved by the Holy See had to be based. These Normae are still in effect in so far as they have not been modified by the Code of Canon Law or the later practice of the Holy See. The Norrnae demanded the system of delegates and prescribed that the general chapter was to be composed, of the general officials, of all the superiors of houses of at least twelve religious and one delegate elec.ted by each of these houses, and finally of one superior and one non-superior delegate elected by smaller houses, which were to be united into elective groups of at least twelve religious. The constitutions could also make former superiors general members of the chapter. If the institute was divided into provinces, the provincials and two elected delegates from each province supplanted the superiors and delegates from the houses. The provincial chapter was to be composed of the provincial officials and the superiors and delegates from the houses as described above for the general chapter. Further-more, we have published corrections of constitutions which show that the Holy See was demanding the system of delegates at least as far back as 1887.1 Diocesan congregations also .should have the system of delegates. It is an admitted principle that diocesan constitutions should con-form to those of pontifical congregations except in matters that are proper to the latter institutes. The system of delegates is in no sense proper to pontifical congregations. The mind of the Holy See on this point is sufficiently indicated by the plan of constitutions pub-lished in 1940 by the Sacred Congregation of the Propagation of 1Analecta'Ecclesiastica IV (1896), 158, n. 12; VI (1898), 57, n. 1; Battandier, Guide Canonique, 4th edit., 1908, n. 300; Bastien, Directoire Canonique, 1st edit., 1904, n. 431. 188 Jut~, 1951 ELECTIONS AND APPOINTMENTS the Faith for diocesan missionary congregations. This plan pre-scribes the system of deleggtes. Reason itself manifests the necessity of the system of delegates. Some of the institutes that have the direct vote can have a chapter of four hundred religious and even more. This is obviously an inefficient number. The vote for the superior general can go to four ballots. Imagine the labor, difficulty, and weariness merely of counting six-teen hundred votes! Each vote must then be opened, examined, and recorded. Then follow six other elections, each capable of going to three ballots. How can a chapter of affairs be efficiently and expedi-tiously conducted when the assembly numbers several hundred? A pontifical congregation of twelve hundred religious divided into four provinces will have a general chapter, exclusive of former superiors general, of nineteen members. As opposed to this practice of the Holy See, a congregation of three hundred religious with the direct vote will have an elective chapter of approximately two hundred 'religious. The opposition of the direct vote to the practice of the Holy See, to reason, and efficiency is so evident that further argumen-tation would only torture the obvious. The principle of the system of delegates is not proportioiaal representation. A province of a thousand will have the same number of delegates as a province of four hundred. Proportional representa-tion is not necessary, since the purpose of a chapter is the good of the congregation as a whole. The capitulars should divest themselves of the narrowness of merely local interests, prejudices, and ambitions and consider only the interests of the entire congregation or prov-ince. It is of no import that the United States, or the East, or the West should get its turn at the office of superior general. Not only the one important principle but the one principle of the election is that the congregation should get the best possible superior general. A greater appreciation of and fidelity.".to this principle would not only effect better elections but would also' assure a more peaceful sequel to some elections. : The system of delegates brings to a chapter a sufficient and effi-cient number of capitulars, who are from all parts of the congrega- ¯ tion and can thus give the information necessary for a knowledge of the congregation as a whole. However, no elective system is an ade-quate substitute for the study, prayer, and purity of intention re-quired for a proper vote. Capitulars can rush into this most impor-tant matter unprepared, grasp at the first prominent name or most 189 " JOSEPH F, GALLEN Review for Religious striking personality, and give a vote that may be firm but not thoughtful. They should previously have studied all religious known to them who are possibly qualified for the consult one another on those qualified, but they are forbidden to electioneer. Prayer is never useless, but in preparation for an election it is especially necessary. Vital prayer brings a peaceful sleep to pre-judice and passion, and t~hese are the natural enemies of a proper election. The illumination and strength of prayer are required to vote for the one God wants rather than the one I like, to vote 'according to the will of God rather than according to the choice of any group. Prayer will bring purity of intention by which the vote will be given to the one most competent and will exclude self-interest, sectionalism, and nationalism. II. Elect Only When Necessary 1. General Officials. The designation of superiors and officials is a matter of internal government and thus appertains to the institute itself. The superio~ general must be elected by the general chapter, since this chapter is the only superior higher than himself in the insti-tute. The general councillors are also elected by the general chapter. This is the reasonable method of designation rather than appoint-ment by the superior general. No superior should choose his own councillors, since ther~ is danger that he would select only those of the same mind as himself or those who would be pliable to his own will. This would be opposed to the canonical concept of canon 105, 3°, which commands a councillor to give his opinion not only respectfully but also truthfully and sincerely. The purpose of a council is to preclude a government that would otherwise be purely individual. At least occasional dissent and opposition of councillors is inherent in the obligation of superiors of seeking the advice and consent of their council. In almost all congregations of Sisters and Brothers the general. chapter also elects the secretary general and the bursar general, but the Sacred Congregation of Religious in approving constitutions also permits that these two general "officials be appointed by the superior general with consent of his council. In my judgment this is the preferable method. The secretary and bursar as such have no part in government. The secretary is merely what his name implies, a secretary and an archivist. The bursar is a treasurer and a bookkeeper. No attribute of these offices demands an election by the general chap-ter. I think we can go further and maintain the following principle 190 ELECTIONS AND APPOINTMENTS as practical: an elective chapter is a sufficiently compet.ent judge of the broad human qualities required for government but is not a good judge of specialized abilities. Chapters have elected secretaries who ~ould not type and bursars who knew nothing of keeping books. What has been said of the secretary and bursar is much more true of the director of schools, or studies, the inspector general of hospitals, and, above all, of the novice master who are elected by the general chapter in a few congregations. The procurator general in congregations of Brothers is also an official of specialized abilities. 2. Provincial Ogicials. The Code of Canon Law does not de-termine the method of designation of the provincial superior, the provincial councillors, or the provincial secretary and bursar. In theory at least the constitutions may determine whether the designa-tion of these officials is to be by appointment of the superior general with the con~sent of his council or by election in a provincial chapter. However, many things that are left undetermined in the Code are determined by the practice of the Sacred Congregation of Religious in approving constitutions, although that is not completely, true in the present instance. Nevertheless, it is most worthy of note that the Normae described above mention only the appointment of provincial officials by the superior general. It is also significant that the two outstanding authors on the practice of the Sacred Cdngregation for the constitutions of lay congregations, Bastien2 and Battandier,"~ do not even mention the designation of provincial officials by election. Looking through thirty sets of constitutions of pontifical congrega-tions of Sisters and Brothers, I find that twenty-six appoint and only four elect the provincial officials in a provincial chapter. It thus ¯ appears more than evident that appointment is by far the preponder-ating method of designation in the practice of the Holy See. Reason itself commends the method of appointment. If the term of office of the provincial is three years, a provincial chapter is neces-sary every three years. Experience seems to prove that the election year is also a distracted year. This argument is not so fdrc~ful when the term of the elected provincial isosix years, as is sometimes pre-scribed in constitutions. The usual norm also is that the superi6r general or his delegate presides at a provincial chapter in which pro-vincial officials are elected. The territorial extent of congregation~ divided into provinces is usually very extensive. If the superior gen- 9Directoire Canonique, nn. 239, 3; 381; 387-389. 8Guide Canonique, n. 505. 191 JOSEPH F. GALLEN Review for Religious eral believes that he should personally preside at these chapters, he is faced with a burden of travel that can interfere with the duties of general government. It is to be remembered that he is already obliged to make a canonical visitation of his entire institute at least once during his term of office. It is also the ordinary norm of constitu-tions that the superior general with the consent of his council must confirm the election of the provincial officials. These cannot validt~t enter on their offices before they are confirmed. For example, if a religious who is elected provincial superior places any act as provin-cial before being confirmed, that act is null and void (canon 176, § 3). Furthermore, the superior general should, at least outside of an urgent case, assemble his council to secure their vote (canon 105, 2°). The members of a council, at least ordinarily, are to give their opinion in an assembly of the council and not by individual and separate replies to the superior. It is certainly somewhat contradic-tory, as also inconvenient and difficult, that the superior general should ordinarily preside over a provincial chapter and yet ordinarily be present with his council to confirm the election. 3. Is a prooincial chapter necessar~l? A provincial chapter always elects the delegates to the general chapter. It is almost universally true that these delegates are two in number. In some institutes the provincial chapter also decides on the, proposals that are to be sub-mitted to the chapter of affairs in the general chapter, and in a few congregations the provincial chapter may make financial and dis-ciplinary enactments for the province, which, however, are not effective until they are confirmed by the general council. A provincial chapter brings together superiors and delegates from the entire prov-ince. It thus entails the suspension of other works by the members for the duration of the chapter and also the expenditure of a sufficient amount of money for travel. The latter consideration is of no small moment in congregations of ~is~ers and Brothers. It is a safe pre-sumption that such institutes are so poor that economy becomes a basic principle of conduct. It must be admitted that in the practice of the Holy See the pro-vincial chapter is almost the universal means of electing the delegates to the general chapter. However, th~ Holy See has also approved the following method. Those of active voice assemble in each house under the presidency of their local superior. Each vocal writes on the one ballot the names of the two Sisters that she elects as delegates to the general chapter. The local superior encloses these in an 192 dulq, 1951 ELECTIONS AND APPOINTMENTS envelope with her own vote, seals the en,~elope in the presence of the vocals, and immediately forwards it to the provincial superior or superior general. A meeting of the provincial or general council is held after all the envelopes have been received, and at this meeting the votes are counted, examined, and recorded. The two religious with the highest number of votes are the delegates, the next two are the substitutes. It is difficult to see why this simple method is not preferable when the only business of a provincial chapter is to elect the delegates to the general chapter. The two other matters within the competence of the provincial chapter of some congregations can be taken care of in other ways. The disciplinary and financial enactments, which must be confirmed by the general council, can be procured by the exercise of the right of representation to higher superiors, especially at the time of the provincial and general visita-tion. Nothing also forbids an individual religious from suggesting to the provincial superior or either of the two delegates the matters that he believes should be proposed to; the general chapter. 4. Local o~cials. The election of local superiors, councillors, and bursars is blessedly unknown in congregations of Sisters and Brothers. A universal statement is dangerous in such a matter and does not exclude isolated exceptions. III. Reelections and Reappointments 1. Mother General. The legislation of the Code on the duration of office ot: higher superiors is found in canon 505 : "The higher supe-riors shall be temporary, unless the constitutions determine other-wise." Higher superiors in institutes of women are the mother gen-eral, mother provincial, and the superiors of independent monasteries. The Code does not abrogate a prescription of the constitutions in existence before the Codd which ordains~hat the office of the mother general is to be for life. One or two congregations of Sisters have perpetual mothers general. Outside of the preceding case the Code commands that the office of mother general be temporary, but it does not determine the duration of the temlSorary term nor does it forbid the continued and immediate reeiection o'f the same mother general. These principles of the Code a~e very severely limited both by the directives and the practice of the Sacred Congregation of Religious in approving constitutions. It is undeniable that the Sacred Congre-gation is opposed to the continued immediate reelection of the same mother general. The almost universa'l modern practice of the Holy See is to give the mother general a term of six years but to permit an 193 JOSEPH F~ GALLEN immediate reelection only for a second term. A few pontifical con-gregations prescribF a term of twelve years but do not permit imme-diate reelection. The Sacred Congregation manifested in a letter of March 9, 1920, that it is opposed to a reelection of a mother general c~ntrary to such limitations prescribed in constitutions of pontifical congregations and that it is also averse to granting a dispensation. All congregations of Brothers and diocesan congregations of Sisters whose constitutions prescribe the same term of office and contain the same limitations should follow this letter as a directive norm, since it manifests the mind of the Holy See. Some diocesan congregations assign a term of only three years to the mother general. This does not seem to be an efficient norm, at least in large congregations. It takes a mother general a year or more to acqu.ire full mastery of her extensive and detailed office. tions and the distractions of tion. A mother general who gibility. Some constitutions two six-year terms only when The three-year term also makes elec-elections too frequent in a congrega-has been out of office recovers her eli-ordain that she is again eligible after she has been out of office for six years. The matter of the reelection of the mother general has been taken care .of by the Holy See, and the mind of the Holy See at present is that the mother general should have a term of six years but she may be reelected immediately only for a second term. 2. The General Councillors. Ordinarily a congregation of Sis-ters has four general councillors. The first councillor elected is the mother assistant and vicar general. There is nothing in the Code of Canon Law concerning the duration of office or the repeated reelec-tion of the same general councillors. In the practice of the Holy See ¯ their term of office is the same as that of the mother general, but in this same practice it is almost universal that they may be reelected indefinitely. One consequence of this inde.finite elegibility is that in some in-stances and for a long period of time the mother general and the mother assistant have merely rotated in these two offices. Undoubt-edly the reason for this in many cases is that the two were the most competent religious in the congregation for these offices. It is diffi-cult to adcept this as a universal explanation of the fact. Rather fre-quently the impression can be gained that the capitulars did not carefully and thoroughly[ study the possible qualifications of other members of the congregation, and thus chose the effortless path of voting for those whose names were extrinsically prominent. To aid 194 ELECTIONS AND APPOINTMENTS such a study by the capitulars many constitutions prescribe that a list of all religious eligible as general officials is to be posted in a place accessible to the capitulars. This is done in many very large con-gregations. The two in question can be the most competent religious for the office, but we do not have to fall back on conjecture or imagina-tion to see a very talented, competent, and energetic mother general who would-not fit comfortably into the subordinate position of mother assistant. We can readily find a somewhat subdued person-ality who would be a success as mother assistant but who would not necessarily possess the vigor and firmness of will that all supe-riors general must at times exercise. A prolonged period of general government by the same two religious can also deprive a congrega-tion of the quickening influence of new ideas, a new approach, and a new enthusiasm that it may need. The difficulty in this matter could be solved by a more thoughtful, prayerful, and, perhaps, dis-interested choice by the capitulars of the religious most competent for the office. A law to preclude the rotation should be resorted to only if necessary, as can happen in a congregation in which the rota-tion has become ingrained to the detriment of the institute~ Some pontifical and diocesan congregations have enacted laws in this matter by directly forbidding that a retiring mother general be immediately elected mother assistant, and one congregation forbids even postula-tion in this case. The election of a retiring mother genera! as one of the other three general councillors can also create a problem. It is not difficult to imagine that the presence of her predecessor on the council would prevent a mother general from initiating or proposing to her council. a course of action at variance with that of her predecessor. Thus one congregation forbids a mother general to be elected general councillor before a lapse of six years. The continued immediate relection of the same four general councillors is justifiable and commendable when they are the reli-gious most highly qualified for these offices. However, the. repetition here also can be due rather to thoughtlessness than to a studied and prayerful choice. The study of tbe qualification~ for any elective office should go deeper than mere externals. General competence and not mere personality is the rational basis of selection. _An attractive personality is not always.the sign of a competent person. A careful study will also exclude a choice based on first impressions. The price 195 JOSEPH F. GALLEN Re~iew /:or Religious we pay for actions based 6n first impressions is usually delayed, but it is often exorbitant. It is a fact of experience that many people never free their judgment of the influence of externals and first im-pressions. Several congregations bare believed it necessary to place limitations on the repeated immediate reelection of the same four general councillors and thus include the mother assistant. These limitations take various forms: a)an immediate reelection for a second term only: b) reelection for a third term only after the lapse of six years out of office: c) at least at every ordinary general chap-ter two new councillors must be elected; d) a second immediate term only if they receive two-thirds of the votes, but not for a third term before the lapse of six years out of offce. These limitations are practically always applied also to the secretary and bursar general. Since these two officials as such have no part in governme~nt, it is most difficult to see any reason for limiting their tenure of office. 3. The Mother Prooincial. The law of the Code on the dura-tion of the offce of the mother provincial is the-same as that given above for the mother general. As far as is commonly known there are no perpetual provincials. The ordinary practice of the Holy See assigns a three-year term to the provincial and permits reappoint-ment or reelection for an immediate second and, in some instances, even for an immediate third term in the same province. Thus the Holy See has settled any question concerning the repeated reappoint-merit or reelection of the mother provincial. 4. The Provincial Councillors. The provincial councillors are ordinarily either two or four. The Code of Canon Law does not legislate on the term of office of the provincial councillors, and the practice of the Holy See permits their indefinite reappointment or re-election. However, we have here also the possibility of the same diffculties in the mere interchange of the offices of provincial and assistant provincial, in the presence of the former provincial on the provincial council, and in the protracted tenure of office by the same councillors. 5. Local Superiors. Canon. 505 legislates on the duration of office of minor local superiors. The adjective, "minor," is Used to distinguish local superiors from the superiors of independent monas-teries, who are higher superiors according to the Code, for example, the superior of a Visitandine monastery. The Code forbids a minor local superior to be designated for a term of more than three years. At the expiration of this time she may be designated, if the consti- 196 July, 1951 ELECTIONS AND APPOINTMENTS tutions permit, for a second, but not for an immedifite third term in the same house. In brief, the Code permits a local superior only two successive three-year terms in the same house. No furthe~ limitations are added in the general practice of the Holy.See in approving con-stinttions. If the Sister is local superior and also holds an office such as presi-dent of a college or supervisor of a hospital, she must be taken out of the post of local superior at the end of the second term. The six-year tenure can certainly create a difficulty in such a situation. The Code applies the law of canon 505 equally to active and contem-plative institutes. It is therefore reasonable to assert that the Code favors this temporary tenure primarily, if not exclusively, as regards the government of subjects in their religious life. The Code does not deny the principle that greater permanency in the direction of some. external works of religious institutes is desirable. The automatic six-year change of presidents of colleges and supervisors of hospitals can cause wonderment and lessened efficiency. It will not be easy for any institute and very difficult for a great number to find many able presidents and supervisors. The law permits only two remedies. A petition may be made to the Holy See to prolong the tenure as local superior. The difficulty of this solution is the prolongation of the six-year tenure in the government of the religious life of the com-munity, but experience seems to confirm the wisdom of the six-year tenure in this respect. The other solution is to separate the two offices and to have a superior of the community, who alone is bound by the six-year tenure, and a president or supervisor. The usual objection against this solution is that it creates a dualism of authority. The objection may really be founded on the fact that the system is some-thing new, but we cannot hold that change is of its nature evil and that the only good is the good old way. The greater extent and complexity in modern times of some external activity of an institute may demand a departure from the former method of direction. It is certainly nothing unusual in secular.life and in business for a .person to be subject to two authorities. Docility on the part of subjects and a reasonable working Out of the distinction of the two fields of authority by the superior and the president or supervisor can bring success to this system. A serious reason may exist for retaining a particular local supe-rior in office beyond the six-year tenure, for example, the completion of a buildi'ng whose erection was begun under this superior. The 197 JOSEPH F. GALLEN Review/or Religious Holy See will grant the dispensation for a serious reason. It is not in accord with at least the spirit and purpose of the law to make the asking for dispensations a general practice in the congregation. The constitutions of a few congregations emphasize this doctrine by pre-scribing: "Without a real necessity the mother general shall not" ask for a dispensation from a law so salutary for the religious them-selves and for the whole congregation." The limitation of the Code affects the reappointment of a local superior only in the same house. The Code permits indefinite reap-pointment to other houses, and constitutions approved by the Holy See rarely place any limitation on such reappointment. Subjects, however, have been known to grumble at the principle: "Once a superior, always a superior." It is also true that the volume of a grumble quite frequently exceeds that of the idea producing it. Higher superiors and their councils are obliged to secrecy, but evi-dently their justification for the repeated reappointment of the same religious is the dearth of others qualified for the office. This justi-fication must frequently be admitted. However, it is not true in a11 cases of protracted reappointment. We can at times suspect that general and provincial councils have not been at all thorough or per-severing in compiling a list of those qualified for government. Reap-pointment should also not be allowed to become so constant that the reappointment of every superior is expected and its absence is con-sidered a blot on her reputation. On the other hand, religious should remove even from the field of the sub-conscious the principle that a delayed or excluded superiorship bears the same stigma as a delayed or excluded profession, that every priest must have his parish and every Sister her house, that the one source of peace of soul of mature religious life is to be or to have been a superior, and that never to have been a superior is never to have been approved. These are in-sidious thoughts. They can and, perhaps, do cause great loss of peace of soul. It is a very evident but in no way dishonorable fact that all religious are not qualified for government. Few of us are in danger of psychic disorders because we cannot teach Hebrew, but it is most doubtful that the chair of Hebrew exacts the price of pa-tience, humility, charity, self-sacrifice, misunderstanding, and com-pletely unwarranted criticism that must be paid by the one who has the first chair in chapel "and refectory. General and provincial councils should not only prayerfully and perseveringly search for those best/qualified, but in this matter we 198 ! July, 1951 ELECTIONS AND APPOINTMENTS believe it is a prudent and efficient principle that they should gen-erally incline to a new appointment rather than an immediate reap-pointment to another house of a. religious who has completed a six-year tenure as a local superior. A few congregations have legislated in their constitutions on the reappointment of local superiors to other houses. One form of such legislation is: "After bearing the burden and responsibility of supe-rior for six years, it is necessary (essential, very helpful) that the Sister enjoy for at least three (six, one) years the liberty of subjects and the merit of obedience and submission." It can be doubted that a six-year interval is either necessary or expedient. An interval of from one to three years would be sufficient. A second form of the same legislation is: "A third (and fourth) immediate term may be permitted in another house, but at the expiration of three (four) consecutive and full terms of office, a Sister cannot again be appointed local superior before the lapse of at least a.year (three years)." This law inclines against a third or fourth term, since it merely permits such a term. The limitation of this law of four terms with an interval thereafter of at least a year is a generally practical and pru-dent norm. It could well be followed by all congregations as a direc-tive norm. 6. Local Councillors. The Code of Canon Law does not legis- /ate on the tenure of office of local councillors, and the practice of the Holy See permits their indefinite reappointment. In congregations the influence of local councillors is not very great and thus a pro-tracted tenure of office by the same religious is not apt to cause any serious difficulty. However, a change could at times be helpful to give new life to the house, to avoid the monotony of the same old things in the same old way, to soften rigor, to broaden under-standing, to add stability, and even to quicken to activity a govern-ment that has confounded patience with passivity and tolerance with lack of courage. Conclusion The moral of our story has been frequently expressed above. Careful study, sincere prayer, and absolute purity of intenti6n will assure worthy elections and appointments. This extends to the in-dividual religious, who can more readily transgress these norms in the election of the delegates. The legislation that has been enacted in several congregations to secure better elections and appointments manifests that at least these congregations thought there had been 199 "ANSELM LACOMARA Reoieu~ [or Religiou~ a neglect of these norms. Law is a necessity and is born of an abuse. Law also can never be an adequate substitute for human knowledge andintegrity of will. Some things are highly capable of arousing unworthy emotions, and one of these is elections. The best advice to any elector whether of a delegate or of the superior general is first pray, then study, examine the purity of your intention before God, and then vote. Growt:h in Grace Through t:he ,l::ucharls : Anselm Lacomara, C.P. THE life of grace may be compared to a steep hill which has a great treasure await.ing the climber when he reaches the top. Like every such climb, progress in grace meets difficult portions which are apt to slow us down and give us a.little hardship before we finally continue up. At times like this we need a helping hand and an inward drive to propel us forward. In His divine foresight and infinite mercy, Christ has provided us with a help which enables us to take care of every difficulty and overcome every obstaclee. The divine help is none other than Him-self in the Holy Eucharist. He is the help and the helper. We are never alone in walking the road that leads to the heights. Christ's strength and companionship are ours whenever we need them. His company is ever at our disposal when we need a helping hand over the rough spots, ggception of the Blessed Sacrament brings divine help into our lives. Fervent reception of Holy Communion increases our spiritual vitality, for it unites us to the source of all grace. The fruits of this union with Christ are mutual charity and peace. The Holy Eucharist enables us to keep faith with Christ, and with Christ's brothers and sisters through charity. Christ's grace flows through us as the life of the vine flows through the branches out to the tiniest leaf. That it should be thus is clear from the cir- 20O GROWTH THROUGH THE EUCHARIST cumstances in which Christ instituted the Blessed Sacrament and from His prayer on the first Holy T-hursday. Revelation of Love As Christ reclined with the Apostles for His final Passover Feast, the time of prophetic fulfillment had arrived. The sacre~t Jewish ritual was about to be celebrated by its Author and Object. Jesus was at the head of the table. Nearby was John who would not for-get this holy night as long as he lived. Exactly as the Law prescribed, the Master passed the ritual cup, partook of the lamb, consumed the bitter herbs, chanted the Psalms. Suddenly an unexpected hush fell on the group. The Master paused, looked upon His own and silently took bread into His holy and venerable hands. His voice alone broke the reverent silence: "This is my body which is being given for you;',do this in remem-brance of me." In awe and profound humil!ty the rough men received their First Holy Communion. The Master then took the cup, saying: "This is the cup of the New Covenant in my Blood, which shall be shed for you." The Apostles, each with deep emo-tion, partook of Christ's Precious Blood. While He was yet in them by His sacramental presence, Christ revealed the infinite riches of love stored in His Sacred Heart. Hear His words: "Peace I leave with you; my peace I give to you; not as the world gives do I give to you. Do not let your heart be troubled or be afraid . . . I am the true vine, and my Father is the vine-dresser. Every branch in me that bears no fruit he will take away; and every branch that bears fruit he will cleanse that it may bear more fruit. Abide in me, and I in you. As the branch cannot bear fruit of itself unless it remain on the vine, so neither can you unless you abide in me. I am the vine, you are the branches. He who abides in me and I in him, he bears much fruit, for without me you can do nothing. If you abide in me, 'and my words abide in you, ask whatever you wil1,'and it shall be done to you . . . As the Father has loved me, I also have loved you. Abide in my love . . . This is my commandment, that you love one another as I have loved you. These things I command you, that you may love one another." Thus did Christ reveal Himself as our friend and our food, the help and the helper in the life of grace. He has willed to remain with us all days so that we are never alone, so that we never have to 201 ANSELM LACOMARA Review for Religious face life and its burdens by ourselves. He. is with us always to bear us up and to give us strength. The Bread of Life St. Augustine, in one of his sermons on the Passion, put these words in0Christ's mouth: "I am the food of the strong. Have faith and eat me. But thou wilt not change me into thyself; it is thou who wilt be changed into me." And St. Thomas develops the same thought in his commentary on Lombard: "The matter of the Eucharist is a food; the proper effect, then, must be analogous to that of food. He who assimilates corporal food transforms it into him-self; this change repairs the losses of the organism and gives it the necessary increase. But the Eucharistic food, .instead of being trans-formed into the one who takes it, transforms him into itself. It follows that the proper effect of the Sacrament is to transform us so much into Christ that we may say, 'I live, now, not I, but Christ liveth in me.' " Christ is truly the food of the soul in the Blessed Sacrament. Holy Communion is the "Sacred Banquet in which Christ is re-ceived." The source of all life and grace comes to share that same life and grace. In His sermon promising the bread of heaven, Christ said: "I am the bread of life. He that comes to me shall not hunger. I am the living bread which came down frdm heaven . the bread which I shall give is my flesh for the life of the world . . . Unless you eat of the flesh of the son of man and drink his blood, you shall not have life in you . . . My flesh is real food, and my blood is real drink. He who eats my flesh and drinks my blood, abides in me and I in him." It is evident that Our Blessed Lord never intended that the Holy Eucharist to be a reward for goodness of life. It is a food without which we cannot live any kind of a spiritual life. Christ certainly indicated His mind on the matter when He stated with so much force: "Unless you eat of the flesh of the son of man and drink his blood you shall not have life in you." ;Faken simply as spoken, this can mean only one thing: just as physical life cannot continue with-out physical food, so also our spiritual life is unable to continue without the spiritual food of Christ's Sacred Body and Blood. Christ wants us to receive Him frequently and fervently that the life of grace within us may flourish and come to full flower. He has left Himself as the food of our souls'that we may abide in Him, and He in us, and all in the Father. Christ comes to us with His divin- 202 dul~,1951 GROWTH THROUGH THE EUCHARIST ity, His merits, and His infinite riches that He may become for the soul its light and its way, it wisdom and its truth, its justice and its strength. In short, He. who is life itself, comes to fill the soul with divine life that we may see things as He sees them and do things as He wants them done. Union with One Another in Christ The effect of sacramental union will make itself felt not only in the life of the individual religious but in the life of the whole reli-gious family. Christ said: "Love one another as I have loved you." When He gave that command, He and His own were united in a bond of love as they had never been united before. They had come together to worship the same God according to the same ritual. They had partaken of the same food, broken the same bread. Above all, they were united to Christ and to one another in Him because all had shared in Christ's Body and Blood. The supernatural vitality of the Eucharist made their souls throb (vith God's own life shared through divine grace. He in them and they in Him and all in the Father--a unity ineffable. This unity among the Apostles and the Master accomplished in the reception of Communion is a sign of the wondrous unity which exists in Christ's Mystical Body. St. Paul (I. Cot., 10:17) wrote: "XVe, being one, all partake of the same bread." Christ is still in the place of honor. The Pope and bishops are in their allotted place; priests, religious, and laity in theirs. All receive the same Lord; all are nourished by the same divine food. The life of Christ flows in a constant stream to all His members. He is still the vine, we the branches. The words of the Last Discourse still hold true: "the glory that Thou hast given Me, I have given to them that they may be one; I in them and Thou in Me; that they may be perfected in unity." ' Solidarity in Christ! This idea so permeated the early Chris-tians that their charity became their mark of identification. "Behold these Christians: how they love one another." They loved one another in Christ. They shared the same bread of life in conscious imitation of the scene which took place in the Cenacle. Their breaking of bread was a liturgical and ritualistic banquet at wlqich each received Communion. They were acutely conscious that the Master had promised peace and love to all who did in like manner. The secret of the intense love, that led them to sell what they had and give to the poor, was their mutua! love for Christ, their mutual 203 ANSELM LACOMARA life and sanctification in Him. Their reception of Communion was the strong bond which held them to one another in charity. Our first brethren knew that Communion was a vivid continuation of the Last Supper. Holy Communion is also our way of being ~nited with Christ as the Apostles and early Christians were. We partake of the same chalice, break the same bread. This cannot fail to produce the effect desired by Our Lord, our growth in grace and charity. When Jesus comes to us in Holy Communion, let us allow Him to work in us so that we may be truly one with Him. If we are one with Him, we will surely be one with our fellow religious,, for our hearts will be attuned to His words: "Love one another as I have loved you." If we are one with Him, His influence will make itself felt in our daily lives. The curt word will die in its utterance. The sharp reply will be softened on our lips. Our judgments will be kind. We will listen to and respect the opinions of others. Our outlook will be that of Christ, who "loving His own, loved them to the end." Christ wants ~to work wonders in our souls. He loves us more than words can say. His Body and Blood are given to us daily. He desires us to join Him in this Sacred Banquet that His spirit and His peace may fill our souls. If we receive Him in the same spirit of fer-vent generosity with which He comes to us, His priestly prayer, "Holy Father, keep in thy name those whom thou hast given me, that they may be one, even as we are," will have its glorious fulfill-ment in our souls. HERESY OF RACE One can scarcely mention any of the various ways in which Negroes are unjustly treated when he is confronted with the old objections: the-value-of-property-goes- . down-when-the-Negro-moves-in : the-parish-runs-down-if-Negroes-are-not-kept-out ; would-you-want-your-sister-to-marry-a-Negro? : the-black-baby-in-the-seventh-gen-eration; white-students-would-leave-the-school-if-Negroes-were-accepted; hospitals-would- go-bankrupt-if-Negro-patients-were-admitted ; white-patrons-would-boycott-the- hotels-if-Negroes-were-served; and so forth. "All these woulds and ifs," writes Sister Mary Ellen O'Hanlon, O.P., in The Heresy of Race, "and many more, so repeatedly rolled off loose tongues, are false conjectures for which no real or honeit experiences have ever given any proof/' The Heresy of Race. which deals with these old objections and other points regarding the true Christian attitude towards race relations, can be obtained from: Rosary College Book Store, Rosary College, River Forest, Illinois. Single copies, 50 cents. Reduced rates for quantity orders. 204 Ins :rucfion on Sponsa Christi [EDITORS' NOTE: We present here the Instruction of the Sacred Congregation of Religious on the practical application of the Apostolic Constitution, Sponsa Christi. This document was given at Rome under date of November 23, 1950, and pub-lished in Acta Apostolicae Seclis, under date of 3anuary 10, 1951, pp. 37-44.] I. Among the remarkable documents by which our Holy Father, Plus XII, by Divine Providence, Pope, has willed to adorn and crown the Holy Year as with so many precious jewels, assuredly not the least is the Apostolic Constitution, $loor~sa Christi, which deals with the renewal and advancement within God's Church of the holy and venerable institution of nuns. This Sacred Congregation; which as its appointed task, promptly and faithfully assists th~ Holy Father in all things pertaining to the state of perfection, has reverently and joyfully received from him the commission of putting into execu-tion this Constitution, truly remarkable from so. many points of view, and of making its application assured and ea.sy. II. To fulfill this honorable duty, the Sacred Congregation has assembled in this Intruction some practical norms for those points which offer greater difficulty. III. Now, the points in the Apostolic Constitution which offer difficulty and hence require special clarification are:. (I) those which refer to the major or minor cloister of nuns; (2) those which deal with the establishment of federations and the limitation of auton-omy; (3) finally those which have to do with obtaining and co-ordinating productive labor for the monasteries. I. MAJOR AND MINOR CLOISTER FOR NUNS IV. The Apostolic Constitution, Sponsa ~hristi (art. IV), pre-scribes a special cloister for monasteries of all nuns which differs from the episcopal cloister of congregations (c. 604), and which, according to the general ngrm of the law, is papal, as is the cloister of orders of men (c. 597, § 1). In fact, regarding a number of prescriptions dealing with both the entrance of externs into the limits of the cloister and the going out of the nuns from the same, the regu-lations are stricter than those which control the papal cloister of men. V. Hereafter there will be two types of papal cloister for nuns: the one major, which is reserved for monasteries in which solemn vows are taken and a purely contemplative life is led, even though the number of the nuns may have decreased; the other mirror, which 205 INSTRUCTION Reoieu3 for Religious as a rule, is applied to monasteries in which a life is led which is not exclusively contemi~lative, or the nuns take simple vows only. A. Major Papal Cloister VI. Major papa/ cloister is that which is described in the Code (cc. 600, 602) and accurately defined by the Sacred Congregation in its Instruction, Nuper edito, approved by the late Pop~ Pius XI on February 6, 1924. This cloister is fully confirmed in the Constitu-tion, Sponsa Christi, safeguarding the following declarations which the Constitution empowers the Sacred Congregation to make (art. IV, § 2, 1°) 'so that its observance may be prudently adapted to the needs of the times and to local circumstances. VII. Nuns bound by major papal cloister, after their profession, by reason of the profession itself and by the prescription of ecclesi-astical law, contract a grave obligation: 1° of remaining always within the precincts of the monastery which have been put within the definite limits of the cloister, so that they may not leave the cloister ~ven for a moment under any pretext or condition without a special indult of the Holy See, except in those cases only which are provided for in the canons and instructions of the Holy See, or which are envisioned in the constitutions or statutes approved by the Holy See itself. 2° of not admitting to the parts of the monastery subject to the law of cloister any. person whatsoever no matter of what class, con-dition, sex, or age, even for a moment, without a special indult of the Holy See. Certain exceptions, however, of persons and cases are expressly made in the canons and in instructions of the Holy" See, as well as in the constitutions or statutes approved by it. VIII. 1° Indults and dispensations to leave the major cloister after profession (VII, 1°) or to enter it or to admit others (VII, 2°) are reserved exclusively to the Holy See, and can be granted by it alone or in its name and by its delegation. 2° Reasons for obtaining dispensations should be proportionately grave, due consideration being given to the circumstances of cases, times, and places, keeping in mind the practice and style of the Roman Curia. IX. 1° The faculty to dispense may be given ab bomine, either for a definite period of time for all cases occurring during it, or for a certain number of cases. There is nothing; however, to hinder the granting of certain permissions habitually in particular law having 206 duly, 1951 SPONSA CHRISTI legitimate approval, for instance, in the constitutions, in the statutes of federations, and in similar documents.' 2° Whether granted ab homine or by general or particular law, indults and dispensations must determine, according to the instruc-tions of the Holy See affd the practice and style of the Roman Curia. the conditions and precautions .to which the dispensation is subject. X. The penalties against those who violate the laws of cloister remain as stated in toe Code (c. 2342, nn. 1, 3). B. Minor Papal Cloister ~ XI. Minor papal cloister: 1° retains intact the fundamental rules of the cloister of nuns, inasmuch as it differs greatly from the cloister of congregations (c. 604) as well as from that of orders of men (cc. 598-599) ; 2° must safeguard and facilitate for all the observance and care of solemn chastity; 3° it must protect and efficaciously rosier the contemplative life of the monastery; 4° The employments which the Church hag designedly entrusted to these monasteries must be so harmonized with the contemplative life within the confines of the minor papal enclosure that the latter may by all means be preserved while these works are properly and advantageously performed. 5° In monasteries which engage in approyed works, the pre-scription of canon 599, § 1 for the cloister of or'ders of men, which is likewise applied by canon 604, § 2 to the cloister of congregations, is to l~e strictly and faithfully observed, in such a way that a clear and complete separation be ever maintained between buildings or sec-tions thereof set apart for the living quarters of the nuns and for the exercises of the monastic life, and those parts made over to necessary works. XII: Minor papal cloister includes: 1° a grave prohibition against admitting into the parts of the house set aside for the community of nuni and subject to the law of cloister (c. 597) any persons whatsoever who are not members of the community, regardless of class, condition, sex, or age, according to canon 600; 2° another grave prohibition forbidding the nuns after profes-sion to leave the precincts of the monastery, in the same way as nuns subject to major cloister (n. VII-IX). XIII. 1 ° The passage of the nuns from the parts reserved to the 207 INSTRUCTION Revieu~ for Religious community to the other places within the precincts of the monast~ery destined for the works of the apostolate is allowed for this purpose alone, with the permission of the superior, and under proper safe-guards, to those who, according to the norms of the constitutions and the prescriptions of the Holy See, are destined for the exercise, of the apostolate in any way. 2° If by reason of the apostolate, dispensations from the pre-scriptions of n. XII, 2° become necessary, they may be given only to nuns and other religious who are lawfully assigned to the employ-ments, under grave obligation in conscience for superioresses, for or-dinaries, and for superiors regular, to whom the custody of the cloister is entrusted (c. 603). XIV. Admittance of externs to the parts of the monastery de-voted to employments of whatever kind is governed by these norms: 1 o Habitual admittance is allowed to, pupils, boys or girls, ot to other persons in whose favor ministries are performed, and to such women only with whom necessary contact is demanded by reason and on the occasion of such ministries. ' 2° The local ordinary should, by a general or habitual declara-tion, define as such those exceptions which must be made of necessity, for instance, those,ordinarily required by the civil law for the pur-pose of inspections, examinations, or for other reasons. 3° Other exceptions, should such at times seem truly necessary in individual cases, are reserved to the express grant of the ordinary, who is in conscience bound to impose prude.nt precautions. XV. 1° Nuns who unlawfully leave the precincts of the mon-astery fpso facto incur excommunication reserved simply to the Holy See according to canon 2342, 3°, or, by express grant reserved to the local ordinary. 2° Nuns who illicitly leave the parts of the monastery reserved to the community and go to other places within the precincts of the monastery, are to be punished by the superior or by the local ordi-nary, according to the gravity of their fault. 3° Those who illicitl.y enter the parts of the monastery reserved to the community and those who bring them in or allow them to enter, incur excommunication reserved simply to the Holy See. 4° Those who illegitimately enter the parts of the monastery not reserved to the community, as well as those who bring them in or permit fhem to enter, are to be severely punished according to the gravity of their fault by the ordinary of the place in which the mon-astery is located. 208 duly, 1951 SPONSA (~HRISTI XVI. Dispensations from minor papal cloister, except those ad-mitted by law, are, as a rule, reser~red to the Holy See. Faculties more or less broad, as circumstances seem to require, can be granted to ordinaries either ab homine or in the constitutions and statutes. II. FEDERATIONS OF MONASTERIES OF NUNS XVIL Federations of monasteries of nuns, according to the norm of the Constitution, Sponsa Christj" (art. VII, § 2, 2°), are earnestly recomrriended, both to avoid the harmful effects which both more grievously and more readily befall entirely independent monasteries, and which by union can to a great extent be avoided more effectively, as well as to foster both their spiritual and temporal interests. Although, as a rule, federations of monasteries are not imposed (art. VIII, § 2, 2°), nevertheless, the reasons which would recom-mend them in general, could, in particular cases be so strong that, everything considered, they would be deemed necessary by the Sacred Congregation. ~' : XVIII. Federations of mona~'teries are holt to be impeded by the fact that the individual monasteries which intend to form them are subject to superiors regular. Provision will have to be made for this common subjection in the Statutes of the Federati(~n. XIX. When, because of the intention of the .fou~de~ or for any other reason that may occur, there already exists some.kind of begin-ning of a union or federation of monasteries of the same order or institute, anything already done or outlined must be taken into ac-count in the development of the federation itself. XX. A federation of monasteries in no way directly affects the relation, already in existence according to the common or to the par.- ticular law, of the individual monasteries to the local ordinaries or to the superiors regular. Hence, unless an.express and lawful deroga-tion is made to this rule, the powers of ordinaries and superiors is neither increased nor diminished nor changed in any way. XXI. The statutes of a federation may grant certain rights over the federation to ordinaries and to superiors which as a rule do not beloiag to them, leaving intact generally the right over each individual monastery as such. xxII. The general and principal purposes and advantages of unions and federations are the following: 1° the legally recognized facuIty and the canonically sanctioned duty of a mutual fraternal assistance, both in the conservation, de- 209 INSTRUCTION Reoieu~ [or Religious lense, and increase of regular observance, and of domestic economy, as well as in all other th~ngs; 2° the establishment of novitiates common to all or to a group of monasteries for cases in which, either because of a lack of person-nel necessary for the directive offices, or because of other circum-stances moral, economic, local, and the like, a solid and practical spir-itual, disciplinary, technical, and cultural training cannot be given in the individual monasteries; 3° the faculty and the moral obligation, defined by certain norms and accepted by federated monasteries, of asking for and of mutually interchanging nuns who may be necessary for government and training; 4° the possibility of and freedom for a mutual temporary ex-change or ceding of subjects, and also of a permanent assignment, because of health or other moral or material need. XXIII. The characteristic notes of federations which are to be considered essential when taken together are enumerated as follows: 1 o From the source from which they spring and [rom the author-ity from which as such they d.epend and which governs them directly, federations of nuns are of pont[lical right according to the Code (c. 488, 3°). Hence not only their establishment, but also the approval of their statutes, and the enrollment of monasteries in, or their separation from, a federation, belongs to the Holy See exclusively. Provided all the rights over individual monasteries granted by the Code to ordinaries are safeguarded, federations are subject to the Holy See in all those matters in which pontifical institutes of women are directly subject to it, unless a lawful exception has been expressly provided for. The Holy See may commit certain items of its pre-rogatives, either habitually or in single instances, to its immediate assistants or delegates for federations. 2° B~t reason of territory or of extension, federations of monas-teries are to be established preferably along regional lines, for easier government, unless the small number of monasteries or other just or proportionate causes demand otherwise. 3° By reason of the moral persons which constitute them, inas-much as they are collegiate persons (c. i00, § 2), federations are composed of monasteries of the same order and of the same internal observance, though they need not necessarily depend on the same local ordinary or superior regular, nor have the same kind of vows or form of cloister. 210 dulq, 1951 SPONSA CHRISTI 4° Confederations of regional federations can be allowed if need, or great advantage, or the traditions of the order recommend them. 5° From the standpoint ~f the independence of the monasteries, the bond which holds the federated monasteries together should be such that it does not interfere with their autonomy, at least in essen-tials (c. 488, 2°, 8°). Although derogations from autonomy are not to be presumed, they can be granted with the previous consent of each monastery, provided that grave reasons seem to recommend or demand them. XXIV. All ~ederations of monasteries of nuns must have their own statutes subject to the approval of the Holy See before they can be established. The statutes must accurately determine the following: l° the aims which each federation proposes to itself; 2° the manner in which the government of the federation is to be regulated, either with regard to constitutive elements, as for ex-ample, president, visitators, council, and the like; or as to the manner of appointment to these offices; or, finally, the power of this govern-ment and the manner of conducting it; 3° the means which the federation should use that it may be able to carry out its aims pleasantly and vigorousl~; 4° the conditions and means to be used in putting into execu-tion the prescriptions regarding the mutual interchange of persons laid down in art. VII, § 3, 2° of the Constitution, Sponsa Christi: 5° the juridical standing of nuns transferred to another mon-astery, whether in the monastery from which the transfer takes place, or in that to which it is made; 6° The economic help (o be given by each monastery for the common enterprises of the entire federation; 7° The administration of the common novitiate or of other works common to the federation, if there be such. XXV. 1° In order that the Holy See may be able to exercise a direct and efficacious vigilance and authority over federations, each federation can be given a religious assistant, as need or usefulness may suggest. 2° The religious assistant will be appointed by the Sacred Con-gregation according to the statutes, after all interested parties have been heard. 3° In each case his duties will be accurately defined in the decree of appointment. The principal ones are as follows: to take care that the genuine spirit of a profoundly contemplative life as well as the 211 INSTRUCTION spirit proper to the order and institute be securely preserved and in-creased; likewise, to see that a prudent and exact government be established and preserved in 'the federation; to have regard for the solid religious training of the novices and of the religious themselves; to help the council in temporal matters of greater moment. 4° The Holy See will delegate or commit to the assistant such powers as may seem opportune in individual cases. III. MONASTIC LABOR XXVI. 1° Since, by the disposition of Divir~e Providence, the temporal necessities of life are at times so pressing that nuns seem morally compelled to seek and accept labors beyond their accustomed ones, and even perhaps to extend the time given to labor, all should as true religious submit themselves promptly and humbly to the dis-positions of Divine Providence, as the Christian faithful do in like circumstances. 2° They should do this, however, not anxiously or capriciously or arbitrarily, but prudently as far as may seem truly necessary or .suitable, seeking with simple hearts a balance between their under-standing of fidelity to the letter and to tradition, and a filial subjec-tion to the permissive and positive dispositions of Divine Providence. 3° Keeping these directives in mind, let them submit to ecclesias-tical or to religious superiors, as the case may require, whatever ar-rangements seem advisable. XXVII. Ec~iesiastical and religious superiors must: 1° by all means seek and obtain profitable labor for the nuns who need it, and, should the case require it, also employ committees of pious men or women, and, with due caution and prudence, even secular agencies established for such purposes; 2° maintain a careful supervision of the quality and orderly ar-rangement of the work, and require a just price for it; 3° to superintend diligently the coordination of the activities and the labor of individual monasteries so that they may help, sup-ply, and complement one another, and see to it that every vestige of competition is entirely avoided. PLEASE NOTE CAREFULLY The subscription price of REVIEW FOR RELIGIOUS ~s now: $3.00 per year for Domestic and Canadian subscriptions; $3.35 per year for all foreign subscrip-tions. For further details please see inside back cover. 212 uesUons and Answers In the March issue of the Review Sister Digna wrote about men÷al and other.tests for candidates aspiring to the religious life. Would you kindly 9ire "Fhe name and address of the publishers of these tests? Sister Digna prepared the detailed description of the following tests which she suggests as helps to'Ocarry out the program outlined in her article. Since we received these lists some tiptoe ago, a number of the prices may have been changed. ~; 1. American Council on Education Psychological Examination for ttigh School Students. This is a time-limit test. Time: 54 min- o" utes. Norms: Comprehensive norms for e~ich annual edition are pub-lished in series V of the American Council on Education Studies for. April of'the school year in which the test is current. Authors: Louis L. Thurstone and Thelma Gwinn,Thurstone, University of Chicago. Publishers: The American Council on Education, 744 ,IacksowPlace, Washington, D.C.; distributed by Science Research Associates, 1700 Prairie Avenue, Chicago, Illinois. Cost: $.07 per test, including test booklet and answer sheet. Additional answer sheets, $.02 each. Manual, scoring keys, and norms, $.25. ~ ,, 2. The Otis Self-Administering Tests of Mental.Abilit.~. These are time-limit tests, consisting of a Higher E~amination designed for grades 9-12 and for college students; and an Inter~edlate t~xamina-tion designed for grades 4-9. Norms: Age and grade norms fur-nished in the manual, as well as charts for .translating raw score to percentile rank, or to Binet Mental Age and I.Q. Author: A. S. Otis. Publisher: World Book Company, Yonkers-on-Hudson, New York. Cost: $1.25 per package of 25 tests, including manual, scoring key, and norms; specimen set, $0.35. Four alternate forms of each test are available. 3. Wechsler-Bellevue Intelligence Scale by David Wechsler. An individual examination including eleven tests for use at all ages from adolescence (age 10) up to 70 years. Five tests are verbal: Similari-ties, Comprehension, Information, Arithmetic, and Memory for Numbers. Five are nonverbal performance tests: Object Assembly (profile, Manikin, and Hand in Form I; face, horse, and auto in Form II), Block Design, Picture Completion, Picture Arrangement, and Digit-Symbol Substitution. An alternate test of Vocabulary is QUESTIONS AND .,~NSWERS Re~ieu~ for Religious provided. A feature of the test is that the IQ can be obtained from as few as eight tests without serious loss in reliability. Scores on each test are converted into star~dard scores. The total of these scores is converted into IQ equivalents by means of a table which takes into account the age of adults. The materials appeal to testees at all ages and levels of ability and are well-suited for classification of .both normal and abnormal individuals. Text, "The Measurement of Adult Intelligence," $2.60. Form I. Test Materials, including 25 Record Blanks, $14.00. The text contains the administrative man-ual for Form I, and must be ordered separately. Form II. Test Ma-terials, including 25 Record Blanks and the manual required for ad-ministering this form, $15.50. Manual alone, $2.00. Specify Form I or Form II. Record Blanks, sold only in packages of 25 and 100 copies. Packages of 25--$1.25 each. Personality Tests . 4. The Adjustment Int~entorg by Hugh M. Bell. A diagnostic tool to .aid the counselor and guidance worker in discovering the sources of personal and social maladjustment in students and adults. The separation of adjustment into four types (home, health, social, and emotional) aids in the location of specific adjustment'difficulties. Scoring requires about three minutes. Tentative norms are given for high school students, college students, and adults of both sexes. Adult form also has scoring fbr occupational adjustment. Untimed. Forms: Student and Adult. Specify form desired. Sold only in packages of 25, $1.85, and. packages of 100, $5.75. Manual and keys included. Specimen Set,'~cluding both forms, 35 cents. Regular IBM answer sheets--for use with regular booklet of questions. Same answer sheet used for both Student and Adult forms. Sold only in packages of 50, $1.10, and packages of 500, $7.75. Stencils for both hand~ and machine-scoring; Student form, $1.10 per set, Adult form, $1.30 per set--specify form de-sired. Nontimed. Author: H. M. Bell, Chico, California, State Col-lege. Publisher: Stanford University Press, Stanford University, California. Cost: $1.85 per 25; $1.75 per 100 machine-scorable answer sheets; specimen set, $0.15. 5. The Minnesota Multiphasic Personality InuentoW by Starke R. Hathaway and J. Charnley McKinley. A diagnostic test con-structed entirely on the basis of clinical criteria. At present the au-thors have made available nine scales: Hypochondriasis, Depression, Hysteria, Psychopathic Deviate, Masculinity and Feminity, Paranoia, 214 dul~,1951 QUESTIONS AND ANSWERS " Psychasthenia, Schizophrenia, and Hypomania. Four other scores are ascertained: the Question score, the Lie score, the Validity score, and the K score (a suppressor variable refining the discrimination of five of the clinical variables)i Untimed. Individual Form Forms: Individual and Group. Spec.ify form desired. Individual Form ("The Card Set"). Box of 550 item cards with three sorting cards marked True, False, or Cannot Say. Sturdy wooden box. $12.50. Manual, containing description (including complete list of questions), the6ry, administration, and norms, with supplement ex-plaining how to use the K score. $1.00, when ordered separately. 75 ccfits each when ordered in lots of 10 or more for class use. Keys. Eleven transparent guides made of map cloth, one for each of the nine scales, one for the F or Validity score, and one for the K score. $7.50 including manual. Recording Sheet for recording the subject's sorting and the profile of his scores. One sheet needed for each case. Sold only in packages of 50. 1-9 packages--$2.50.each. ¯Group Form Group Form ("The t~ooklet Form"). The Group Form has been prepared for use witb~IBM answer sbegts, thus permitting either hand-scoring or machineT~coring. The,authors recommend that the Group Form be used only with person'S~°who are still in school or who have had recent contact with test materials in group form. For clinical cases or small groups, the Individual Form is considered de-sirable. Booklets for Grghp Form are printed on heavy stock and will stand repeated use. 1-24 booklets, 25 cent~;e0db; packages of 25, $5.50 each. Manual. This is the same as for the Individual Form but has a supplement. $1.00 when ordered separately. 75 cents each when ordered in lots of 10 or ran.re for class use. Key:;. Envelope contains manuaI, supp!ementary manual, and 16 hand-scoring stencils, $4.00. Similar envelope with machine-scoring stencils, $4.00. Specify which i~ desired. Answer Sheets. IBM answer sheets which can be either machine- or hand-scored. One copy needed for each testee. For each answer sheet ordered, one Pro-file and Case Summary form is. included. Answer sheets are sold onIy in packages of 50, $3.00 each, and packages of 5~)0,.$23.00 each. Extra Profile and :Case Summary forms, for duplicate reports, $1.60 per package of 50. 6, Minnesota Personality Scale by 3ohn G. Dadey and Walter 3. blanks, $:50 per 25;-scoring keys, $1.10 for one key, $.80 for 2 to 215 QUESTIONS AND ANSWERS McNamara. ' Five aspects of personality are measured: Morale, Social Adjustment, Family Relations, Emotionality, Economic Conserva-tism. These are based on a factor analysis of several pers6nality tests. Each item is scored for only one scale and each scale is highly reliable. Norms are based on almost 2000 university students. The questions are in reusable booklets. The answers are marked on IBM answer'sheets which can be either hand- or machine-scored. Grades 11 through college. Time, no li,mit, about 45 min. Forms: Men and Women. Order booklets, answer sheets and scoring stencils separately. Specify form (Men's or Women's) and quantity of each. Booklets. Sold in packages of 25. 1-9 packages--S2.50 each. 10 or more packages--S2.25 ',each. Answer sheets. Sold only in packages of 50, $1.80 each, ~tnd packages of 500, $15.00 each. Same sheet is used for either Men or Women. Manual and hand-scoring stencils must be ordered separately, 50 cents. Specify form desired. Manual and IBM machine-scoring stencils, $1.25 a set. Specify form. desired. Specimen Set, either form, 60 cents. Specify form desired. Men's or Women's. 7. The Perso, nality Inuentor~ by Robert G. Bernreuter. Stanford University Press, Stanford, California. Designed to measure six as-pects of personality at~one administration: Neurotic Tendency, Self-sufficiency, Introversion-Extroversion, Dominance-Submission, So-ciability, Confidence. Norms for both men and women have been established for h.igh school, college, and adult ages. Untimed. Sold 'only in packages of 2.5, $1.85, and packages of 100, $5.75, with manual, norms and set of keys. Individual Report Sheets, sold only in packages of 25, 35 cents. Specimen Set, 35 cents. IBM answer sheets available. Sold only in packages of 50, $1.10 each, and packages of~500, $7.75 each. Machine-scoring keys, $2.60 per set; cannot be used for hand-scoring. 8. Stronfl Vocational Interest Blank, (for Men and Women) Author: E. K. Strong, Jr. Publisher: Stanford University Press, Stanford University, California. Cost: Tests, $2.10 per 25; .report 9 keys, $:72 each for 10 or more keys; machine-scorable answer sheets, $2.72 per 100. The Psychological Corporation, 522 Fifth .Avenue, Neb¢ York, N. Y. 9. Kuder Preference Record. Form A and Form BB. Publisher: Science Research Associates, 1700 Prairie Avenue, Chicago. Cost: Form BB-test booklets which can be used many times, $.48 each; answer pads, $.08 each; profile sheets, $.02 each. '216 RELIGIOUS LIFE AND SPIRIT. ByRev. Ignaz Waffero÷,O.M.I. T~rans-lated by Rev. A. S{mon, O.M.I. Pp. vff~ ~- 408. B.Herder Book Co., S~'. Lou~s, Mo. $6.00. Community exhortations and conferences are an important means to spiritual perfection. Just as by the will of Christ the trde Faith was to be preached and propagated mainly by the living w,ord, so also Christian perfection. Christ¯ Himself set the exa'mple¯ in the Ser-mon on the Mount; the apostles and first bishops taught the more perfect way by word of mouth; virgins, ascetics, andoreligious from ¯ the earliest days were instructed and encouraged to ever greater perfec-tion by exhortations; witness, fc~r example, the monks of the desert. Spiritual conferences soon became traditional ~ in the Church; they went down the centuries, from Cassian to Bernard, to Teresa, to Francis de Sales, to Faber, Marmion, and Leen. ¯ Today canon law prescribes them as a regular spiri'tual exercise for religious and semi-narians (cf. canons 509"and 1367), and the rules of almost all reli-gious communities make provision for them. H~nce, they are not something boring, to be minimized and neglec'ted, .but rather a spir-itual element, to be valued and put to good .use. Their purpose: to enlighten the mind b~'instruction and to sup-ply motives and warmth to the will, leading to virthous action. ' For this spiritual energizing the living word is far more effective than the printed page. Of-course, the. person giving the exhortation should posse.ss certain qualities: he must be a man of prayer, self-abnegation, virtuous life, and prudence: .he must have the requisite knowledge derived from study, prayer and experience; he must make careful preparation and adapt his .conference skillfully t.o his audi-ence~ Orat?ry and rhetoric are of sec6ndary importance; simplicity and sincerity are more efficacious for this work. The listener, too, must come to the conference prepar.ed; hi must have a good intention, a desire to profit spiritually from v~hat he hears; he must not be criti-cal, but humble and receptive, diligently making practical applica-tions, not to his neighbor, or tothe speaker, but to himself. Such in brief is the doctrine of the spiritual masters on the exhortation with which religious are so familiar. 3udged in the light of the above doctrine the present collection of conferences for religious stands up quite well, though 'it is by no 217 BOOK REVIEWS Reoiew for Religious means perfect. The author, Fathe~ Ignaz Watterot, O.M.I., was competent to give these cbnferences to nuns, having been for many years a successful superior and counsellor of religious. He knows the religious life, both theoretically and practically; he has put his mes-sage in a concrete way, well-suited to his hearers. Hence, it is not su_rprising to learn that the book has been often reprinted in the original and can be found in almost every German convent. It merits the enthusiastic reception given it by the reviewers when it first appeared. There are forty conferenc~es on forty different topics, averaging ten to twelve pages in length, each one neatly and logically divided by means of sub-headin'gs. The subject-matter covers the excellence and dignity of the religious state, the duties, difficulties, and means to perfection in the religious state, its weakness and defects, its joys and consolations. Almost every important point of the ordinary life of religious receives due consideration. However, there is a surprising and inexplicabl~ dmission, daily~Holy Mass. The conferences are doctrinal and psychological. Holy Scripture, both Old and New Thstament, is cited profusely. Canon law and selected instructions of the Holy See are utilized. The principal ascetical sources are the works of Augustine, Chrysostom, Bernard," Bonaventure, Thomas Aquinas, Teresa of Avila, Ignatius Loyola, Alphonsus Liguori, and above all thos.e of St. Francis de Sales and. St. Jeanne de Chantal. Among the more recent" writers we find Alban Stolz, Albert W.eiss, and Clara Fey, foundress of the Sisters of the Poor Child J~sus, whose cause, for canonization has been intro-duced. The author is also well acquainted, with feminine psychol-ogy, and his conferences abound with practical, even homely, ex-amples and illustrations. The chief drawbacks of this American edition are two. First, the book has not been brought up to date. It was first published some forty years ago. Pertinent official documents of the Holy
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(This post continues part 1 which just looked at the data. Part 3 on theory is here) When the Fed raises interest rates, how does inflation respond? Are there "long and variable lags" to inflation and output? There is a standard story: The Fed raises interest rates; inflation is sticky so real interest rates (interest rate - inflation) rise; higher real interest rates lower output and employment; the softer economy pushes inflation down. Each of these is a lagged effect. But despite 40 years of effort, theory struggles to substantiate that story (next post), it's had to see in the data (last post), and the empirical work is ephemeral -- this post. The vector autoregression and related local projection are today the standard empirical tools to address how monetary policy affects the economy, and have been since Chris Sims' great work in the 1970s. (See Larry Christiano's review.) I am losing faith in the method and results. We need to find new ways to learn about the effects of monetary policy. This post expands on some thoughts on this topic in "Expectations and the Neutrality of Interest Rates," several of my papers from the 1990s* and excellent recent reviews from Valerie Ramey and Emi Nakamura and Jón Steinsson, who eloquently summarize the hard identification and computation troubles of contemporary empirical work.Maybe popular wisdom is right, and economics just has to catch up. Perhaps we will. But a popular belief that does not have solid scientific theory and empirical backing, despite a 40 year effort for models and data that will provide the desired answer, must be a bit less trustworthy than one that does have such foundations. Practical people should consider that the Fed may be less powerful than traditionally thought, and that its interest rate policy has different effects than commonly thought. Whether and under what conditions high interest rates lower inflation, whether they do so with long and variable but nonetheless predictable and exploitable lags, is much less certain than you think. Here is a replication of one of the most famous monetary VARs, Christiano Eichenbaum and Evans 1999, from Valerie Ramey's 2016 review: Fig. 1 Christiano et al. (1999) identification. 1965m1–1995m6 full specification: solid black lines; 1983m1–2007m12 full specification: short dashed blue (dark gray in the print version) lines; 1983m1–2007m12, omits money and reserves: long-dashed red (gray in the print version) lines. Light gray bands are 90% confidence bands. Source: Ramey 2016. Months on x axis. The black lines plot the original specification. The top left panel plots the path of the Federal Funds rate after the Fed unexpectedly raises the interest rate. The funds rate goes up, but only for 6 months or so. Industrial production goes down and unemployment goes up, peaking at month 20. The figure plots the level of the CPI, so inflation is the slope of the lower right hand panel. You see inflation goes the "wrong" way, up, for about 6 months, and then gently declines. Interest rates indeed seem to affect the economy with long lags. This was the broad outline of consensus empirical estimates for many years. It is common to many other studies, and it is consistent with the beliefs of policy makers and analysts. It's pretty much what Friedman (1968) told us to expect. Getting contemporary models to produce something like this is much harder, but that's the next blog post. What's a VAR?I try to keep this blog accessible to nonspecialists, so I'll step back momentarily to explain how we produce graphs like these. Economists who know what a VAR is should skip to the next section heading. How do we measure the effect of monetary policy on other variables? Milton Friedman and Anna Schwartz kicked it off in the Monetary History by pointing to the historical correlation of money growth with inflation and output. They knew as we do that correlation is not causation, so they pointed to the fact that money growth preceeded inflation and output growth. But as James Tobin pointed out, the cock's crow comes before, but does not cause, the sun to rise. So too people may go get out some money ahead of time when they see more future business activity on the horizon. Even correlation with a lead is not causation. What to do? Clive Granger's causality and Chris Sims' VAR, especially "Macroeconomics and Reality" gave today's answer. (And there is a reason that everybody mentioned so far has a Nobel prize.) First, we find a monetary policy "shock," a movement in the interest rate (these days; money, then) that is plausibly not a response to economic events and especially to expected future economic events. We think of the Fed setting interest rates by a response to economic data plus deviations from that response, such as interest rate = (#) output + (#) inflation + (#) other variables + disturbance. We want to isolate the "disturbance," movements in the interest rate not taken in response to economic events. (I use "shock" to mean an unpredictable variable, and "disturbance" to mean deviation from an equation like the above, but one that can persist for a while. A monetary policy "shock" is an unexpected movement in the disturbance.) The "rule" part here can be but need not be the Taylor rule, and can include other variables than output and inflation. It is what the Fed usually does given other variables, and therefore (hopefully) controls for reverse causality from expected future economic events to interest rates. Now, in any individual episode, output and inflation and inflation following a shock will be influenced by subsequent shocks to the economy, monetary and other. But those average out. So, the average value of inflation, output, employment, etc. following a monetary policy shock is a measure of how the shock affects the economy all on its own. That is what has been plotted above. VARs were one of the first big advances in the modern empirical quest to find "exogenous" variation and (somewhat) credibly find causal relationships. Mostly the huge literature varies on how one finds the "shocks." Traditional VARs use regressions of the above equations and the residual is the shock, with a big question just how many and which contemporaneous variables one adds in the regression. Romer and Romer pioneered the "narrative approach," reading the Fed minutes to isolate shocks. Some technical details at the bottom and much more discussion below. The key is finding shocks. One can just regress output and inflation on the shocks to produce the response function, which is a "local projection" not a "VAR," but I'll use "VAR" for both techniques for lack of a better encompassing word. Losing faithShocks, what shocks?What's a "shock" anyway? The concept is that the Fed considers its forecast of inflation, output and other variables it is trying to control, gauges the usual and appropriate response, and then adds 25 or 50 basis points, at random, just for the heck of it. The question VARS try to answer is the same: What happens to the economy if the Fed raises interest rates unexpectedly, for no particular reason at all? But the Fed never does this. Ask them. Read the minutes. The Fed does not roll dice. They always raise or lower interest rates for a reason, that reason is always a response to something going on in the economy, and most of the time how it affects forecasts of inflation and employment. There are no shocks as defined.I speculated here that we might get around this problem: If we knew the Fed was responding to something that had no correlation with future output, then even though that is an endogenous response, then it is a valid movement for estimating the effect of interest rates on output. My example was, what if the Fed "responds" to the weather. Well, though endogenous, it's still valid for estimating the effect on output. The Fed does respond to lots of things, including foreign exchange, financial stability issues, equity, terrorist attacks, and so forth. But I can't think of any of these in which the Fed is not thinking of these events for their effect on output and inflation, which is why I never took the idea far. Maybe you can. Shock isolation also depends on complete controls for the Fed's information. If the Fed uses any information about future output and inflation that is not captured in our regression, then information about future output and inflation remains in the "shock" series. The famous "price puzzle" is a good example. For the first few decades of VARs, interest rate shocks seemed to lead to higher inflation. It took a long specification search to get rid of this undesired result. The story was, that the Fed saw inflation coming in ways not completely controlled for by the regression. The Fed raised interest rates to try to forestall the inflation, but was a bit hesitant about it so did not cure the inflation that was coming. We see higher interest rates followed by higher inflation, though the true causal effect of interest rates goes the other way. This problem was "cured" by adding commodity prices to the interest rate rule, on the idea that fast-moving commodity prices would capture the information the Fed was using to forecast inflation. (Interestingly these days we seem to see core inflation as the best forecaster, and throw out commodity prices!) With those and some careful orthogonalization choices, the "price puzzle" was tamped down to the one year or so delay you see above. (Neo-Fisherians might object that maybe the price puzzle was trying to tell us something all these years!) Nakamura and Steinsson write of this problem: "What is being assumed is that controlling for a few lags of a few variables captures all endogenous variation in policy... This seems highly unlikely to be true in practice. The Fed bases its policy decisions on a huge amount of data. Different considerations (in some cases highly idiosyncratic) affect policy at different times. These include stress in the banking system, sharp changes in commodity prices, a recent stock market crash, a financial crisis in emerging markets, terrorist attacks, temporary investment tax credits, and the Y2K computer glitch. The list goes on and on. Each of these considerations may only affect policy in a meaningful way on a small number of dates, and the number of such influences is so large that it is not feasible to include them all in a regression. But leaving any one of them out will result in a monetary policy "shock" that the researcher views as exogenous but is in fact endogenous." Nakamura and Steinsson offer 9/11 as another example summarizing my "high frequency identification" paper with Monika Piazzesi: The Fed lowered interest rates after the terrorist attack, likely reacting to its consequences for output and inflation. But VARs register the event as an exogenous shock.Romer and Romer suggested that we use Fed Greenbook forecasts of inflation and output as controls, as those should represent the Fed's complete information set. They provide narrative evidence that Fed members trust Greenback forecasts more than you might suspect. This issue is a general Achilles heel of empirical macro and finance: Does your procedure assume agents see no more information than you have included in the model or estimate? If yes, you have a problem. Similarly, "Granger causality" answers the cock's crow-sunrise problem by saying that if unexpected x leads unexpected y then x causes y. But it's only real causality if the "expected" includes all information, as the price puzzle counterexample shows. Just what properties do we need of a shock in order to measure the response to the question, "what if the Fed raised rates for no reason?" This strikes me as a bit of an unsolved question -- or rather, one that everyone thinks is so obvious that we don't really look at it. My suggestion that the shock only need be orthogonal to the variable whose response we're estimating is informal, and I don't know of formal literature that's picked it up. Must "shocks" be unexpected, i.e. not forecastable from anything in the previous time information set? Must they surprise people? I don't think so -- it is neither necessary nor sufficient for shock to be unforecastable for it to identify the inflation and output responses. Not responding to expected values of the variable whose response you want to measure should be enough. If bond markets found out about a random funds rate rise one day ahead, it would then be an "expected" shock, but clearly just as good for macro. Romer and Romer have been criticized that their shocks are predictable, but this may not matter. The above Nakamura and Steinsson quote says leaving out any information leads to a shock that is not strictly exogenous. But strictly exogenous may not be necessary for estimating, say, the effect of interest rates on inflation. It is enough to rule out reverse causality and third effects. Either I'm missing a well known econometric literature, as is everyone else writing the VARs I've read who don't cite it, or there is a good theory paper to be written.Romer and Romer, thinking deeply about how to read "shocks" from the Fed minutes, define shocks thus to circumvent the "there are no shocks" problem:we look for times when monetary policymakers felt the economy was roughly at potential (or normal) output, but decided that the prevailing rate of inflation was too high. Policymakers then chose to cut money growth and raise interest rates, realizing that there would be (or at least could be) substantial negative consequences for aggregate output and unemployment. These criteria are designed to pick out times when policymakers essentially changed their tastes about the acceptable level of inflation. They weren't just responding to anticipated movements in the real economy and inflation. [My emphasis.] You can see the issue. This is not an "exogenous" movement in the funds rate. It is a response to inflation, and to expected inflation, with a clear eye on expected output as well. It really is a nonlinear rule, ignore inflation for a while until it gets really bad then finally get serious about it. Or, as they say, it is a change in rule, an increase in the sensitivity of the short run interest rate response to inflation, taken in response to inflation seeming to get out of control in a longer run sense. Does this identify the response to an "exogenous" interest rate increase? Not really. But maybe it doesn't matter. Are we even asking an interesting question? The whole question, what would happen if the Fed raised interest rates for no reason, is arguably besides the point. At a minimum, we should be clearer about what question we are asking, and whether the policies we analyze are implementations of that question. The question presumes a stable "rule," (e.g. \(i_t = \rho i_{t-1} + \phi_\pi \pi_t + \phi_x x_t + u_t\)) and asks what happens in response to a deviation \( +u_t \) from the rule. Is that an interesting question? The standard story for 1980-1982 is exactly not such an event. Inflation was not conquered by a big "shock," a big deviation from 1970s practice, while keeping that practice intact. Inflation was conquered (so the story goes) by a change in the rule, by a big increase in $\phi_\pi$. That change raised interest rates, but arguably without any deviation from the new rule \(u_t\) at all. Thinking in terms of the Phillips curve \( \pi_t = E_t \pi_{t+1} + \kappa x_t\), it was not a big negative \(x_t\) that brought down inflation, but the credibility of the new rule that brought down \(E_t \pi_{t+1}\). If the art of reducing inflation is to convince people that a new regime has arrived, then the response to any monetary policy "shock" orthogonal to a stable "rule" completely misses that policy. Romer and Romer are almost talking about a rule-change event. For 2022, they might be looking at the Fed's abandonment of flexible average inflation targeting and its return to a Taylor rule. However, they don't recognize the importance of the distinction, treating changes in rule as equivalent to a residual. Changing the rule changes expectations in quite different ways from a residual of a stable rule. Changes with a bigger commitment should have bigger effects, and one should standardize somehow by the size and permanence of the rule change, not necessarily the size of the interest rate rise. And, having asked "what if the Fed changes rule to be more serious about inflation," we really cannot use the analysis to estimate what happens if the Fed shocks interest rates and does not change the rule. It takes some mighty invariance result from an economic theory that a change in rule has the same effect as a shock to a given rule. There is no right and wrong, really. We just need to be more careful about what question the empirical procedure asks, if we want to ask that question, and if our policy analysis actually asks the same question. Estimating rules, Clarida Galí and Gertler. Clarida, Galí, and Gertler (2000) is a justly famous paper, and in this context for doing something totally different to evaluate monetary policy. They estimate rules, fancy versions of \(i_t = \rho i_{t-1} +\phi_\pi \pi_t + \phi_x x_t + u_t\), and they estimate how the \(\phi\) parameters change over time. They attribute the end of 1970s inflation to a change in the rule, a rise in \(\phi_\pi\) from the 1970s to the 1980s. In their model, a higher \( \phi_\pi\) results in less volatile inflation. They do not estimate any response functions. The rest of us were watching the wrong thing all along. Responses to shocks weren't the interesting quantity. Changes in the rule were the interesting quantity. Yes, I criticized the paper, but for issues that are irrelevant here. (In the new Keynesian model, the parameter that reduces inflation isn't the one they estimate.) The important point here is that they are doing something completely different, and offer us a roadmap for how else we might evaluate monetary policy if not by impulse-response functions to monetary policy shocks. Fiscal theoryThe interesting question for fiscal theory is, "What is the effect of an interest rate rise not accompanied by a change in fiscal policy?" What can the Fed do by itself? By contrast, standard models (both new and old Keynesian) include concurrent fiscal policy changes when interest rates rise. Governments tighten in present value terms, at least to pay higher interest costs on the debt and the windfall to bondholders that flows from unexpected disinflation. Experience and estimates surely include fiscal changes along with monetary tightening. Both fiscal and monetary authorities react to inflation with policy actions and reforms. Growth-oriented microeconomic reforms with fiscal consequences often follow as well -- rampant inflation may have had something to do with Carter era trucking, airline, and telecommunications reform. Yet no current estimate tries to look for a monetary shock orthogonal to fiscal policy change. The estimates we have are at best the effects of monetary policy together with whatever induced or coincident fiscal and microeconomic policy tends to happen at the same time as central banks get serious about fighting inflation. Identifying the component of a monetary policy shock orthogonal to fiscal policy, and measuring its effects is a first order question for fiscal theory of monetary policy. That's why I wrote this blog post. I set out to do it, and then started to confront how VARs are already falling apart in our hands. Just what "no change in fiscal policy" means is an important question that varies by application. (Lots more in "fiscal roots" here, fiscal theory of monetary policy here and in FTPL.) For simple calculations, I just ask what happens if interest rates change with no change in primary surplus. One might also define "no change" as no change in tax rates, automatic stabilizers, or even habitual discretionary stimulus and bailout, no disturbance \(u_t\) in a fiscal rule \(s_t = a + \theta_\pi \pi_t + \theta_x x_t + ... + u_t\). There is no right and wrong here either, there is just making sure you ask an interesting question. Long and variable lags, and persistent interest rate movementsThe first plot shows a mighty long lag between the monitor policy shock and its effect on inflation and output. That does not mean that the economy has long and variable lags. This plot is actually not representative, because in the black lines the interest rate itself quickly reverts to zero. It is common to find a more protracted interest rate response to the shock, as shown in the red and blue lines. That mirrors common sense: When the Fed starts tightening, it sets off a year or so of stair-step further increases, and then a plateau, before similar stair-step reversion. That raises the question, does the long-delayed response of output and inflation represent a delayed response to the initial monetary policy shock, or does it represent a nearly instantaneous response to the higher subsequent interest rates that the shock sets off? Another way of putting the question, is the response of inflation and output invariant to changes in the response of the funds rate itself? Do persistent and transitory funds rate changes have the same responses? If you think of the inflation and output responses as economic responses to the initial shock only, then it does not matter if interest rates revert immediately to zero, or go on a 10 year binge following the initial shock. That seems like a pretty strong assumption. If you think that a more persistent interest rate response would lead to a larger or more persistent output and inflation response, then you think some of what we see in the VARs is a quick structural response to the later higher interest rates, when they come. Back in 1988, I posed this question in "what do the VARs mean?" and showed you can read it either way. The persistent output and inflation response can represent either long economic lags to the initial shock, or much less laggy responses to interest rates when they come. I showed how to deconvolute the response function to the structural effect of interest rates on inflation and output and how persistently interest rates rise. The inflation and output responses might be the same with shorter funds rate responses, or they might be much different. Obviously (though often forgotten), whether the inflation and output responses are invariant to changes in the funds rate response needs a model. If in the economic model only unexpected interest rate movements affect output and inflation, though with lags, then the responses are as conventionally read structural responses and invariant to the interest rate path. There is no such economic model. Lucas (1972) says only unexpected money affects output, but with no lags, and expected money affects inflation. New Keynesian models have very different responses to permanent vs. transitory interest rate shocks. Interestingly, Romer and Romer do not see it this way, and regard their responses as structural long and variable lags, invariant to the interest rate response. They opine that given their reading of a positive shock in 2022, a long and variable lag to inflation reduction is baked in, no matter what the Fed does next. They argue that the Fed should stop raising interest rates. (In fairness, it doesn't look like they thought about the issue much, so this is an implicit rather than explicit assumption.) The alternative view is that effects of a shock on inflation are really effects of the subsequent rate rises on inflation, that the impulse response function to inflation is not invariant to the funds rate response, so stopping the standard tightening cycle would undo the inflation response. Argue either way, but at least recognize the important assumption behind the conclusions. Was the success of inflation reduction in the early 1980s just a long delayed response to the first few shocks? Or was the early 1980s the result of persistent large real interest rates following the initial shock? (Or, something else entirely, a coordinated fiscal-monetary reform... But I'm staying away from that and just discussing conventional narratives, not necessarily the right answer.) If the latter, which is the conventional narrative, then you think it does matter if the funds rate shock is followed by more funds rate rises (or positive deviations from a rule), that the output and inflation response functions do not directly measure long lags from the initial shock. De-convoluting the structural funds rate to inflation response and the persistent funds rate response, you would estimate much shorter structural lags. Nakamura and Steinsson are of this view: While the Volcker episode is consistent with a large amount of monetary nonneutrality, it seems less consistent with the commonly held view that monetary policy affects output with "long and variable lags." To the contrary, what makes the Volcker episode potentially compelling is that output fell and rose largely in sync with the actions [interest rates, not shocks] of the Fed. And that's a good thing too. We've done a lot of dynamic economics since Friedman's 1968 address. There is really nothing in dynamic economic theory that produces a structural long-delayed response to shocks, without the continued pressure of high interest rates. (A correspondent objects to "largely in sync" pointing out several clear months long lags between policy actions and results in 1980. It's here for the methodological point, not the historical one.) However, if the output and inflation responses are not invariant to the interest rate response, then the VAR directly measures an incredibly narrow experiment: What happens in response to a surprise interest rate rise, followed by the plotted path of interest rates? And that plotted path is usually pretty temporary, as in the above graph. What would happen if the Fed raised rates and kept them up, a la 1980? The VAR is silent on that question. You need to calibrate some model to the responses we have to infer that answer. VARs and shock responses are often misread as generic theory-free estimates of "the effects of monetary policy." They are not. At best, they tell you the effect of one specific experiment: A random increase in funds rate, on top of a stable rule, followed by the usual following path of funds rate. Any other implication requires a model, explicit or implicit. More specifically, without that clearly false invariance assumption, VARs cannot directly answer a host of important questions. Two on my mind: 1) What happens if the Fed raises interest rates permanently? Does inflation eventually rise? Does it rise in the short run? This is the "Fisherian" and "neo-Fisherian" questions, and the answer "yes" pops unexpectedly out of the standard new-Keynesian model. 2) Is the short-run negative response of inflation to interest rates stronger for more persistent rate rises? The long-term debt fiscal theory mechanism for a short-term inflation decline is tied to the persistence of the shock and the maturity structure of the debt. The responses to short-lived interest rate movements (top left panel) are silent on these questions. Directly is an important qualifier. It is not impossible to answer these questions, but you have to work harder to identify persistent interest rate shocks. For example, Martín Uribe identifies permanent vs. transitory interest rate shocks, and finds a positive response of inflation to permanent interest rate rises. How? You can't just pick out the interest rate rises that turned out to be permanent. You have to find shocks or components of the shock that are ex-ante predictably going to be permanent, based on other forecasting variables and the correlation of the shock with other shocks. For example, a short-term rate shock that also moves long-term rates might be more permanent than one which does not do so. (That requires the expectations hypothesis, which doesn't work, and long term interest rates move too much anyway in response to transitory funds rate shocks. So, this is not directly a suggestion, just an example of the kind of thing one must do. Uribe's model is more complex than I can summarize in a blog.) Given how small and ephemeral the shocks are already, subdividing them into those that are expected to have permanent vs. transitory effects on the federal funds rate is obviously a challenge. But it's not impossible. Monetary policy shocks account for small fractions of inflation, output and funds rate variation. Friedman thought that most recessions and inflations were due to monetary mistakes. The VARs pretty uniformly deny that result. The effects of monetary policy shocks on output and inflation add up to less than 10 percent of the variation of output and inflation. In part the shocks are small, and in part the responses to the shocks are small. Most recessions come from other shocks, not monetary mistakes. Worse, both in data and in models, most inflation variation comes from inflation shocks, most output variation comes from output shocks, etc. The cross-effects of one variable on another are small. And "inflation shock" (or "marginal cost shock"), "output shock" and so forth are just labels for our ignorance -- error terms in regressions, unforecasted movements -- not independently measured quantities. (This and old point, for example in my 1994 paper with the great title "Shocks." Technically, the variance of output is the sum of the squares of the impulse-response functions -- the plots -- times the variance of the shocks. Thus small shocks and small responses mean not much variance explained.)This is a deep point. The exquisite attention put to the effects of monetary policy in new-Keynesian models, while interesting to the Fed, are then largely beside the point if your question is what causes recessions. Comprehensive models work hard to match all of the responses, not just to monetary policy shocks. But it's not clear that the nominal rigidities that are important for the effects of monetary policy are deeply important to other (supply) shocks, and vice versa. This is not a criticism. Economics always works better if we can use small models that focus on one thing -- growth, recessions, distorting effect of taxes, effect of monetary policy -- without having to have a model of everything in which all effects interact. But, be clear we no longer have a model of everything. "Explaining recessions" and "understanding the effects of monetary policy" are somewhat separate questions. Monetary policy shocks also account for small fractions of the movement in the federal funds rate itself. Most of the funds rate movement is in the rule, the reaction to the economy term. Like much empirical economics, the quest for causal identification leads us to look at a tiny causes with tiny effects, that do little to explain much variation in the variable of interest (inflation). Well, cause is cause, and the needle is the sharpest item in the haystack. But one worries about the robustness of such tiny effects, and to what extent they summarize historical experience. To be concrete, here is a typical shock regression, 1960:1-2023:6 monthly data, standard errors in parentheses: ff(t) = a + b ff(t-1) + c[ff(t-1)-ff(t-2)] + d CPI(t) + e unemployment(t) + monetary policy shock, Where "CPI" is the percent change in the CPI (CPIAUCSL) from a year earlier. ff(t-1)ff(t-1)-ff(t-2)CPIUnempR20.970.390.032-0.0170.985(0.009)(0.07)(0.013)(0.009)The funds rate is persistent -- the lag term (0.97) is large. Recent changes matter too: Once the Fed starts a tightening cycle, it's likely to keep raising rates. And the Fed responds to CPI and unemployment. The plot shows the actual federal funds rate (blue), the model or predicted federal funds rate (red), the shock which is the difference between the two (orange) and the Romer and Romer dates (vertical lines). You can't see the difference between actual and predicted funds rate, which is the point. They are very similar and the shocks are small. They are closer horizontally than vertically, so the vertical difference plotted as shock is still visible. The shocks are much smaller than the funds rate, and smaller than the rise and fall in the funds rate in a typical tightening or loosening cycle. The shocks are bunched, with by far the biggest ones in the early 1980s. The shocks have been tiny since the 1980s. (Romer and Romer don't find any shocks!) Now, our estimates of the effect of monetary policy look at the average values of inflation, output, and employment in the 4-5 years after a shock. Really, you say, looking at the graph? That's going to be dominated by the experience of the early 1980s. And with so many positive and negative shocks close together, the average value 4 years later is going to be driven by subtle timing of when the positive or negative shocks line up with later events. Put another way, here is a plot of inflation 30 months after a shock regressed on the shock. Shock on the x axis, subsequent inflation on the y axis. The slope of the line is our estimate of the effect of the shock on inflation 30 months out (source, with details). Hmm. One more graph (I'm having fun here):This is a plot of inflation for the 4 years after each shock, times that shock. The right hand side is the same graph with an expanded y scale. The average of these histories is our impulse response function. (The big lines are the episodes which multiply the big shocks of the early 1980s. They mostly converge because, either multiplied by positive or negative shocks, inflation wend down in the 1980s.) Impulse response functions are just quantitative summaries of the lessons of history. You may be underwhelmed that history is sending a clear story. Again, welcome to causal economics -- tiny average responses to tiny but identified movements is what we estimate, not broad lessons of history. We do not estimate "what is the effect of the sustained high real interest rates of the early 1980s," for example, or "what accounts for the sharp decline of inflation in the early 1980s?" Perhaps we should, though confronting endogeneity of the interest rate responses some other way. That's my main point today. Estimates disappear after 1982Ramey's first variation in the first plot is to use data from 1983 to 2007. Her second variation is to also omit the monetary variables. Christiano Eichenbaum and Evans were still thinking in terms of money supply control, but our Fed does not control money supply. The evidence that higher interest rates lower inflation disappears after 1983, with or without money. This too is a common finding. It might be because there simply aren't any monetary policy shocks. Still, we're driving a car with a yellowed AAA road map dated 1982 on it. Monetary policy shocks still seem to affect output and employment, just not inflation. That poses a deeper problem. If there just aren't any monetary policy shocks, we would just get big standard errors on everything. That only inflation disappears points to the vanishing Phillips curve, which will be the weak point in the theory to come. It is the Phillips curve by which lower output and employment push down inflation. But without the Phillips curve, the whole standard story for interest rates to affect inflation goes away. Computing long-run responsesThe long lags of the above plot are already pretty long horizons, with interesting economics still going on at 48 months. As we get interested in long run neutrality, identification via long run sign restrictions (monetary policy should not permanently affect output), and the effect of persistent interest rate shocks, we are interested in even longer run responses. The "long run risks" literature in asset pricing is similarly crucially interested in long run properties. Intuitively, we should know this will be troublesome. There aren't all that many nonoverlapping 4 year periods after interest rate shocks to measure effects, let alone 10 year periods.VARs estimate long run responses with a parametric structure. Organize the data (output, inflation, interest rate, etc) into a vector \(x_t = [y_t \; \pi_t \; i_t \; ...]'\), then the VAR can be written \(x_{t+1} = Ax_t + u_t\). We start from zero, move \(x_1 = u_1\) in an interesting way, and then the response function just simulates forward, with \(x_j = A^j x_1\). But here an oft-forgotten lesson of 1980s econometrics pops up: It is dangerous to estimate long-run dynamics by fitting a short run model and then finding its long-run implications. Raising matrices to the 48th power \(A^{48}\) can do weird things, the 120th power (10 years) weirder things. OLS and maximum likelihood prize one step ahead \(R^2\), and will happily accept small one step ahead mis specifications that add up to big misspecification 10 years out. (I learned this lesson in the "Random walk in GNP.") Long run implications are driven by the maximum eigenvalue of the \(A\) transition matrix, and its associated eigenvector. \(A^j = Q \Lambda^j Q^{-1}\). This is a benefit and a danger. Specify and estimate the dynamics of the combination of variables with the largest eigenvector right, and lots of details can be wrong. But standard estimates aren't trying hard to get these right. The "local projection" alternative directly estimates long run responses: Run regressions of inflation in 10 years on the shock today. You can see the tradeoff: there aren't many non-overlapping 10 year intervals, so this will be imprecisely estimated. The VAR makes a strong parametric assumption about long-run dynamics. When it's right, you get better estimates. When it's wrong, you get misspecification. My experience running lots of VARs is that monthly VARs raised to large powers often give unreliable responses. Run at least a one-year VAR before you start looking at long run responses. Cointegrating vectors are the most reliable variables to include. They are typically the state variable that most reliably carries long - run responses. But pay attention to getting them right. Imposing integrating and cointegrating structure by just looking at units is a good idea. The regression of long-run returns on dividend yields is a good example. The dividend yield is a cointegrating vector, and is the slow-moving state variable. A one period VAR \[\left[ \begin{array}{c} r_{t+1} \\ dp_{t+1} \end{array} \right] = \left[ \begin{array}{cc} 0 & b_r \\ 0 & \rho \end{array}\right] \left[ \begin{array}{c} r_{t} \\ dp_{t} \end{array}\right]+ \varepsilon_{t+1}\] implies a long horizon regression \(r_{t+j} = b_r \rho^j dp_{t} +\) error. Direct regressions ("local projections") \(r_{t+j} = b_{r,j} dp_t + \) error give about the same answers, though the downward bias in \(\rho\) estimates is a bit of an issue, but with much larger standard errors. The constraint \(b_{r,j} = b_r \rho^j\) isn't bad. But it can easily go wrong. If you don't impose that dividends and price are cointegrated, or with vector other than 1 -1, if you allow a small sample to estimate \(\rho>1\), if you don't put in dividend yields at all and just a lot of short-run forecasters, it can all go badly. Forecasting bond returns was for me a good counterexample. A VAR forecasting one-year bond returns from today's yields gives very different results from taking a monthly VAR, even with several lags, and using \(A^{12}\) to infer the one-year return forecast. Small pricing errors or microstructure dominate the monthly data, which produces junk when raised to the twelfth power. (Climate regressions are having fun with the same issue. Small estimated effects of temperature on growth, raised to the 100th power, can produce nicely calamitous results. But use basic theory to think about units.) Nakamura and Steinsson (appendix) show how sensitive some standard estimates of impulse response functions are to these questions. Weak evidenceFor the current policy question, I hope you get a sense of how weak the evidence is for the "standard view" that higher interest rates reliably lower inflation, though with a long and variable lag, and the Fed has a good deal of control over inflation. Yes, many estimates look the same, but there is a pretty strong prior going in to that. Most people don't publish papers that don't conform to something like the standard view. Look how long it took from Sims (1980) to Christiano Eichenbaum and Evans (1999) to produce a response function that does conform to the standard view, what Friedman told us to expect in (1968). That took a lot of playing with different orthogonalization, variable inclusion, and other specification assumptions. This is not criticism: when you have a strong prior, it makes sense to see if the data can be squeezed in to the prior. Once authors like Ramey and Nakamura and Steinsson started to look with a critical eye, it became clearer just how weak the evidence is. Standard errors are also wide, but the variability in results due to changes in sample and specification are much larger than formal standard errors. That's why I don't stress that statistical aspect. You play with 100 models, try one variable after another to tamp down the price puzzle, and then compute standard errors as if the 100th model were written in stone. This post is already too long, but showing how results change with different specifications would have been a good addition. For example, here are a few more Ramey plots of inflation responses, replicating various previous estimatesTake your pick. What should we do instead? Well, how else should we measure the effects of monetary policy? One natural approach turns to the analysis of historical episodes and changes in regime, with specific models in mind. Romer and Romer pass on thoughts on this approach: ...some macroeconomic behavior may be fundamentally episodic in nature. Financial crises, recessions, disinflations, are all events that seem to play out in an identifiable pattern. There may be long periods where things are basically fine, that are then interrupted by short periods when they are not. If this is true, the best way to understand them may be to focus on episodes—not a cross-section proxy or a tiny sub-period. In addition, it is valuable to know when the episodes were and what happened during them. And, the identification and understanding of episodes may require using sources other than conventional data.A lot of my and others' fiscal theory writing has taken a similar view. The long quiet zero bound is a test of theories: old-Keynesian models predict a delation spiral, new-Keynesian models predicts sunspot volatility, fiscal theory is consistent with stable quiet inflation. The emergence of inflation in 2021 and its easing despite interest rates below inflation likewise validates fiscal vs. standard theories. The fiscal implications of abandoning the gold standard in 1933 plus Roosevelt's "emergency" budget make sense of that episode. The new-Keynesian reaction parameter \(\phi_\pi\) in \(i_t - \phi_\pi \pi_t\), which leads to unstable dynamics for ](\phi_\pi>1\) is not identified by time series data. So use "other sources," like plain statements on the Fed website about how they react to inflation. I already cited Clarida Galí and Gertler, for measuring the rule not the response to the shock, and explaining the implications of that rule for their model. Nakamura and Steinsson likewise summarize Mussa's (1986) classic study of what happens when countries switch from fixed to floating exchange rates: "The switch from a fixed to a flexible exchange rate is a purely monetary action. In a world where monetary policy has no real effects, such a policy change would not affect real variables like the real exchange rate. Figure 3 demonstrates dramatically that the world we live in is not such a world."Also, analysis of particular historical episodes is enlightening. But each episode has other things going on and so invites alternative explanations. 90 years later, we're still fighting about what caused the Great Depression. 1980 is the poster child for monetary disinflation, yet as Nakamura and Steinsson write, Many economists find the narrative account above and the accompanying evidence about output to be compelling evidence of large monetary nonneutrality. However, there are other possible explanations for these movements in output. There were oil shocks both in September 1979 and in February 1981.... Credit controls were instituted between March and July of 1980. Anticipation effects associated with the phased-in tax cuts of the Reagan administration may also have played a role in the 1981–1982 recession ....Studying changes in regime, such as fixed to floating or the zero bound era, help somewhat relative to studying a particular episode, in that they have some of the averaging of other shocks. But the attraction of VARs will remain. None of these produces what VARs seemed to produce, a theory-free qualitative estimate of the effects of monetary policy. Many tell you that prices are sticky, but not how prices are sticky. Are they old-Keynesian backward looking sticky or new-Keynesian rational expectations sticky? What is the dynamic response of relative inflation to a change in a pegged exchange rate? What is the dynamic response of real relative prices to productivity shocks? Observations such as Mussa's graph can help to calibrate models, but does not answer those questions directly. My observations about the zero bound or the recent inflation similarly seem (to me) decisive about one class of model vs. another, at least subject to Occam's razor about epicycles, but likewise do not provide a theory-free impulse response function. Nakamura and Steinsson write at length about other approaches; model-based moment matching and use of micro data in particular. This post is going on too long; read their paper. Of course, as we have seen, VARs only seem to offer a model-free quantitative measurement of "the effects of monetary policy," but it's hard to give up on the appearance of such an answer. VARs and impulse responses also remain very useful ways of summarizing the correlations and cross correlations of data, even without cause and effect interpretation. In the end, many ideas are successful in economics when they tell researchers what to do, when they offer a relatively clear recipe for writing papers. "Look at episodes and think hard is not such recipe." "Run a VAR is." So, as you think about how we can evaluate monetary policy, think about a better recipe as well as a good answer. (Stay tuned. This post is likely to be updated a few times!) VAR technical appendixTechnically, running VARs is very easy, at least until you start trying to smooth out responses with Bayesian and other techniques. Line up the data in a vector, i.e. \(x_t = [i_t \; \pi_t\; y_t]'\). Then run a regression of each variable on lags of the others, \[x_t = Ax_{t-1} + u_t.\] If you want more than one lag of the right hand variables, just make a bigger \(x\) vector, \(x_t = [i_t\; \pi_t \; y_t \; i_{t-1}\; \pi_{t-1} \;y_{t-1}]'.\) The residuals of such regressions \(u_t\) will be correlated, so you have to decide whether, say, the correlation between interest rate and inflation shocks means the Fed responds in the period to inflation, or inflation responds within the period to interest rates, or some combination of the two. That's the "identification" assumption issue. You can write it as a matrix \(C\) so that \(u_t = C \varepsilon_t\) and cov\((\varepsilon_t \varepsilon_t')=I\) or you can include some contemporaneous values into the right hand sides. Now, with \(x_t = Ax_{t-1} + C\varepsilon_t\), you start with \(x_0=0\), choose one series to shock, e.g. \(\varepsilon_{i,1}=1\) leaving the others alone, and just simulate forward. The resulting path of the other variables is the above plot, the "impulse response function." Alternatively you can run a regression \(x_t = \sum_{j=0}^\infty \theta_j \varepsilon_{t-j}\) and the \(\theta_j\) are (different, in sample) estimates of the same thing. That's "local projection". Since the right hand variables are all orthogonal, you can run single or multiple regressions. (See here for equations.) Either way, you have found the moving average representation, \(x_t = \theta(L)\varepsilon_t\), in the first case with \(\theta(L)=(I-AL)^{-1}C\) in the second case directly. Since the right hand variables are all orthogonal, the variance of the series is the sum of its loading on all of the shocks, \(cov(x_t) = \sum_{j=0}^\infty \theta_j \theta_j'\). This "forecast error variance decomposition" is behind my statement that small amounts of inflation variance are due to monetary policy shocks rather than shocks to other variables, and mostly inflation shocks. Update:Luis Garicano has a great tweet thread explaining the ideas with a medical analogy. Kamil Kovar has a nice follow up blog post, with emphasis on Europe. He makes a good point that I should have thought of: A monetary policy "shock" is a deviation from a "rule." So, the Fed's and ECB's failure to respond to inflation as they "usually" do in 2021-2022 counts exactly the same as a 3-5% deliberate lowering of the interest rate. Lowering interest rates for no reason, and leaving interest rates alone when the regression rule says raise rates are the same in this methodology. That "loosening" of policy was quickly followed by inflation easing, so an updated VAR should exhibit a strong "price puzzle" -- a negative shock is followed by less, not more inflation. Of course historians and practical people might object that failure to act as usual has exactly the same effects as acting. * Some Papers: Comment on Romer and Romer What ends recessions? Some "what's a shock?"Comment on Romer and Romer A new measure of monetary policy. The greenbook forecasts, and beginning thoughts that strict exogeneity is not necessary. Shocks monetary shocks explain small fractions of output variance.Comments on Hamilton, more thoughts on what a shock is.What do the VARs mean? cited above, is the response to the shock or to persistent interest rates?The Fed and Interest Rates, with Monika Piazzesi. Daily data and interest rates to identify shocks. Decomposing the yield curve with Monika Piazzesi. Starts with a great example of how small changes in specification lead to big differences in long run forecasts. Time seriesA critique of the application of unit root tests pretesting for unit roots and cointegration is a bad ideaHow big is the random walk in GNP? lessons in not using short run dynamics to infer long run properties. Permanent and transitory components of GNP and stock prices a favorite of cointegration really helps on long run propertiesTime series for macroeconomics and finance notes that never quite became a book. Explains VARs and responses.
Transcript of an oral history interview with Harold L. Gilmore, conducted by Joseph Cates on 22 January 2017 as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Harold Gilmore was a member of the Norwich University Class of 1953; his experiences as a student at Norwich University and his post-graduation career path, particularly as an educator, are discussed in his interview. ; 1 Harold Gilmore, Oral History Interview January 22nd, 2017 Home of Harold Gilmore Interviewed by Joseph Cates JOSEPH CATES: Let's record and we can get started. HAROLD GILMORE: All right. Very good. JC: All right. This is Joseph Cates. Today is January 22nd, 2017. I'm interviewing Harold Gilmore at his home. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. To start off, can you tell me your full name? HG: Harold Lawrence Gilmore. JC: And, when and where were you born? HG: Born in Whitinsville, Massachusetts in 1931. JC: Okay. HG: April 30th. JC: April 30th. What is your Norwich class? HG: Class of 1953. JC: Okay. Tell me about where you grew up and what it was like as a child? HG: I grew up in a very unique town. The town of Whitinsville, a village of Whitinsville, in the town of Northbridge, Massachusetts. It was what you'd call a company town. It was a town that was operated fundamentally by the Whitin Machine Works, which was a textile manufacturing company. My father worked there his whole life. My mother worked there part-time at times. It was a town that was written up by the Harvard Business School at one point in time as sort of a socialistic environment. JC: Oh! HG: It was a town that ran the library. It had its own housing for its people. The rents were subsidized so to speak. They maintained those properties. So, it was a very unique environment, something that probably not many people in the United States have ever lived in but was very enjoyable. It was secure and stable 2 employment, good schools. Other resources were all well-made, fire departments, police departments, many of it subsidized heavily by the corporation. JC: And what corporation was it again? HG: Whitin Machine Works. JC: Oh. Okay. HG: And it was a textile manufacturing company. JC: Oh. Okay. HG: Subsequently, it has disappeared. Went out of business. Textile manufacturing moved elsewhere. Moves down South and then out of the country primarily. The remnants of it are over in New Bedford where I ended up retiring from the University of Massachusetts over there where the icon on the entrance of the school is a huge spindle, which is a representative of a device that runs a thread through looms, weaving machines. JC: What made you decide to choose Norwich? HG: Well, I was the first individual in my family to go on to college. It's a large family. My mother was one of eight children. My father was one of four. They married. They lived within, almost a stone's throw of each other. We lived in the same place. I grew up in the same place and had many aunts and uncles in the neighborhood. So, I did not have any prior experience with Norwich. The only thing that was driving me at the time was my father said, "You've got to get a college education." He was a wood pattern maker and worked at Whitin Machine Works, as I noted, and he said, "This is not your lifestyle. You've got to upgrade yourself." I did not have the experience that current people have of visiting campuses. I never went to Norwich. I had an uncle that had gone to the University of Rhode Island. He had not graduated. So, I applied there. And then, Norwich had a high school visit team that came through and I got impressed with what that fellow had to say so I applied to Norwich. I did not get accepted to the University of Rhode Island. So, I had the choice of one school, Norwich. So, I went to Norwich. Unbeknownst to me about anything about Norwich. As a matter of fact, I had my high school yearbook signed by one of the teachers and he signed it, "Hup, one, two, three" and he signed his name. I said, "What's that all about?" He says, "You're going to a military school! You're going to be in the Army!" I says, "I am?" When I arrived at Norwich, it was like a new day in my life. I had no military experience. I'd never even been a Boy Scout. The regimentation was totally new to me. That probably was the beginning of what I consider a rather difficult period of adjustment for the four years. As you will probably know, I was a private in the Corps for four years. 3 JC: Oh. Okay. HG: Never given rank. I had the one opportunity close to graduation, which I refused. I thought it was a token gift which I did not appreciate receiving at that point in time. I didn't accept it. In fact, I applied to transfer out of Norwich my freshman year to start college at Georgia Tech. I got accepted to Georgia Tech, got a telephone call from my mother saying, "What is this acceptance notice we've received from Georgia Tech?" I said, "Well, I'm going to Georgia Tech next year, Ma. I'm not going to Norwich." She says, "Very well. Pay your own way." I stayed at Norwich for the rest of my life because I had no money at all! JC: What was it like that first day showing up at Norwich? HG: Well, it was a very memorable day. My father and mother drove me to school with the necessary material that I had to have, clothing and I think we had to bring a mattress at the time. We arrived at Norwich in the morning. My father and mother dropped me off, dropped me off at Cabot Hall. Room 109 was my room. My roommate, Ron Bartlett, at the time, had arrived about the same time so I met his father and mother. We met each other, of course. My father, immediately after dropping me off, jumped in the car and drove back to Whitinsville. They had to get home before dark I think. We started out very early in the morning. In fact, had to turn back because he discovered on the way that we probably didn't have enough gas to make it all the way to Vermont. We went back to get an open gas station because we started out so early in the morning. But no, they dropped me off and left. I remember a conversation I had with Ron's mother and father and she said, "Would you take care of Ron? He hasn't been away from home before." I said, "Yes, I will, Mrs. Bartlett, but neither have I been away from home before." (Laughs.) That was an interesting first day. And then, in contrast to the first day my second year, where I arrived on campus and used to ship a lot of my stuff up in a big, overseas container by train so that my shipment had arrived at the mailroom on campus. I went to the dormitory and I was back in Cabot the second year too. I said, "Rooks! Rooks! I need a rook to go down and get my suitcase and bring it up to the room." "Sorry, Sir. We don't do that anymore." JC: Oh! HG: The harassment rules had changed over the summertime and I hadn't gotten word of it. Plus, I arrived too late, I guess, because I recall having to do that very same thing for upperclassmen that first year. JC: Mm hmm. HG: So, anyway, that was my first day at Norwich. JC: What was your major? 4 HG Electrical engineering. JC: And why'd you choose that? HG: Well, my uncle was sort of involved with the electrical work and not that he had a great influence on me but I observed that and I thought, "Well." He was working for General Electric at the time and I said, "Well, I think that maybe I would do the same thing." So, I sort of went into that field not for any other particular reason than he was successful in what he was doing and I thought it would be of interest to me. JC: Okay. HG: Fortunately for me, in the long run, there were only nine matriculated double Es in '49, which got depleted very quickly, either through people who didn't continue at Norwich or transferred to some other major. I graduated with one other very close friend of mine to this day, Al Gardner, who lives out in the southern part of Vermont on the western edge of Massachusetts. We were the two electrical engineers that graduated in '53. We had tutorials. It was a very fortunate thing for me because probably the school where I had to fend more for myself, I might not have done as well as I did in the curriculum. It was a good experience. JC: Which fraternity did you belong to? HG: I joined Lambda Chi Alpha, which is off-campus, up on the hill. My primary reason for joining them was at the pledge period, you were entertained at the fraternities. They had an excellent meal. At that time, they had a pastry chef with some sort of recognition and he put on a beautiful dessert and I was a fellow who had been plump my whole life, loved sweets, and said, "This is the place for me!" Joined the fraternity and wouldn't you know it, he terminated. He quit. The pastry guy was gone! But we still had good cooks, husband and wife team over the four years, and I ended up being steward of the fraternity. It was a large part of my college life was being in the fraternity. I had to be there at least every day, serving a meal, because I was in the kitchen. In fact, I got rewarded for doing that type of job with half my food bill was being paid by labor so that worked out very nicely for me. JC: Well, what else do you remember about being in the fraternity? HG: Great social environment. I thought that we had, as any organization you end up with some cliques and I had three or four fellows that I chummed closely with and carried on to this day until both of them have now deceased. We had a life-long bonding there so the fraternity life to me was probably my sole social environment on the campus other than some of the things I did with the intramural sports and whatnot. I really was sorry to see the fraternities go but I understood the reason for it and, of course, I was long out of the school at that time anyway 5 so I didn't react one way or the other. It was just a little bit of self-disappointment in the whole thing. I've kept my affiliation with Lambda Chi Alpha for over the years. I still am a donor to the fraternity. I've had representatives from Indiana come up and visit me at the house here asking me for more money. The Lambda Chi, at the time, had sort of reputation of being an academically-oriented fraternity and scholarly environment. Probably didn't pan out as scholarly as I had thought it would but I think the fraternity still holds to that sort of criteria. They like to have their fraternities be scholastically oriented, not just a place to go and drink beer or mess around with the ladies, you know. JC: Right. HG: So, yeah. I heard there might rumors that the fraternities with the civilian population at Norwich might come back. JC: Really? HG: Yeah. I heard a rumor about that but just a rumor. I'm sure that it'd be a hard sell to get them back on campus. JC: Yeah. I know Theta Chi would like to be back. HG: Theta Chi was the Alpha Chapter so, and Lambda Chi, we were the Zeta Chapter, the Zeta Chapter of Lambda Chi so we were not new in the world of fraternities as Theta Chi was. JC: What intramural sports did you play? HG: I got involved in softball, a little bit of tag football and basketball. As I recall, I managed, I guess you'd say, our company basketball team for a while, not that I was any expert in the sport itself but I knew enough about it to try to get the boys organized and spur them on at the games with the other companies. I was in Company B, I think, most of the time. We did okay but it gave you something to do as well as sit in your room and study, that sort of thing. Then, I was on the rifle team for a while. JC: Oh. Okay. HG: When I discovered that my scores were not counted because they have a system of counting only the top five or six scorers and I was always one or two below. I figured I never was good enough. I shot for the team and I gave it up. Tom Atwood, a classmate of mine, was an Olympic sharp shooter so he's – JC: Oh. Really? 6 HG: Oh, yeah. Tom was on the team and he spent a lot of time during his days in the military doing just that, representing the United States on the Olympic rifle team. Tom and I keep in touch to this day. JC: Okay. HG: Yep. JC: He would be a good one to interview. HG: Yeah. Tom is down in Florida in the winter and out in the Chicago area, I think, in the summer. JC: Okay. HG: They know, the school, where he's located. So, if you want to hook up with him, it'd be nice to get him because he was a cadet colonel too, I believe. JC: Oh. Okay. HG: I think Tom was. I know he was high rank in our corp. Getting old here. I forget some of the facts. JC: I understand. Besides intramural sports, what other activities did you participate in? HG: Oh. Let's see. University activities, you mean? JC: Mm hmm. HG: I don't think I, I didn't get involved in any of the other, oh, the IEEE, they had a professional chapter, student chapter. I was involved in that and became an officer in it. Of course, there weren't too many electrical engineers but we did have some younger grads, classmates coming in to it. We did field trips for that. And I was involved with the administration of it, so to speak. But that was probably it, the IEEE. JC: What does IEEE stand for? HG: Institute of Electrical and Electronic Engineers. JC: Oh. Okay. HG: Yeah. It's still an ongoing organization. I still belong to them. I'm a life member in that organization now, because of my age primarily and being a member for so many years. But yeah, it was a good organization. 7 JC: What'd you do to relax when you were at Norwich? HG: Sleep! (Laughs.) We would go to the movies. Go to Montpelier. Perhaps go out to eat in Barre maybe once a week. One of the difficulties of my being a student at Norwich was I didn't have any money and I didn't have a car. So, I was dependent upon a very tight budget and it didn't loosen up at all until I became a junior and senior where we were getting the ROTC ninety cents a day supplement, twenty-seven dollars a month. That helped a lot for spending money. My mother used to say, "The only time you call home, Harold, is when you want money. We don't have any to give you." So, I used to spread my money pretty thinly. So, I didn't do a lot of relaxing that cost anything. There is an incident. One time, Garry Moushegian, Al Gardner, my buddy, the electrical engineer, and I decided to go horseback riding and thought that'd be nice Saturday afternoon entertainment. So, we went out and, funny thing, we rented the horses and got saddled up, got on the horses, and started our trip. Well, none of us knew how to ride a horse. None of us had been on a horse before. The horses turned around and went back to the barn. Garry's a tall guy. Well, the barn door was so low, he got scraped off the saddle. Laughs. Finally, we get them back outside and get them on the way. We did our tour and we're coming back home and, of course, the horses wanted to get back in the barn again. So, they started trotted along and we're bumping along behind them in the saddles and so forth. We got back to Norwich and Garry came over to my room. He says, "Look at what happened!" It wore holes in his underwear! Laughs. So, we had some laughs, you know. Different things like that happened. That's the biggest recollection I can of the things that we did. We had fraternity parties. We had to get involved in that, preparing for them and that kind of thing was an activity that I did as extracurricular. JC: Did you do anything else for entertainment other than what you mentioned? HG: Not that I can think of. I wasn't in any outside of the school activities. I did join the Masonic Order when I was a senior. I joined that and that involves some off-campus activity. I got involved in the Northfield Church. Even as a freshman, I would walk down to church. So, I got involved in church activities. And to this day, I support the Christian Fellowship Organization financially on campus each year to help them along so they can have programs that they want to put on. They have a little bit of money to work with. JC: Right. HG: So, yeah, that sort of thing I got involved in. JC: Okay. Do you remember any particular songs from when you were at Norwich? HG: Well, there's "Norwich Forever," of course, the school song. There used to be a song we used to sing, "On the steps of Jackman, crying like hell! There's a 8 newborn baby. La da da." Laughs. That song we used to sing. The other words they escape me and they don't escape me. They better escape me. They were choice words. JC: I understand. I know the words too. HG: Do you know the words!? Laughs. No. That's about all I remember. JC: I've got it in an oral history, "The Indecipherable Song." HG: Have you really? JC: Mm hmm. HG: I'll have to read that because I'd like to find out what the rest of the song is. It's something like, "A bastard's son of old NU." Awful song. JC: Yeah. It's an awful song. Any other songs? HG: I don't think so. Not that I can remember. JC: Who were the instructors who were most influential during your time there? HG: Well, the electrical department certainly was. Professor Marsh and Professor Maxfield and Professor Spencer, those three. There's an F.A. Spencer award in electrical engineering on campus, I believe. And I have contributed financially to that several times. I don't necessarily do it every year. Those gentleman were very influential. They were almost like tutors to Al and I. We'd be in class. It was just the two of us. You got to know the people and they got to know us. That was a very unique college relationship, I think, that we had. JC: Mm hmm. What was your favorite class? HG: My favorite class? I don't know what that would have been. I know my most unfavorable class was. JC: What was that? HG: Thermodynamics! I flunked that one. I had to take that as a, in order to graduate, I had to pass that course my final semester. So, I was taking an overload. I like Public Speaking. That was an interesting class. I did that the freshman year. I recall we all had to give a talk and I think the fellow's name was Fisk that was the professor. After I got through, I was critiqued, of course, by the student population, including classmates and they criticized me for having my Boston accent. Fortunately, for me, Professor Fisk was from Braintree, I believe. He says, "Mr. Gilmore is going to be fine with his language. I understood him perfectly." 9 Laughs. So, that was a favorable thing out of that class. I remember that so I'd call it a favorite class. I enjoyed it. JC: What do you remember about being a rook? HG: The harassment. A lot of harassment and the fact that we had these duties to perform like opening of windows and preparing the latrines and shining upperclassmen's brass and shoes and that sort of thing. As a person unfamiliar with that, having been the oldest in a family of four, and the only male in that family, I was fairly independent and having to be subjugated to these requirements was demanding in terms of my having to conform to the practices that were being expected of me. That was the worst part that I knew of. Probably another thing would be being out where I was without an automobile. I grew up, as I say, in Whitinsville where I lived out of town about three miles. So, I was used to being in a remote area but I could drive. My folks had a car they would let me use and I could get into town fairly easily and, once there, there was always other transportation you could get as well. At Northfield, there was just absolutely nothing and the closest town was Montpelier, twelve miles away. And also, getting back and forth to school, my folks did not have the resources, the time, or the ability to bring me back and forth to school. There were no commercial transportation convenient. The only way I could get back would be to get a ride from somebody else. And so, that was always at the top of your mind. When you come home, how am I going to get to school? How was I going to get to summer camp, which was down in Georgia? I had no car. I didn't have an automobile until I had started, after graduation, when I started working for Westinghouse, without a car. I had to save up enough money for a down payment to buy one. So, my first few months at work were devoted to saving as much money as I received from my Westinghouse pay to build up enough money to make a down payment on a car, which I finally did. I bought a used car in Whitinsville. I remember it cost $1350. It was a 1949 two-door Ford sedan. I ended up taking it to Japan with me and selling it off over there. Didn't bring it back. Yeah. So, those were the hard parts of school at Norwich. You know, I can recall when I'd get back from Norwich from a vacation, it be in the evening, you'd see the lights up on the hill and I would breathe a sigh of relief, "I'm back home and I'll be safe here when I get home." It ended up sort of like a security blanket. The school prepared me for, it gave me the keys to success. I'm forever pleased and blessed that I ended up going and staying at Norwich actually. It's created a great deal of enjoyment for me over my life. I've had a great post-graduate career and one of the things it taught me was perseverance, life-long education. I wasn't necessarily a brilliant scholar but I ended up getting three master's degrees and a Ph.D. post-Norwich experience and I think Norwich had to have something to do with that motivation to do that. JC: What are your master's degrees in? 10 HG: I have a master's degree, an M.B.A., and I have a master of science and a master of arts, one in human resources and one in labor relations. JC: Okay and where are they from? HG: One is from Shippensburg and one is from Loretto. That's awful. Can you give me a minute? JC: Yes. HG: I have a B.S.E.E. from Norwich, and M.B.A., a Ph.D. from Syracuse, a master's degree from St. Francis College, and a master's degree from Shippensburg University. JC: Okay. HG: The most important degrees for me, of course, was the B.S. in E.E. and the M.B.A. Ph.D. from Syracuse because those influenced what I did with my life more importantly. The other two degrees were done because of what I felt I needed to be effective in the classroom that I subsequently taught and administered the programs in at both Penn State and at UMASS Dartmouth. JC: Oh. Okay. Let's see. What was your favorite part of Norwich? HG: Favorite what? Part? JC: Part. HG: Part of Norwich? JC: Mm hmm. HG: What do you mean by part? JC: What did you like most about it? HG: Well, I would like the day I graduated was the most favorite part for me. I had my entire family there, extended family. We rented a whole motel. I was the keystone person that ever graduated in Johnson and Gilmore family. As I mentioned, the size is extensive and I remember quite a few relatives to follow, cousins and so forth. That was an occasion that I really, it was a success for me because I went there thinking, "I've got to graduate. I cannot fail." And I hadn't even though that last semester I had to take that extra course to make it through. I did it. And then the fact that it prepared me. I left the place with a job. I had a commission. I got a deferment for ten months so I could go to work for Westinghouse and get some industrial experience before I went in the military. Stayed in the military for my, 11 well I went in for two years but I extended because I got special weapons training with atomic weapons and I was there for close to three years total. Could have stayed longer. I was asked to stay longer but for family purposes I, stayed in the Reserve though. I retired from the military and I made it well up to the rank of colonel which I felt was something I never expected either and I think Norwich prepared me for that sort of experience, knowing how to behave and accept responsibility and perform the duties that I was required up to a successful level, satisfactory level. So, the best day at Norwich was indeed the day I graduated because it marked a major milestone in my life. Just as the first day I went there marked a major milestone. JC: What was the most important thing that Norwich taught you? HG: I think to be respectful of others and to take life-long learning seriously and to be persevering in what you're trying to accomplish. Norwich's motto is "I Will Try." So, any opportunity that came along for me, I seized upon. I was outwardly looking, several Fulbrights, quite a bit of overseas experience, along with my family, and I think Norwich prepared me for that by having an overseas assignment that was one of my first, the only one I had as a lieutenant was in Japan. And I got to like other cultures and so forth. I pursued that in Africa, Europe, and other places. As a matter of fact, I was contemplating a trip to China this year. JC: Oh. Really? HG: Yeah. I think I may go to China. I got the quotation and everything. One of the things I have to clarify is that both my wife and I's status health-wise to make sure that we're fit to go. I think we both will be allowed to do that from a medical perspective. The only thing remaining is making the commitment. JC: Mm hmm. HG: So, yeah. We're looking forward to that. We've gone on a number of cruises in the meantime to Alaska, the Mediterranean, the Caribbean, Alaska. So, we engaged travel, so I think the military and the Norwich environment has cultivated that sort of orientation to our lifestyle. JC: You mentioned "I Will Try." What did it mean to you as a student? HG: What did it mean to me when? JC: As a student. HG: As a student? Probably not much. I don't think you really appreciate that. I appreciate it more now that I've graduated and look back on things. I think, one of the things, it's not "I Will Try" so much but "I Will Stick to It!" 12 JC: Mm hmm. HG: I will not quit! I was amazed at the number of freshman, matriculated freshman that left Norwich the day they had to get a short haircut. JC: Mm hmm. HG: I, fortunately, grew up every summer having my head sheared off with what we used to call a Harvard clip. So, it didn't bother me to have to have it cut another eighth of an inch off. But these fellows that came up with the golden curls that had to get sheared said no and left. I wasn't going to give up. If Norwich's moral had been "I Won't Give Up," it would have been more appropriate than "I Will Try" in my case. "I Will Not Give Up." JC: What does Partridge's idea of a citizen soldier mean to you? HG: Well, it means to me that I'd like to see conscription come back. That's how much meaning it has to me. I think everyone should have a requirement to do some public service of some sort, not necessarily military but some kind of public service to build a concept of patriotism and to embed the value systems that our country stands for in their lives, personal lives. And so, the citizen soldier concept, I thought that Partridge had was just that. A person has a responsibility for his country, his family, and the two can coexist. JC: Mm hmm. HG: So, that's what that means to me, to be part of the process as an individual. JC: Mm hmm. Do you remember any funny stories from when you were at Norwich? HG: I'm sure Fred told you a funny story, the time I came up and down on the dumbwaiter at his surprise. He wondered, "Where was Harry?" And I said, "Here I am!" And I was inside the dumbwaiter cage! Laughs. That was a comedy. The other thing was the, not so much of a story but incident, was the time I repeated earlier about the horseback riding incident. That was a humorous event. I don't recall any other thing comes to mind at the moment. I'm sure there probably were numerous other events that happened that created some humor but I don't recall any right now. JC: So, what did you do after graduation? I know you went to work at Westinghouse. HG: Yeah. I went to work for Westinghouse immediately upon graduation. Had a job before I graduated. And then, I took a deferment from, Westinghouse gave me a deferment for about ten months because I did have the two-year obligation as a commissioned officer. So, then I went in the military and got asked if I were 13 interested in taking a special weapons training. That's the atomic weapons training. I got a Q clearance and so forth. And I went to Sandia Base. While there, a unit, 261st ordinance detachment was formed. I became the first commanding officer for, until such time as the captain showed up to take over the reins. I was in individual training. Didn't finish that. Went in to unit training, the 261st trained with the 5th field artillery battalion for deployment to Japan which, incidentally, at that time was against the peace treaty that we had signed with Japan. We're not supposed to bring any new armament into the country but we did. We brought in nuclear weapons. We used to have a little difficulty, the artillery did, going out to the range and firing it off. I went there and did some field exercises in Iwo Jima in Okinawa. While there, got to talking to a gentleman at KU Ammunition Depot Bar one evening and he was leaving for Syracuse University for the comptrollers' program there. And he says, "Harold, you ought to think about getting your M.B.A." And I said, "Well, what's that?" He says, "It's a master's degree in business administration. It's a great topping off of your electrical engineering degree and it's highly sought after people." Now, this was back in 1957, '57, '58. So, I put in for an early release. It was like eight months early. They weren't going to let me go until I got some congressional involvement by Saltonstall and he facilitated my departure from the military. I didn't give up my commission. I just went in the Reserve. And so, I went to Syracuse at that time. Got my master's degree. Went back to work for Westinghouse. Worked for AVCO in the reentry vehicle business, the Apollo program. And from there, I decided to go on to Syracuse. I got a three-year fellowship for a Ph.D. program in organizational behavior and operations management. So, I took that, went there, gave up my work, sold my home, took my family to Syracuse. Again, very, in retrospect, very risky situation. A lot of people start out looking for a Ph.D. and they never get it. I was told when I arrived, I had a very good advisor, a fellow who I had as an M.B.A. faculty member, Dr. Seimer. He said, "Harold, you do not leave this campus without that Ph.D. because you'll never get it if you do." So, I says, "All right, Dr. Seimer. I will not leave." So, I stayed there and I got the doctorate and left them. In my first job, I was planning to go back to work for AVCO because I was in a research and development division where higher degree were, of course, very prominent. JC: Mm hmm. HG: Well, and they had said, "Well, maybe there might be an opening for you when you get through." Well, three years is a long time and everybody changed chairs there. There didn't seem to be anything open for me so I took a job with the University of North Dakota at Minot Air Force Base in the Air Force Institute of Technology program. The AFIT program. We transferred their master of engineering degree to an M.B.A. degree while I was there and I was there for a couple of years. And from there, I transferred to Penn State University and I was at the Middletown campus. My office overlooked Three Mile Island. I was there for sixteen years, I believe. I did teach up at State College one semester. Then, for family reasons, I left Penn State. I was tenured and everything but I left Penn 14 State and came to UMASS Dartmouth here for family reasons, health reasons. And I did ten years over here. At that point in time, I retired from UMASS but, in the meantime, had picked up some work for the University of South Pacific at Fiji. So, I worked off and on during a five-year period in the year 2000 over there. JC: Okay. HG: Currently, I am volunteering at the National Graduate School of Quality Management here in Falmouth, which is an online type program. I am the director of the alumni program, which they've never had before. So, it's an experiment and it may be a futile activity but I'm giving it the best go I can give it as a Norwich guy. I'm not alumni but I'm their director. I'm modelling it after the Norwich Alumni Association. As a matter of fact, I used Norwich's bylaws in modifying to try to make them fit this school's program. So, that's where I am to this moment and I don't know how much longer that'll last. I've been doing it for a couple years now and probably give it another, 2017 may be my last year of doing that. Depends upon what my success is this year. JC: Well, you've had a lot of schooling. How did your training at Norwich prepare you for life, specifically? HG: Very well. Very well. In retrospect, I wouldn't have it any other way. It taught me to roll with the punches. You can't have everything your way all the time. To get along, you've got to go along and cooperate and you graduate. I think, probably, the teamwork idea was imbedded, not so much in a pointed way but in an overall way of existing and finishing up your, what you started. We had to work with other people. I started out as an individual and I think I came out as a person who understood that to get along in this world, you're going to have to work with other people and depend upon other people. Now, I probably, even to this day, I'm a volunteer and I know that I have, I have no resources. I have no budget. I don't have even office space, so to speak, except out of the house. Working with some adult people over here and I know that I depend upon them for everything I get done and I acknowledge that very, very fully to the best extent I can. Because I know that their cooperation, my success depends upon them. Without them, I'll die on the vine. I think Norwich has taught me that concept. Oh! I think I didn't mention to you. You probably were aware of this. I created, for the bicentennial, a puzzle. JC: Yes! You did. HG: You're aware of that? So, I put that together. JC: Mm hmm. 15 HG: And, you know, the thing is, the way that transpired, nobody seemed to want me to do it. Sometimes, that rubs me the wrong way. So, I says, "I don't care if you don't want me to do it. I'm going to do it anyway!" JC: Yeah. HG: So, I did it and quite amazed at how it turned out! There's a gentleman next door who's a graphic artist and he's good on the computer. That's what he does for a living. I got the university photographer, they let me access the photographs. I picked and chose some photographs, brought them over to Sean. I said, "Sean, what can you do for me?" He says, "Let me see those." So, we looked. He says, "I'll have something for you tomorrow." He brought over the thing. "What do you think of that?" Well, we made some adjustments and so forth. My wife has a friend who does puzzles and she brought over to our house a wooden puzzle that she had bought for the Lilly family, the big drug people here in Falmouth, a lot of property and donor, a very big benefactor. I said, "Maybe we could have a wooden puzzle for what I've created for Norwich." So, I contacted a guy in Connecticut and he says, "Yeah. If you're willing to pay the price, I can make that for you. No problem." So, I says, "Okay. Let's go with that." I've even gone down there and I've even worked the puzzle thing myself. My wife and I watched him make, it's an example of his work. Got that done. Made a contact overseas. Got somebody to stamp out those puzzles. I bought four dozen of them. Gave them to the school and said, "Use them at will." Then, I gave Sullivan, no, I gave Schneider a wooden one and I think he turned it over to the, the wooden one I gave him because I didn't want it. What was it going to do with me? So, I gave to him and he put it in the museum, I think. JC: It's at the museum. HG: It was a labor of love. That's all. I just did it because I didn't find the support that I thought I might have gotten from the bicentennial committee but they had bigger items on their agenda. This was not going to fit into the program, I guess. And then, I was involved, at one time, with a committee on postage stamps and I had done a lot of work and I was really disappointed. I got mixed messages from U.S. Postal Service as to whether the images that I submitted weren't, "They're fine. We're going to submit them for postmaster consideration." Then, I get a message from somebody else on the committee saying, "No. We're not." And you can't reach anybody on that committee because they're, you just don't have any contact information for them except maybe names. But now I understand that they did release, or rerelease of the Alden Partridge stamp for the ROTC commemorative. They said that now Schneider's got himself behind the request for a Norwich postcard set which is what they usually do. I think if they don't do something for Norwich for the bicentennial, there's got to be something wrong in Washington. I hope they follow through. I sort of dropped out of the picture because it's now gone beyond my involvement. But I filed all the paperwork and everything else necessary for that. Hopefully, we'll see something come to pass. 16 JC: Hopefully so. HG: Yeah. I was told that one the things, they said, "Well, you've got to get the postmaster in Northfield involved. And I said, "Well, I'm not in a position to do that. You're right there in town." The bicentennial committee itself could just go to the postmaster and say, "We want to issue the stamp." And if he supports it, I guess, or postcards, they don't, the stamps are a little more dicey to get through. But the postcards are pretty easy to do, I guess. So, maybe, we'll see what happens. I don't know. I've lost touch with that group. The last I heard was that they upgraded the applications or something by getting Schneider's support and some other people supporting it too. That'll be good. JC: Yeah. Hopefully, that'll work out. HG: Yeah. JC: Well, that's about your involvement with Norwich. HG: Mm hmm. JC: How do you think your professional life would have been different had you not been a Norwich graduate? HG: Oh, dear. Tremendously different because Norwich set me on a military career. It set me up for a military lifestyle, in a way, although I didn't go there with that idea at all nor did I graduate with that but it just sort of grew on you. I can recall, being a reservist, I would say, "Well, maybe I'll just stop going. I'll just give up." One year led to another year and before I knew it I had thirty years and six months and I was boarded out. I got considered for general officer and I didn't make it. I understood why. My competitor, I knew who that person was and a lot of stuff on his chest that I, ribbons on his chest that I didn't have and I figured he was more entitled to it or earned it more than I did. He had combat time. I didn't have any combat time at all. I was in a war zone, Korean War, but that was over practically. So, I think Norwich set me up for that whole aspect of my life. The academic part of it came about, my industrial area was focused on my engineering experience and math and science and so forth. And then, my academic life, all the way from doing some consulting work and so forth and having the idea of a continuous learning environment. I just kept on going to school, both militarily and civilian-wise. I took many, many a correspondence program. I went to Fort Leavenworth to the Command and General Staff School. I taught Command and General Staff School. I taught at the Army War College in Carlisle, both as a military faculty member and as an academic Penn State, because we had a program with them. JC: Right. 17 HG: You know, I'm amazed at the kinds of things I got involved in and I attribute it all to Norwich. If I had gone to URI like I wanted to heavens knows what I would have become, if I ever graduated. Or if I'd gone on to Georgia Tech, I might have failed out! Who knows? Norwich kept me going. I did hit the dean's list a couple times while at Norwich but I was no stellar student. Sullivan and I share one common thread. We both were privates for four years. JC: Yep. HG: And, you know, I'm not proud of that but we survived. He did very well militarily, obviously. Much better than I did! He got, what, four stars. I got the eagle but, nevertheless, I think that Norwich did us both very well. JC: I think so too. Has being a Norwich graduate opened doors for you that might not have been opened otherwise? HG: I thought, militarily, yes. Yeah. I can clearly recall early on in my career, when I was living up in North Andover. I was in the Reserve unit in Boston. The fellow that was in command of that unit, he loved Norwich guys. So, I got signed to his unit. Having somebody who was favorably disposed to where you're from certainly is helpful in the image that you are going to create if you live up to the person's perception of the school. JC: Right. HG: And I did very well. So, I think that opened me up for captain and major level of consideration. From then on, it was, an interesting little thing was when I worked for Penn State, I had a student by the name of Emmett Page. He was one of the Army War College students that were taking the master's program at Penn State. I was a faculty member, teaching him a course and I was over at the graduate program over there, teaching in their program, the military. Came time for me to have an assignment, as a colonel. Guess who I ended up being assigned to? JC: Emmett Page? HG: General Page. Laughs. He was in charge of the electronic research and development command in Adelphi, Maryland. I was his assistant. JC: Oh. Wow. HG: So, I got an assistant commander position with him as a colonel. I'd go down there and he'd say, "Harold," because I was in quality, he says, "I got some contracts out there. I want you to go to these contractors and see what they're doing and jack them up if they need jacking up." Laughs.) I had a great relationship with Emmett. I followed up with him a little bit afterwards. He was 18 my former student, was now my boss. I was grading him and now he was grading me! It's a small world. JC: Yes. It is! HG: Another interesting situation too was, we're in Japan, my wife and I together, concurrent travel. We'd had a major social event in Tokyo. I don't know what level it was, battalion, it wasn't a battalion party. It had to be higher up than that, maybe a Sullivan Theater type thing. Anyway, we went to it and who do we run in to? Colonel Burkle. Burkle was on campus at the time and his greeting to me and my wife when we got together, "Lieutenant Gilmore, your brass is shiny." Laughs. I says, "You can thank Mrs. Gilmore for that." See, most of my fun happened after I got out of Norwich. Yeah, Colonel Burkle. I think he was a colonel at the time. "Your brass is shiny." I said, "Yep. Thank Mrs. Gilmore for that." Oh, dear. I could go on and on and on, I guess. Been a long time. JC: Mm hmm. Do you think Norwich graduates have a special bond that other people don't? HG: Oh! Definitely! Definitely! Oh, yes. I see it in my children who graduated from Penn State. There's nothing like, these online programs, there's no bonding at all! JC: Right. HG: It's like dealing with particles in the air, dust particles, but Norwich, that experience there puts you into close proximity with other people. It served me so well. Al Gardner, I talked with on the phone all the time. Up until Garry Moushegian's demise, he died up in Norwood, MA, with him all the time. Fred Maier, Jack Gillis passed away. My roommate, Bartlett, Jack Gillis, Garry Mousehegian, they all died within a matter of months of each other. I lost all my, so now there's just Fred left and Al Gardner. So, I've got two very close friends. Other people I know but not quite as, as I said, we socially went everywhere with each other, cruises and all that stuff, you know. Families knew each other. Kids knew each other and stuff of that nature. So, yes. Norwich does create a separate, a special relationship, I think, amongst us graduates. JC: Mm hmm. Um, let me see. We've already answered that question. HG: Mm hmm. JC: Um, you've just answered that question. What advice would you give a rook about how to survive and thrive at Norwich? HG: Go with the flow. Join the program full heartedly. Don't fight it. Join it. And see what you can do to excel in it. 19 JC: Mm hmm. HG: I probably chose, I wouldn't say the opposite path but I resisted. I resisted the program and suffered for it, without getting any rank and you don't get ahead in the world that way. You're going to participate in the program and probably if you can't do that full heartedly, you might do better elsewhere. It's not a place for everybody, the military part of it anyway, the Corp. Now that Norwich has a civilian component, you know, Norwich is a nice school and it's a nice environment and Vermont's a pleasant place to enjoy the winter months and so forth. Can't complain about the environment. If you like a rural environment, it's fine. And I grew up in a rural environment so I didn't really rail at that sort of thing. Although, I sent my granddaughter up there for a campus visit and she came back, "Gramp, the place is not for me." She says, "I'm going to be a minority." I said, "What do you mean?" She says, "Well, I'm not going to join the Corp. I'm going to be a civilian. Right now, I detect that they're a minority up there." JC: Mm hmm. HG: I says, "Well, it's a wise maneuver not to go there. You've got to be happy where you are to do the best you can do." My advice to a rook is you've got to decide whether you're going to be happy in this environment or not. If you are, you'll do well. If not, you're not going to do as well. You might get through, but you won't be the success that you could be maybe someplace else. I have two grandsons. I've got three grandsons but two older ones. I tried to talk them into going to Norwich. Mother was not military-oriented and things were not so, we were at war. We've been at war for so long they don't know what it's like to be without it but she didn't think that was the thing to do. I do have a grandson here locally but he's going to Mass Maritime Academy. JC: Oh. Okay. HG: So, he's quasi-military, in a way. I think that he'll finish that program up in two or three years. He didn't want to go to Norwich either. I don't know why. I don't think he gave it a chance, because he likes to ski. He's an outdoors boy. He would do well. He's got the military bearing and so forth, but he chose the Maritime as a place to go. He did hear that employment opportunities were greatest at Mass Maritime and they are. You graduate from that place, you get a job. JC: Mm hmm. HG: If you've got anything going for you at all. Norwich used to be able to say, "You're going to get a commission." But that's not true anymore either. JC: No. It's not. 20 HG: The place is not going to sell itself with providing a vocation after you're through. Where this place practically does. So, he was encouraged to go. It's local and so forth. JC: Yeah. So, you didn't have any relatives that attended Norwich? HG: Hmm? JC: You didn't have any relatives that attended Norwich? HG: No. I didn't. I don't have anybody that went to Norwich. No. None of them. JC: Well, is there anything else? HG: No. By golly, we've had quite an enjoyable interview. I've had some fun talking to you. I can't think of much more. JC: Well, I thank you very much. HG: I enjoyed it. Thank you, too. End of recording.
Falta palabras clave. ; La presente tesis doctoral -titulada El Museo Vacío- parte de la convicción que, en vista de que los museos son instituciones culturales que han alcanzado una increíble notoriedad y popularidad desde el último tercio del siglo XX, fenómeno este sin precedentes, atrás quedó el museo como simple caja contenedora donde acoger numerosos objetos, reducto para unos cuantos instruidos, a transformarse en atractivos lugares, donde ofrecer al visitante nuevas experiencias, no sólo en la recepción del Arte y la Historia. Es decir, de instituciones cerradas e impenetrables para el gran público, se ha pasado a recintos abiertos (para las masas), con un papel renovado frente a la sociedad, llegando a ser consideradas las insignias de la Postmodernidad. En el contexto de la sociedad postindustrial, la cultura y el conocimiento toman protagonismo, del mismo modo que la memoria y su recuperación se han convertido en una obsesión global. El concepto de patrimonio cultural ha crecido sin cesar en los últimos tiempos con la aparente intención de dar satisfacción tanto a una sociedad postfordista que demanda "un mayor conocimiento" como a una insistente mirada hacia el pasado. Como resultado, cada vez ha sido más habitual la creación y ampliación de nuevos espacios culturales para albergar un determinado patrimonio (material e inmaterial). Incesantemente se han fundado múltiples y distintos tipos de museos, extensiones o renovaciones de antiguos edificios como centros culturales, nuevos espacios con carácter museístico y/o conmemorativos, múltiples (macro) exposiciones, nuevos proyectos artísticos y culturales de digitalización (gracias especialmente a los nuevos mecanismos de producción de imagen, a las nuevas tecnologías de la información y la comunicación -TIC-, así como a la democratización informativa de la redes mediáticas), y a diversos modelos museológicos y museográficos que plantean un nueva concepción de museo que poco tiene que ver con el tradicional museo-almacén. Este "efecto museo" y proliferación memorística se ha dado desde la década de los setenta, pero se ha intensificado a partir de los años ochenta, cuando se afianzó la cultura posmoderna del entretenimiento y la "Industria Cultural" de la sociedad postindustrial, coincidiendo a su vez con las estrategias revisionistas de la institución artística y con un crecimiento económico. En especial con el Centro Georges Pompidou de París (1977), pionero en lo que a público masivo se refiere y el que marcará el punto final de los museos del Movimiento Moderno y de partida de la Postmodernidad, cuando se dé con mayor impulso el fenómeno de un considerado aumento de nuevos museos y centros de arte contemporáneo, tanto de nueva planta como de edificios reutilizados para tal fin. Aquellas formulaciones de nihilismo museal y del arte institucionalizado levantadas sobre todo en los años sesenta y setenta por parte de distintos artistas y pensadores (ceñidos al debate sobre la muerte de Dios, el Ser y el Arte), paradójicamente desembocó en una progresiva expansión museística, cobrando el museo todo su protagonismo y su monopolio en el discurso artístico dominante y en la difusión del arte en una vitalidad nunca vista hasta ahora, al igual que la exitosa proliferación de centros artísticos, galerías de arte y (macro) exposiciones pensados en función del arte contemporáneo. Este fenómeno, desde las dos últimas décadas del siglo XX y principios del siglo XXI, ha adquirido tal dimensión que merece cierta reflexión o comprensión y un deseo de interpretación que, en "nuestro" caso, parte del asombro que despertó el macroespectáculo de la museomanía arquitectónica que se ha estado rivalizando principalmente entre los museos y centros de arte contemporáneo. El espectáculo de la arquitectura (museística) como imán de sustanciales audiencias, junto con las pautas que promueven el negocio del ocio y el turismo, pasó a convertir estos espacios culturales en parques temáticos de atracción turística: museos-espectáculo (con firma Pritzker), donde las masas han sido atraídas sobre todo por el marketing de la arquitectura-icono, restándole valía al tradicional significado del museo (que es de proteger, coleccionar y exponer), adquiriendo el contenedor todo su protagonismo como auténtica pieza artística en sí misma. Siendo esta una de las particularidades del museo posmoderno (definido como la nueva catedral del S. XXI), la cual realza nuestra cultura globalizadora, en la que impera el consumo de masa y la cultura de la imagen, incentivando al público la peregrinación al edificio el déjà vu. En las tres últimas décadas, el Museo ha pasado de ser un contenedor "neutro" a un objeto artístico destacado de la exposición; transformándose, estas "nuevas catedrales" de nuestro tiempo, en uno de los espacios más relevantes de promoción urbana, de peregrinación del turismo y en lugar de atracción para el consumo de masa. De manera que hemos pasado del modelo de museo-almacén, al museo fábrica (o laboratorio) y en los últimos años al tipo de museo seductor y espectacular. No obstante, la crisis actual del museo (de arte contemporáneo), envuelta por el espectáculo turístico que rodea a estas instituciones, está íntimamente ligada a esa sobresaturación a modo de ¿efecto Guggenheim¿ en la que, en tiempos de bonanza económica, se ha visto sumergida toda comunidad y ciudad, convirtiéndose la creación de museos y centros culturales en un instrumento de status político y de rentabilidad económica, más que de difusión artística y cultural. Dando paso a un modelo de museo altamente vacío (en su contenido), falto de debate crítico, de discusión y sobre todo de didáctica, valorándose el continente por encima del contenido. Así que hemos pasado de aquel vacío que ha dejado el museo moderno en torno a las prácticas artísticas, sobre pedagogías críticas e inclusivas, a la vacuidad de aquel que responde a la cultura del espectáculo; una cultura del "todo vale", de lo banal y superficial como la nuestra, tan efímera y tan post en tantos aspectos y sentidos. Y en definitiva, se observan unos vacíos (en la museología y en la historia del arte) que aparentan ser completados a través del espectáculo de la moda, el consumo y el diseño, atendiendo a una expansión sin límites del museo nunca vista hasta ahora. En una época donde la obra de arte contemporánea se produce y se expande tanto en espacios cerrados como en espacios naturales, urbanos o en red. De ahí también el título de la presente investigación, pues esta idea de museo vacío pretende con ello expresar la metáfora de un museo (expandido) fuera de lugar, infinito e imaginario, pudiendo trasladarse hasta los no espacios del museo virtual. Es de obligación en cualquier asunto de investigación plantearse cuestiones epistemológicas, en el que a partir de la corriente postmoderna, está cayendo toda una serie de valores (morales, éticos, educativos y culturales) a favor de la vacuidad del espectáculo, el consumo y la banalización. Además en un contexto donde predominan las imágenes, hoy más que nunca se necesita de la palabra. Consideramos que todo artista debe confrontarse con este tipo de cuestiones trascendentales de su tiempo en la tarea de investigación y creación artística, a favor de un pensamiento crítico con respecto a los fundamentos esenciales de su trabajo. De modo que este interés por el museo nace de una serie de preguntas que, como artista y consumidora (de arte) interesada, como es lógico, en el hecho expositivo, se hace [la autora] acerca de las prácticas de exhibición dentro y fuera de los museos y en torno a los espacios de discusión sobre las prácticas artísticas e institucionales. Más aún en un momento donde, paradójicamente, la madre institucional museística una vez más se encuentra en plena crisis de identidad -en un contexto de profunda crisis económica, política y social-, en busca de una necesaria reformulación de su concepción desde su uso, según su finalidad, acorde a los nuevos tiempos. El objetivo principal de este estudio teórico (de análisis y reflexión crítica) es reflexionar y debatir sobre múltiples interrogantes que plantea el fenómeno de los museos actuales, especialmente de los museos y centros de arte contemporáneo. Con el deseo, por un lado, de reflexionar -desde una perspectiva crítica- sobre el concepto mismo de museo, su rol-función en el mundo contemporáneo. Y, por otro lado, profundizar en el conocimiento de nuevos planteamientos y usos del museo, a través de distintos períodos y ejemplos nacionales e internacionales, muy distintos en relación con aquellas que ha ido asumiendo el museo tradicional desde sus orígenes: pasando de ser simples almacenes, contenedores de tesoros merecedores de fervor, a reivindicarles una dinámica viva, mudable y renovadora. Con el fin de descifrar las claves de los incipientes caminos del Museo Contemporáneo (tanto en su perspectiva socio cultural, artística y conceptual), y plantear un análisis y debate crítico sobre el estado del arte contemporáneo y su mediación, logrando una mayor conciencia y juicio personal con respecto a dicho fenómeno. No sólo se analiza de qué manera la creación de los nuevos museos plantea nuevos conceptos y trazados estéticos, culturales y filosóficos. Un tema, obsesivamente evocado por numerosos autores, mediadores, artistas, arquitectos, críticos de arte, filósofos, historiadores de arte, sociólogos, etc. Para ello también se tendrá en cuenta, entre otros asuntos, la presentación expositiva -como formato estrella- del arte contemporáneo, ya que la exposición entendida como dispositivo de presentación artística es uno de los elementos primordiales de la articulación discursiva del museo. Esbozando cuáles son algunos de los mecanismos y relaciones de poder y control de las instituciones museísticas, donde se revisan algunas de las propuestas e ideas que plantean distintos autores desde la teoría crítica (frankfurtiana y postmoderna), hasta la teoría artística contemporánea y la crítica institucional, donde se encuentran muchas preguntas, que más que responder, nos interesa plantear. De este modo, la tesis invita a reflexionar sobre el nuevo cambio de paradigma que rodea a la institución museística y a partir de ello identificar una serie de problemáticas que aún persisten en los museos, con el fin de ver sus límites y contradicciones, y generar una reflexión para proponer nuevos retos para el siglo XXI. Nunca como hasta este momento había sido tan cuestionado el papel del museo como institución cultural, hasta el punto que en numerosas ocasiones se ha hablado de una ¿muerte del museo¿, en concreto de los museos de arte contemporáneo. Pero a pesar de que el museo es una ¿institución en crisis¿ tampoco antes había despertado tanto interés como también demuestra la reciente numerosa producción bibliográfica museística a la vez que se ha convertido en un centro de mira de numerosos historiadores, teóricos y artistas, como paradigma de la cultura contemporánea, deslizando a la obra de arte a un segundo plano. De hecho, la relevancia de este trabajo pone también en cuestión el antecedente que originó la inquietud por uno de los problemas que se desea analizar: la posición artística del edificio-museo, pues como ya se ha dicho, el interés por crear un diseño espectacular ha supuesto el riesgo de que la arquitectura museística arrebate la importancia a las obras exhibidas. Tal y como puso de moda el Guggenheim de Bilbao, inaugurado con rotundo éxito en 1997, como paradigma de la cultura convertida en instrumento de consumo pero también de revitalización urbana y económica. Cuestión que, interrogada en multitud de ocasiones (especialmente en foros, conferencias y publicaciones especializadas), es pertinente analizar ya que está profundamente relacionado con la crisis de estas instituciones culturales. Pese a que, por otro lado, los museos se han convertido a finales del siglo pasado en uno de los principales referentes culturales, tendencia que mueve a miles de turistas todos los años, aunque esta nueva situación no está exenta de una serie de problemas que trataremos también de prestarle atención y que empezaron a examinarse en el S. XX. Sin embargo, tras pasar en los últimos años del fenómeno "efecto museo", acrecentado en pleno boom económico, nos situamos en nuevos tiempos de incertidumbre; donde contribuiremos -a modo de reflexión- a la discusión introduciendo ciertas cuestiones sobre el tema: cómo el reciente impacto de la crisis financiera pone en peligro tanto la supervivencia de muchos museos y centros culturales, como la divulgación, educación e investigación del arte y cultural. Poniendo igualmente énfasis en cómo la crisis económica obliga favorecer una reconfiguración de las instituciones culturales y nuevos modos de comportamientos de sus protocolos internos. Nuevos caminos que se abren en un periodo de transformación radical como el actual y el consecuente cambio de paradigma económico, social, político y cultural que se está produciendo, que está impulsando nuevos espacios de producción y colaboración, nuevas maneras de financiación, producción y distribución para las artes, así como redes de colaboración e intercambio -en torno a los bienes comunes y la gestión colectiva-, que abren igualmente nuevos modos de producción, distribución y recepción del pensamiento crítico, donde se toma como punto de salida y de lo común el contexto actual de crisis, que está a su vez marcando un cambio político y social. De modo que igualmente importante son las transformaciones que se están dando a raíz de los cambios producidos con la aparición de las nuevas tecnologías de la información y la comunicación (TIC), sobre todo con Internet, ya que están produciendo grandes cambios en nuestra actual sociedad que necesariamente afectan al mundo del arte. Todo ello se presta a un significativo análisis y valoración, en el que adoptaremos una metodología de trabajo de carácter reflexiva y crítica, desde una sensibilización con el asunto a partir de la observación y experiencia en la visita a estos y otros espacios expositivos, enriquecida con la teoría y la crítica institucional, con la consulta de fuentes bibliográficas en materia museística y publicaciones de revistas especializadas, investigaciones, monografías, ensayos, páginas web, prensa, etc. De esta manera, con la ayuda de dichas herramientas de trabajo, la metodología principal consistirá en recopilar ideas, pensamientos, teorías, fenómenos, nuevos paradigmas, recontextualizarlas y sacarlas a colación, evidenciando y revisando, asimismo, aquellos sistemas (visibles e invisibles) de poder que se manifiestan en todo ámbito de entretenimiento, del lenguaje y la política. La presente investigación encuentra fundamentado su marco teórico en distintos autores de diferentes áreas de conocimiento que rodean al ámbito museístico, básicamente: historia del arte; arquitectura; filosofía; estética; museología; sociología; arte contemporáneo. Si bien, existe una extensa y heterogénea literatura sobre el tema de investigación, la presente tesis pretende cubrir la carencia de estudio y análisis del objeto del museo en el área de Bellas Artes; ahondar sobre temas de actualidad en el mundo del arte y analizar una serie de paradigmas que rodea al ámbito museístico y al mundo del arte contemporáneo, planteando reflexiones y preguntas claves sobre la validez, alcance y naturaleza de ello; de este tema vigente de existente discusión, para que este tesis teórica -de corte crítico- no constituya un punto final de este trabajo, sino una puerta abierta hacia la prolongación de este estudio u otro. Y aunque será un tanto difícil plantear unas conclusiones finales en un asunto como es el museo y el mundo del arte que está en continua transformación, observamos que hay un vacío, un problema, si no, no se habría generado tanta crítica al museo, sobre todo a partir de la segunda mitad del siglo XX, y por supuesto ni tan ingente cantidad de investigaciones y literatura teórica sobre el mismo, que ha conducido, además, en las tres últimas décadas a un debate sobre la especificidad del museo, de los espacios expositivos, del arte y, en consecuencia, a nuevas definiciones del mismo acto creativo. Pero lo cierto es que, según los datos que nos ofrece la historia del arte, el museo se ve avocado a una crisis y renovación permanente. Si no desea morir, a seguir cambiando y evolucionando, según las tendencias artísticas y las necesidades sociales. Así que para una mayor comprensión y conciencia de dicha realidad, en la presente tesis, intentaremos dar cuanta de cuáles han sido los cambios más drásticos que ha sufrido el museo a lo largo de la historia, sin dejar las formas de los edificios inalterables. Especialmente desde que nace el museo como institución pública, a finales del siglo XVIII y principios del siglo XIX, como consecuencia, del paso definitivo de la colección y exhibición del arte privado al dominio público, tras la Revolución Francesa; el nacimiento y desarrollo del museo de arte moderno hasta aquellos proyectos de museos generados por el Movimiento Moderno en la primera mitad del Siglo XX y, por otro lado, su conversión en centros de arte contemporáneos en la segunda mitad del siglo pasado; para posteriormente situar el presente trabajo en dicha evolución histórica, ubicando el museo en nuestra época de la información/comunicación, post-moderna y globalizada, y extraer una serie de consecuencias prácticas para la investigación. De este modo, el analizar cómo ha ido cambiando a lo largo de la historia la forma y la función del museo, nos permitirá a su vez plantear una serie de reflexiones (críticas) en torno a la crisis inherente que ha perseguido al propio museo desde sus orígenes. Con respecto a la estructura de la tesis, ésta se presenta en tres grandes bloques que comprende un total de diez capítulos pensados, por un lado, en base a los objetivos propuestos y, por otro, a las etapas o ciclos más significativos en el origen y desarrollo del Museo, en aquellos acontecimientos y fenómenos más relevantes (de un pasado lejano y cercano) que han devenido en un cambio de paradigma, así como a distintas posiciones que se consideran predominantes en las formas de los museos contemporáneos. Pese a que se ha intentado delimitar en todo lo posible la investigación, el tema en cuestión es un poco rizomático, porque en cuanto se replantea un asunto en torno al museo aparecen otros que nos llevan también a otras cuestiones. Es por ello que en el desarrollo de la investigación se han abordado simultáneamente casi todos los puntos bajo la influencia recíproca de las diferentes observaciones y conceptualizaciones. Con un tono sencillo, aunque un tanto filosófico, se profundiza en las diversas cuestiones planteadas, en las dos primeras partes del estudio se hace un recorrido histórico por la construcción de estos espacios destinados al arte y como una especie de registro (de evaluación) de los movimientos (arquitectónicos) dominantes que han envuelto la concepción del museo a lo largo de la historia, con la intención de profundizar asimismo en la transformación de dicha institución. Además de analizar las diversas tipologías museísticas que se han venido dando a lo largo de la historia, veremos de este modo que la relación que se establece entre la obra y el marco espacial en el que se inserta suele generar numerosas tensiones, como por ejemplo al interactuar con una arquitectura museística como la actual que tiene una fuerte carga narcisista. Precisamente, daremos cuenta que las cuestiones y conflictos en torno a estos contenedores de arte se han estado dando desde la creación de los museos, razón demás por lo que nos situamos en diferentes períodos, con el fin de dar cuenta si el museo es un espacio ecuánime, capacitado y autosuficiente para acoger tanto la obra de arte contemporánea como al espectador. Del mismo modo, que en la 3ª parte examinamos si el formato tradicional de la exposición (física) sigue siendo el más apropiado para acoger aquellas novedosas propuestas y prácticas artísticas que se originan fuera del marco institucional. Pues llegados a la Postmodernidad, en esta última parte, daremos cuenta de los nuevos paradigmas de representación que envuelven al museo desde el inicio del postmodernismo hasta la actualidad (y que, en definitiva, transgreden la misión tradicional del museo y sus límites). La primera parte comprende el "Concepto de Museo y su Expresión Arquitectónica". Distribuida en los tres primeros capítulos de la tesis, se definen las nociones más importantes de la presente investigación. Analizamos en primer lugar la definición y la formación histórica del concepto de museo, su origen en la historia y su significado en la Antigüedad; la gestación del Museo desde hace ya casi tres siglos y las primeras dicotomías de la obra de arte con el espacio que la contiene; se analiza el descubrimiento de las formas de exponer y su expresión espacial en las tipologías básicas, y como se desarrolla su lenta y complicada transformación en los prototipos arquitectónicos del primer tercio del siglo XIX. Para ello le prestamos atención a la evolución de las primeras arquitecturas (palaciales) de uso exclusivamente museísticos (a partir del Siglo XVI), hasta aquellos primeros contenedores de tesoros artísticos que pasaron a materializarse partiendo de "arquitecturas dibujadas". Por otro lado, las causas y el origen del museo público a finales del Siglo XVIII, su gestación como institución estatal pública y patrimonial, y el auge de las exposiciones temporales en el siglo XIX (primero con la creación de los museos de artistas vivos y, por otra parte, con el fenómeno de las exposiciones universales); reflexionando al final del mismo sobre la noción de "museo efímero" frente a los límites del museo almacén, junto a otros fenómenos socio-culturales y prototipos de museos contemporáneos que transgreden la concepción del Museo (tradicional). En la segunda parte: "Antecedentes Artísticos del Museo Postmoderno (la nueva estética de la Modernidad)", a lo largo del capítulo 4, 5 y 6 daremos cuenta de las transformaciones socio-culturales y de los cambios e innovaciones en el arte y en la arquitectura del siglo XX. Se analiza las aportaciones del arte y la arquitectura de vanguardia en la concepción del Museo de Arte Moderno -MOMA- de Nueva York (a través de una nueva enunciación estética y conceptual que irá imponiéndose a lo largo del siglo XX sobre el no estimado palacio o templo de las artes), junto con las aportaciones de los maestros del Movimientos Moderno (Le Corbusier, M. van der Rohe, F. Lloyd Wright) en el desarrollo y evolución del mismo, así como las contribuciones de críticos, teóricos, artistas, sociólogos y filósofos que han cuestionado mordazmente el museo desde distintas perspectivas, hasta los inicios de la Postmodernidad; cerrando esta 2ª parte con aquellos antecedentes más próximos del museo posmoderno: el espectacular Museo Guggenheim de Nueva York, con su espacio expositivo de movimiento continuo, y el espacio flexible e interdisciplinar del Beaubourg de París, entre otras propuestas de museos no edificables pero de enorme repercusión. Situarnos en la era pompidou llevará establecer un nuevo vínculo del museo con las neo-vanguardias, el cual nos permitirá hablar de la ruptura con la cultura oficial de la Modernidad. Además del análisis arquitectónico y conceptual de aquellos proyectos que han marcado un cambio de paradigma, nos introducimos en algunos aspectos del museo visto tanto por arquitectos e historiadores del arte como por filósofos y artistas, de esta manera ampliamos las distintas visiones y aportaciones que han influido en la configuración y la constante evolución de esta institución socio-cultural. Sin obviar, por tanto, aquellos aspectos tanto sociales, económicos y políticos como aquellos vinculados al público. En la tercera parte, estructurada en los últimos cuatro capítulos de la tesis, bajo el título "Transgrediendo los límites del museo: nuevos paradigmas representacionales; nuevas prácticas artísticas y curatoriales", se examina la situación actual que atraviesan los museos y centros de arte contemporáneo, abarcando distintos asuntos ligados a la Posmodernidad, sus efectos y excesos sobre el museo como institución cultural. Si bien, el detonante de la presente investigación, la arquitectura (museística) contemporánea y su artisticidad (avivado por el protagonismo que se le ha dado a estos brillantes contenedores de arte y por la museomanía en la que nos hemos visto envueltos en las tres últimas décadas), nos ha permitido también reflexionar sobre los fundamentos del arte contemporáneo. De este modo, nos introducimos en esta última parte en el tema más amplio, de cómo se han transgredido los límites del museo, con el fin de analizar el museo como un espacio que por sí mismo ejerce una influencia o una política en la sociedad, y, por otro lado, las contradicciones y límites que presenta como institución cultural. Para ello se analizan aquellas prácticas artísticas y curatoriales que desplazan el lugar de la obra de arte y dislocan la autoridad del museo. En este punto se incluyen distintos asuntos sobre las conexiones entre la estética y la política. De modo que, en esta última parte, empezaremos dando cuenta de nuevos discursos y actitudes críticas frente al Museo en los inicios de la Postmodernidad; la crítica feminista; la crítica institucional de los años 60/70 (teniendo en cuenta el precedente crítico de las vanguardias históricas radicales); las nuevas formas de representación que trae consigo la Postmodernidad que exigen a su vez nuevas formas de exhibición, nuevos espacios (públicos) de producción y distribución artística. Por otra parte, se analizan distintos modelos de museos contemporáneos con dinámicas muy distintas, nuevos espacios artísticos y culturales -físicos y virtuales- que rompen con el concepto clásico de museo. Nos situaremos en el contexto actual de crisis que viven estos espacios legitimadores (museos, centros de arte contemporáneo, galerías,.), en un momento de profunda crisis económica, política y social. Y, por otra parte, examinaremos el impacto de las tecnologías digitales en la producción, distribución y recepción del arte contemporáneo; las nuevas formas de participación e interactividad en el arte (arte público, arte contextual, arte relacional) y la importancia de las teorías de la recepción en la configuración de las diferentes orientaciones conceptuales que trazan cuál debe ser el objetivo del museo en el siglo XXI. En definitiva, entre otros asuntos, intentaremos ver en esta última parte cuál es la situación actual del museo (su rol en el contexto socio-cultural, artístico y conceptual), y los retos a los que se enfrenta hoy día esta institución en el actual panorama de crisis globalizada. Analizando aquellas transformaciones a las que se ve avocado el museo para acomodarse en los cambios sociales en consonancia con la sociedad -de la información y mediática- contemporánea. Pues uno de los objetivos principales de esta tesis es precisamente debatir sobre el impacto de esas transformaciones, analizando aquellos paradigmas que han impulsado los cambios más drásticos en el museo a lo largo de su historia, a la vez que exponemos distintos ejemplos de intervención artística que han transgredido los límites del museo y han posibilitado el desarrollo de dispositivos críticos. Conjuntamente, en las tres partes se analizarán algunas de las críticas más destacadas al museo desde que nace como institución cultural hasta la actualidad por parte de filósofos, artistas, historiadores del arte e intelectuales. Así que la presente investigación ha devenido en pensamiento y reflexión crítica en torno al arte contemporáneo, la cultura contemporánea y la sociedad, en torno a las prácticas artísticas y su relación con los espacios expositivos de distribución, instituciones como centros de arte y de producción, galerías y museos, lo cual nos ha permitido adentrarnos en un análisis previo sobre la arquitectura de estos espacios -de ficción y consumo- como reclamo mediático y espectacular. Por último, un apartado con las conclusiones finales de los diferentes temas abordados, donde se recogen las principales reflexiones (críticas) que se derivan de este estudio, que nos ha servido sobre todo para reflexionar en torno al arte y cuestionar lo establecido. ; La présente thèse doctorale -intitulée «Le Musée Vide» (El Museo Vacío)- est animée par la conviction selon laquelle le musée a cessé d'être une simple caisse où conserver de nombreux objets, des bastions de quelques instruits, pour incarner des lieux fascinants conférant au visiteur des expériences novatrices allant au-delà de l'enseignement de l'Art et de l'Histoire. Autrefois fermés et impénétrables au grand public, les musées constituent désormais des enceintes ouvertes aux masses et jouent un rôle nouveau dans la société en tant que symbole de la Postmodernité. Si la culture et la connaissance occupent une place à part entière dans la société postindustrielle, la mémoire et sa récupération sont également devenues une obsession généralisée. Le concept de patrimoine culturel n'a pas cessé de grandir au cours de ces derniers temps avec l'intention apparente de satisfaire aussi bien une société postfordiste aspirant à «une plus grande connaissance» que le regard inflexible jeté sur le passé. Ainsi, la création et l'ampliation de nouveaux espaces culturels pour accueillir un patrimoine concret (matériel ou immatériel) sont devenues monnaie courante. Dès lors, de nombreux musées, aussi différents les uns que les autres, ont vu le jour, en ayant parfois eu recours à l'agrandissement ou la rénovation d'anciens bâtiments, pour donner place à des centres culturels ou de nouveaux espaces muséaux ou commémoratifs, expositions multiples, des nouveaux projets artistiques et culturels de numérisation (notamment grâce aux nouveaux mécanismes de production de l'image, aux nouvelles technologies de l'information et de la communication — TIC —, mais aussi grâce à la démocratisation informative des réseaux médiatiques) et aux nouveaux modèles muséologiques et muséographiques proposant une vision novatrice du musée n'ayant guère de rapport avec le musée-entrepôt classique. Les années 1970 ont été marquées par l'émergence de cet «effet musée» et la prolifération de la mémoire. Ce phénomène s'est par la suite intensifié à partir des années 1980, lors de la consolidation de la culture postmoderne du divertissement et de «l'Industrie Culturelle» de la société postindustrielle, coïncidant, ainsi, avec les stratégies révisionnistes de l'institution artistique et une croissance économique. Ceci est particulièrement spécial le cas du Centre Georges Pompidou de Paris (1977), précurseur dans l'avènement du public de masse, qui va annoncer la fin des musées du Mouvement Moderne et le début de la Postmodernité, au moment où l'on constatera le phénomène d'une augmentation considérable du nombre de musées et de centres d'art contemporain nouvellement fondés, qu'ils procèdent de nouvelles édifications ou de reconversions de bâtiments prévus à cet effet. Le musée assume déjà toute l'importance et a récupéré son monopole dans le discours artistique et dans la diffusion de l'art avec une vitalité encore jamais vue, et également la prolifération des centres artistiques, les galeries d'art et (macro)expositions pensés surtout en fonction de l'art contemporain. Ce phénomène a acquis une telle dimension qu'il invite à la réflexion, voire à la compréhension, et provoque, en ce qui «nous» concerne, un désir d'interprétation né de l'émerveillement suscité par le spectacle de l'architecture (muséale) se retrouvant principalement dans les musées et les centres d'art contemporain et agissant en tant qu'aimant d'audiences considérables. Ainsi, ces «musées-spectacles» (avec la signature Pritzker) font des contenants de véritables œuvres artistiques en soi. Étant celle-ci une des particularités du musée postmoderne (défini comme la nouvelle cathédrale du XXIe siècle), laquelle remarque notre culture globale dont la consommation de masse et la culture de l'image prévaut, encourageant le public au pèlerinage du bâtiment le déjà vu. Pendant les trois dernières décennies, le Musée en tant que contenant «neutre» est devenu un objet artistique du domaine de l'exposition en tout point remarquable et a donné lieu à des «nouvelles cathédrales» de notre temps, des espaces de promotion urbaine figurant parmi les plus influents, des lieux de pèlerinage touristique et d'attraction pour la consommation de masse. De ce fait, on est passé du modèle de musée-entrepôt au musée-usine (ou laboratoire) et, au cours des dernières années, au musée spectaculaire et captivant. Néanmoins, la crise actuelle du musée (d'art contemporain) enveloppée par le spectacle touristique entourant ces institutions, est profondément liée à une sursaturation à titre «d'effet Guggenheim» dans laquelle toute la communauté et la ville s'y plongent pendant la période de prospérité économique, plutôt que la diffusion artistique et culturelle. Laissant du coup la place à un modèle de musée particulièrement vide (dans son contenu), sans débats critiques, de discussion, et surtout de didactique, en valorisant davantage le contenant que le contenu. De cette manière, on abandonne cette idée de vide laissé par le musée moderne –autour des pratiques artistiques sur pédagogies critiques et inclusives - pour arriver à la vacuité de celui qui répond à la culture du spectacle. Il faut observer des vides (auprès de la muséologie et l'histoire de l'art) qui simulent être complétés à travers le spectacle de la mode, la consommation et la conception compte tenu de l'expansion sans limites du musée jamais réalisée jusqu'à présent. À une époque où l'œuvre d'art contemporain se produit et s'étend aussi dans les espaces fermés comme dans les espaces naturels, urbains et sur Internet. D'où aussi le titre de la présente recherche, car avec cette idée de musée vide on essaie d'exprimer la métaphore d'un musée (étendu) déplacé, infini et imaginaire, pour après se rendre jusqu'aux non-espaces du musée virtuel. De sorte que cet intérêt pour le musée est né d'une série de questions qui, en tant qu'artiste et consommatrice (d'art) intéressée, évidemment par le fait expositif, résulte des questions posées sur les pratiques d'exhibition hors et dehors des musées et autour des espaces de discussion à propos des pratiques artistiques et institutionnelles. Notamment dans un moment où paradoxalement la mère institutionnelle muséale se trouve encore une fois en pleine crise d'identité –à l'égard d'un contexte de profonde crise économique, sociale et politique-, à la recherche d'une reformulation nécessaire de sa conception depuis son usage, selon sa finalité en accord avec les nouveaux temps. Le but principal de cette recherche théorique est celui de réfléchir et de débattre sur les différentes interrogations que le phénomène des musées actuels pose, particulièrement des musées et des centres d'art contemporain. D'une part, avec le désir de réfléchir – après une perspective critique - en ce qui concerne le concept de musée en soi, son rôle/fonction dans monde contemporain. Et d'autre part, approfondir la connaissance des nouvelles approches et les usages du musée dans le cadre de ses différentes périodes et exemples nationaux et internationaux, aussi dissemblables en relation avec celles que le musée traditionnel a assumé depuis ses origines: au début ils étaient de simples entrepôts, des contenants de trésors dignes d'être admirés, pour finalement exiger d'eux une dynamique vivante, changeante et rénovatrice. Afin de déchiffrer les clés des voies naissantes du Musée Contemporain (dans une perspective socioculturelle, artistique et conceptuelle) et de débattre à propos de l'impact de ses transformations, alors qu'on est en train d'analyser les paradigmes qui ont stimulé les changements les plus drastiques auprès du musée tout au long de son histoire, en même temps que l'on présente différents exemples d'intervention artistique qui ont transgressé les limites du musée et ont permis le développement des dispositifs critiques. De cette façon il y a aussi une analyse et un débat critique concernant l'état de l'art contemporain ainsi que sa médiation. Non seulement faut-il analyser la manière dont la création des nouveaux musées propose de nouveaux concepts et des tracés esthétiques, culturels et philosophiques, mais il faut aussi tenir compte, entre autre, de la présentation d'exposition – en tant que format étoile- de l'art contemporain étant donné que l'exposition comprise comme dispositif de présentation artistique est l'un des éléments primordiaux de l'articulation discursive du musée. Les mécanismes et les relations de pouvoir et de contrôle des institutions muséales où les propositions et les idées formulées par les différents auteurs se formulent, depuis la théorie critique (de l'école de Francfort et postmoderne), jusqu'à la théorie artistique contemporaine et la critique institutionnelle où se trouvent beaucoup de demandes, qui, plutôt que d'y répondre, nous tient à cœur de les poser. Par la suite, la thèse invite à réfléchir sur le nouveau changement du paradigme qui entoure l'institution muséale et à partir de là, identifier la série de problématiques qui continuent à exister dans les musées afin de voir ses limites ou contradictions et créer une réflexion pour proposer de nouveaux défis pour le XXIe siècle. Jusqu'à nos jours, le rôle du musée comme institution culturelle n'a jamais été autant remis en question à tel point que de nombreuses fois on entend parler d'une «mort du musée», concrètement des musées d'art contemporain. Mais malgré le fait que le musée est une «institution en crise» cela n'avait pas non plus éveillé l'intérêt comme le démontre la récente et nombreuse production bibliographique muséale en même temps qu'il est devenu le centre de repère de plusieurs historiens, théoriques et artistes, comme paradigme de la culture contemporaine, reléguant l'œuvre d'art en arrière-plan. De fait, la pertinence de ce travail remet en cause aussi le précèdent qui a conduit à la préoccupation à propos de l'une des questions à analyser: la position artistique du bâtiment-musée, car comme on avait déjà mentionné auparavant, l'intérêt de créer une conception spectaculaire a signifié le risque de l'architecture du musée minimise l'importance aux œuvres exposées. Tel que le Guggenheim de Bilbao revenu à la mode, inauguré avec succès en 1997, comme un paradigme de la culture transformé en un instrument de la consommation, mais aussi de la revitalisation urbaine et économique. Cette question posée des centaines de fois (en particulier sur les forums, lors de conférences et dans des publications spécialisées) reste pertinente à analyser puisqu'elle se rapporte entièrement à la crise de ces institutions culturelles. Pourtant, après avoir passé les dernières années du phénomène «effet musée», en augmentant en plein boom économique, nous nous situons dans des nouveaux temps d'incertitude, où nous contribuerons (en guise de réflexion) à la discussion en introduisant quelques sujets sur la question: comment le récent impact de la crise financière met en danger soit la survie de beaucoup de musées et centres culturels comme la divulgation, éducation et recherche sur l'art et le culturel. On y souligne également comment la crise économique oblige à favoriser une reconfiguration des institutions culturelles et les nouvelles manières de comportement de ses protocoles internes. Les nouveaux chemins qui s'ouvrent dans une période de transformation radicale comme l'actuel et le conséquent changement de paradigme économique, social, politique et culturel qui se produit de nos jours, favorisent de nouveaux espaces de production et de collaboration, de nouvelles manières de financement, de production et de distribution pour les arts, ainsi que les réseaux de collaboration et échanges -autour des biens communs et de la gestion collective- qui ouvrent également de nouveaux modes de production, distribution, réception de la pensée critique, où le point de départ et du commun –et celui qui marque un changement politique et social- est le contexte actuel de crise. De sorte que pareillement incontournables sont les transformations qui apparaissent à la lumière des changements produits avec l'apparition de nouvelles technologies de l'information et de la communication (TIC), surtout avec Internet, puisqu'ils sont en train de modifier la société actuelle qui affecte directement le monde de l'art. Tout cela offre une analyse essentielle, celle d'adopter une méthodologie de travail réflexive et critique, d'après une sensibilisation avec le sujet à partir de l'observation et expérience dans la visite de ceux et d'autres espaces d'exposition enrichie avec la théorie et des critiques institutionnelles, à une consultation de sources bibliographiques en matière muséale et dans des publications de revues spécialisées, investigations, monographies, essaies, pages web, la presse, etc. La présente recherche trouve sa marque théorique étayé chez divers auteurs de différents secteurs de la connaissance qui principalement entourent le domaine muséal: l'histoire de l'art, l'architecture, la philosophie, l'esthétique, la muséologie, la sociologie, l'art contemporain. Malgré le fait qu'il existe une large et grande variété littéraire sur le thème de recherche, cette thèse vise à couvrir le manque d'études et d'analyses de l'objet du musée dans le domaine des Beaux-arts; approfondir sur les enjeux actuels dans le monde de l'art et ainsi analyser un certain nombre de paradigmes entourant le monde des musées et le monde de l'art contemporain, soulevant des questions et réflexions clés concernant la validité, la portée et sa nature. De ce sujet en vigueur et en discussion, pour que cette thèse théorique -de typologie critique- ne constitue pas un point final de ce travail, mais une porte ouverte sur l'approfondissement de ce cas d'étude ou d'un autre. Et même s'il sera légèrement difficile de tirer des conclusions définitives sur une question telle que le musée et le monde de l'art qui est en transformation constante, nous constatons qu'il y a un vide, un problème, autrement il ne se serait pas généré autant de critiques du musée, en particulier à partir de la seconde moitié du XXe siècle, et non plus l'énorme quantité de la recherche et de la littérature théorique sur celui-ci, qui a également conduit dans les trois dernières décennies à un débat sur la spécificité du musée et des espaces d'exposition, l'art et, par conséquent, de nouvelles définitions du même acte créateur. Par contre, il est certain que, après les données que l'histoire de l'art nous a offert, le musée s'est vu obligé dans une crise de renouvellement permanente. S'il préfère ne pas mourir à changer en continuation et évoluer selon les tendances artistiques et les besoins sociaux. Donc, pour une meilleure compréhension et prise de conscience de cette réalité, nous essaierons de rendre compte des changements les plus spectaculaires subis par le musée à travers l'histoire, laissant indéfectibles les formes des bâtiments. Surtout depuis la naissance du musée en tant qu'institution publique à la fin du XVIIIe et au début du XIXe siècle, en conséquence du pas définitif de la collection et la présentation de l'art privé dans le domaine public, après la Révolution française; la naissance et le développement du musée d'art moderne jusqu'aux projets de musée générés par le Mouvement Moderne dans la première moitié du XXe siècle et, d'autre part, sa conversion en centres d'art contemporain dans la deuxième moitié du dernier siècle; pour ensuite mettre ce travail dans ce développement historique, plaçant le musée dans notre ère de l'information/communication, post-moderne et mondialisée, et d'en tirer un certain nombre de conséquences pratiques pour la recherche. De cette manière, analyser comment la forme et la fonction du musée a changé au cours de l'histoire va nous permettre de nous livrer à des réflexions (critiques) autour de la crise inhérente ayant poursuivi le musée depuis ses origines. Par rapport à la structure de la thèse, elle se présente en trois grands blocs comprenant un total de dix chapitres, plus les conclusions finales, destinées, d'une part, sur la base des objectifs proposés et, d'autre part, aux étapes les plus importantes de l'origine et le développement du musée, dans ces événements et phénomènes pertinents (à partir d'un passé lointain et récent) qui sont devenus un changement de paradigme, ainsi que les différentes positions qui sont considérées dominantes auprès des formes des musées contemporains. Bien qu'il ait tout essayé pour délimiter le plus possible la recherche, le sujet en question nous rappelle au rhizome car dès que le sujet autour du musée se relance, d'autres sujets apparaissent conduisant également à la formulation de nouvelles questions. Voilà pourquoi, dans le cadre de la recherche ont été simultanément traités presque tous les points sous l'influence réciproque des diverses observations et conceptualisations. Avec un ton simple, bien que légèrement philosophique, on se penche sur les diverses questions soulevées dans les deux premières parties de l'étude un voyage historique est fait dans la construction de ces espaces destinés à l'art et comme une sorte de registre (évaluation) des mouvements (architecturales) dominants qui ont enveloppé la conception du musée à travers l'histoire, avec l'intention d'approfondir sur la transformation de l'institution. En plus d'analyser les diverses typologies muséales qui ont été mises en place tout au long de l'histoire, on verra de cette manière que le rapport établi entre l'œuvre et le cadre de l'espace, auquel il est insert, tient à générer plusieurs tensions, comme par exemple lors de l'interaction avec une «architecture muséale» comme l'actuelle d'une très forte charge narcissiste. Justement, nous rendrons compte des questions et des conflits autour de ces contenants d'art qui ont été présents depuis la création des musées, une raison de plus pour qu'on se situe aux différentes périodes afin de rendre compte si le musée est un espace équitable, qualifié et autonome pour accueillir l'œuvre d'art contemporain et le spectateur. De même, dans la troisième partie on va examiner si le format traditionnel de l'exposition (physique) est toujours le plus approprié pour héberger les propositions novatrices et les pratiques artistiques qui naissent hors du cadre institutionnel. Donc, dans cette dernière partie, à la Postmodernité, on décrit les nouveaux paradigmes de représentation impliquant le musée depuis le début du postmodernisme jusqu'à ce jour (et en somme, ils transgressent la mission traditionnelle du musée et ses limites). La première partie comporte «le concept de musée et son expression architectural» (el Concepto de Museo y su Expresión Arquitectónica), distribuée sur les trois premiers chapitres de la thèse où se définissent les notions les plus importantes de cette recherche. On examine en premier lieu la définition et la formation historique du concept de musée, son origine dans l'histoire et sa signification dans l'Antiquité, la gestation du Musée depuis déjà près de trois siècles, et les premières dichotomies de l'œuvre d'art avec l'espace qui y contient. On analyse la découverte de façons d'exposer et son expression spatiale dans les typologies basiques, et étant donné le développement de ses transformations à la fois lentes et complexes aux prototypes architecturaux du premier tiers du XIXe siècle. Pour ce faire, nous prêtons attention à l'évolution des premières architectures (palatiales) de l'utilisation purement muséales (du XVIe siècle), aux premiers contenants de trésors d'art après s'être matérialisé à partir des «architectures dessinées». D'un autre côté, les causes et l'origine du musée public à la fin du XVIIIe siècle, sa gestation en tant qu'institution d'État public et du patrimoine, et l'essor des expositions temporaires au XIXe siècle (premièrement avec la création des musées d'artistes vivants et, d'autre part, avec le phénomène des expositions universelles); pour à la fin réfléchir sur la notion de «musée éphémère» face aux limites du muséeentrepôt, à côté des autres phénomènes socioculturels et les prototypes de musées contemporains qui transgressent la conception de Musée (traditionnel). Dans la seconde partie: «Les précédents artistiques du musée postmoderne» (Antecedentes Artísticos del Museo Postmoderno). Tout au long des chapitres 4, 5 et 6 on expliquera les transformations socioculturelles, et les changements et les innovations dans l'art et l'architecture du XXe siècle. Seront analysées les contributions de l'art et l'architecture d'avant-garde dans la conception du Musée d'Art Moderne - MOMA- de New York (à travers une nouvelle énonciation esthétique et conceptuelle qui va s'imposer tout au long du XXe siècle sur le non apprécié palais ou temple des arts), avec les contributions des enseignants du Mouvement Moderne (Le Corbusier, Mies van der Rohe, Frank Lloyd Wright) dans le développement et l'évolution de celuici. Ainsi que les contributions des critiques, théoriciens, artistes, sociologues et philosophes qui ont durement interrogé le musée à partir de différents points de vue, jusqu'aux débuts de la Postmodernité. Pour finir cette deuxième partie avec ces antécédents plus proches du musée postmoderne: le spectaculaire Musée Guggenheim de New York, avec son espace d'exposition de mouvement continu, et l'espace flexible et interdisciplinaire Beaubourg à Paris, entre autres propositions de musées inconstructibles mais d'un impact considérable. Nous situer dans l'ère Pompidou signifie établir un nouveau lien entre le musée et les néo-avant-gardes, lequel nous permettra de parler d'une rupture avec la culture officielle de la Modernité. Outre l'analyse architectonique et conceptuelle de ces projets qui ont marqué un changement de paradigme, nous nous introduisons dans quelques aspects du musée vus soit par des architectes, historiens de l'art soit par des philosophes et des artistes. De cette manière les différentes visions et apports qui ont influencé la configuration et l'évolution constante de cette institution socioculturelle s'étendent et, par conséquent, seront prises en considération. Il ne faudrait pas oublier, donc, tous les aspects aussi sociaux, économiques et politiques comme ceux liés au public. Dans la troisième partie, structurée dans les quatre derniers chapitres de la thèse, intitulée: «Transgresser les limites du musée: nouveaux paradigmes de représentation; nouvelles pratiques artistiques et curatoriales» (Transgrediendo los Límites del Museo: nuevos paradigmas representacionales; nuevas prácticas artísticas y curatoriales), on examine la situation actuelle que les musées et centres d'art contemporain traversent, englobant diverses questions liées à la Postmodernité, ses effets et les excès sur le musée en tant qu'institution culturelle. Alors que le déclencheur de la présente recherche, l'architecture (muséale) contemporaine et son artisticité (alimentée par l'importance accordée aux magnifiques contenants d'art et par la 'muséomanie' dans laquelle nous nous sommes vu impliqués les trois dernières décennies), cela nous a permis aussi de méditer sur les fondements de l'art contemporain. De cette manière, on introduit dans cette dernière partie le sujet plus large, de comment les limites du musée ont été dépassées afin d'analyser le musée comme un espace qui par lui-même exerce une influence ou une politique dans la société, et, d'autre part, les contradictions et limites qu'il présente en tant qu'institution culturelle. À cet effet, cette pratiques artistiques et curatoriales qui détachent la place de l'œuvre d'art et disloquent l'autorité du musée sont également analysées. À cet égard différents points y sont inclus sur les connexions entre l'esthétique et la politique. De la sorte, dans cette dernière partie, on va commencer par expliquer les nouveaux discours et les attitudes critiques face au Musée aux débuts de la Postmodernité; la critique féministe; la critique institutionnelle des années 1960-1970 (compte tenu la précédante critique des avant-gardes historiques radicales); les nouvelles formes de représentation qui entrainent la Postmodernité en exigeant des nouvelle formes d'exhibition, des nouveaux espaces (publiques) de production et distribution artistique. D'autre part, les différents modèles de musées contemporaines sont analysés avec des dynamiques assez divergents, nouveaux espaces artistiques et culturels -physiques et virtuels- qui finissent avec la notion classique de musée. On se situe alors dans le contexte actuel de crise que vivent ces espaces légitimateurs (musées, centres d'art contemporain, les galléries, etc.) dans un moment de profonde crise économique, politique et sociale. En outre, nous devons examiner l'impact des technologies digitales dans la production, distribution et réception de l'art contemporain; les nouvelles formes de participation et d'interactivité dans l'art (art public, art contextuel, art relationnel) et l'importance des théories de la réception dans la configuration de différentes orientations conceptuelles qui tracent le principal but du musée au XXIe siècle. En définitif, entre questions diverses, on va essayer de constater dans cette dernière partie, quelle est la situation actuelle du musée (son rôle dans un contexte socio-culturel, artistique et conceptuel) et les défis auxquels cette institution doit faire face de nos jours dans une situation de crise globalisée. En étudiant les transformations que le musée a subies pour s'installer aux changements en accord avec la société -de l'information et médiatique- contemporaine. Ensemble, les trois partis vont analyser certaines des critiques les plus remarquables du musée depuis sa naissance comme une institution culturelle jusqu'à présent de la part de philosophes, artistes, historiens de l'art et intellectuels. Donc, cette recherche est devenue critique dans la pensée et la réflexion autour de l'art contemporain, la culture contemporaine et de la société autour des pratiques artistiques et sa relation avec les espaces d'exposition de distribution, des institutions comme des centres d'art et de production, galeries et musées, qui nous a permis d'entrer dans une analyse précédente de l'architecture de ces espaces -de fiction et de la consommation- comme réclame médiatique et spectaculaire. Enfin, une section avec les conclusions finales des différents sujets abordés, où les principales réflexions (critiques) issues de cette étude apparaissent, qui nous a permis surtout à réfléchir sur l'art et à remettre en cause tout ce qui est établi. ; Premio Extraordinario de Doctorado US
ERRORS OF LINGUISTICS COMPONENTS FOUND IN THE BACKGROUND OF THE STUDY OF THE S1 STUDENTS' THESES Dewi Anggraini English Education Department, Language and Arts Faculty, Surabaya State University. email: dedewanggara@ymail.com Prof. Dr. Susanto, M.Pd. English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Membuat kesalahan adalah salah satu hal yang tak dapat dihindari di dunia, terutama di pempelajaran bahasa, karena ini adalah bagian yang alami dari proces pembelajaran. Kesalahan siswa dapat diamati, dianalisis, dikelompokkan, dan dipelajari menggunakan error analysis dan hasil dari analisis tersebut dapat menunjukkan perkembangan siswa dalm penguasaan bahasa dan membantu guru dalam proses belajar dan mengajar. Penelitian ini menganalisa komponen bahasa dalam latar belakang permasalahan dalam skripsi mahasiswa jurusan Bahasa Inggris Universitas Negeri Surabaya. Peneliti menggunakan metode penelitian deskriptif kualitatif karena tujuan dari penelitian ini adalah untuk mendeskripsikan gambaran dari kesalahan morfologikal, leksikal, sintaktik, dan mekanikal yang dibuat oleh mahasiswa dalam latar belakang permasalahan skripsi mereka. Peneliti mengambil enem skripsi dari tiga kelompok. Peneliti mengambil dua skripsi dari mahasiswa yang lulus lebih cepat (kurang dari empat tahun), dua skripsi dari mahasiswa yang lulus tepat waktu (empat tahun), dan dua skripsi dari mahasiswa yang lulus lambat (lebih dari empat tahun). Kemudian, dalam menganalisa dan menafsirkan data, peneliti menggunakan Ferris's error analysis model sebagai acuan. Hasil dari penelitian menunjukkan bahwa: 1) Untuk kesalahan morfologikal, peneliti menemukan bahwa dari semua macam kesalahan morfologikal, kesalahan yang paling utama adalah subject-verb agreement dan kesalahan artikel/determiner, terutama kesalahan penggunaan artikel kosong (Ø) untuk the. 2) Untuk kesalahan leksikal, siswa hanya membuat sedikit kesalahan dalam preposisi dan sub kategori lain di kesalahan leksikal. Ini menunjukkan bahwa siswa telah menguasai kosa kata Bahasa Inggris untuk menyusun kalimat yang benar. 3) Untuk kesalahan sintaktik, peneliti menemukan bahwa siswa membuat kesalahan paling banyak di penghilangan kata dan run-on sentence. Dan 4.) untuk kesalahan mekanikal, peneliti menemukan bahwa kealahan tanda baca, terutama dalam penggunaan koma, adalah kesalahan yang paling banyak muncul diikuti kesalahan kapitalisasi. Kata Kunci: Error Analysis, Kesalahan Morfologikal, Kesalahan Leksikal, Kesalahan Sintaktik, Kesalahan Mekanikal. Abstract Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process. Students' errors can be observed, analyzed, classified, and studied by using error analysis and the result of analysis can indicate the students' development in mastering the language and help the teachers in teaching and learning process. This study analyzes the linguistics components in the theses' background of the study of the English Department's students in Surabaya State University. The researcher used descriptive qualitative as the research design because the objectives of this study were to describe the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses' background of the study. The researcher took six theses from three groups randomly. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years) and two theses from the students who graduated late. Then, in analyzing and interpreting the data, the researcher used Ferris's error analysis model as the guidline.The findings of this study revealed that: 1) For the morphological error, the researcher found that from all kind of errors in morphological error, the most problematic errors were subject-verb agreement errors and article/determiner errors, especially for misused of zero article (Ø) for the. 2) For the lexical error, the students only made few preposition errors and other subcategories errors in lexical error. It indicated that the students had already mastered the English vocabularies to construct the appropriate sentences. 3) For the syntactic error, she found that the students made the most errors in omitted word and run-on sentence. And 4) for the mechanical error, she found that punctuation error, especially in using comma, was the most problematic error followed by capitalization error. Keywords: Error Analysis, Morphological Error, Lexical Error, Syntactic Error, Mechanical Error. introduction Making errors is one of the most inevitable things in the world, especially in language learning, since it is a natural part of learning process (Makino: 1993). In the language learning process, the students continuously explore and improve their knowledge about the rules of the target language. Consequently, when they do not complete or lack of the knowledge, they will make errors. According to Brown (2000: 217), an error occurs because the students do not know what is correct and it cannot be self-corrected. They need helps or feedbacks from the teacher to correct it. Thus, an error is no longer seen as a bad thing which has to be avoided in language learning process as in the past since it can indicate the students' development in mastering the language and help the teachers in teaching and learning process. Maicusi, T., Maicusi, P., and Lopez (2000) state that errors take place when the deviation arises as a result of lacking of knowledge. Then, Choiriyah (2007) defines errors as any deviation from a selected norm of language performances, no matter the possibility of the characteristic or causes of the deviation. In a few words, from the definitions above, it can be concluded that errors are the result of the deviation from the target language's norms and lack of knowledge about the target language itself. Brown (2000: 217) states that error and mistake are different. He states that a mistake occurs because of slip or lack of attention or carelessness in utilizing the language system and it can be self-corrected whereas an error occurs since the learner does not know what is correct, and it cannot be self-corrected. In the other hand, Ellis (2007:18) states that the difference between an error and a mistake may not be clear since the learners sometimes constantly use a feature in some contexts and constantly fail to use it in others. Error is categorized as local and global error. Heaton (1988: 149) states that local errors are errors which do not cause significant trouble and misunderstanding for the readers in comprehending the sentences (e.g. misuse of articles, omission of preposition, etc.), whereas global errors are errors which influence the overall structure of the sentences and make the readers get difficulty to understand the sentence (misuse of connective, omission of relative pronoun). According to Brown (2000: 223-227), there are four sources of errors. They are interlingual transfer, intralingual transfer, context of learning, and communication strategies. 1. Interlingual transfer is caused by the interference of the mother-tongue; it makes students have a tendency to copy every word or grammar rules of their native language into the target language. 2. Intralingual transfer is the negative transfer of items within the target language or the incorrect generalization of the target language's rule. 3. Context of learning can be called as false concept, the learner makes faulty hypothesis because of misleading explanation from the teacher or faulty presentation of the structure of word in textbook. 4. Communication strategy is the learning style of the learners; they use wrong strategies when getting their massages, so it causes the errors. Then, according to Touchie (1986: 77-79), there are two main sources of errors in second language learning. The first source is interference from the native language/ mother-tongue. Errors due to the influence of the native language are called interlingual errors. Interlingual errors are also called transfer or interference errors. The second source is intralingual and developmental factors. Intralingual and developmental errors are due to the difficulty of the second/target language. Intralingual and developmental factors include the following: Simplification: Learners often choose simple forms and constructions instead of more complex ones. An example of simplification might involve the use of simple present instead of the present perfect continuous. 2. Overgeneralization: This is the use of one form or construction in one context and extending its application to other contexts where it should not apply. Examples of overgeneralization include the use of buyed and goed as the past tense forms of buy and go. It should be noted that simplification and overgeneralization are used by learners in order to reduce their linguistic burden. 3. Hypercorrection: Sometimes the keen efforts of teachers in correcting their students' errors induce the students to make errors in otherwise correct forms. 4. Faulty teaching: Sometimes it happens that learners' errors are teacher-induced ones, i.e., caused by the teacher, teaching materials, or the order of presentation. This factor is closely related to hypercorrection above. Also, it is interesting to note that some teachers are even influenced by their pupils' errors in the course of long teaching. 5. Fossilization: Some errors, especially errors in pronunciation, persist for long periods and become quite difficult to get rid of. Examples of fossilized errors are the lack of distinction between /p/ and /b/ in English produced by these learners. 6. Avoidance: Some syntactic structures are difficult to produce by some learners. Consequently, these learners avoid these structures and use instead simpler structures. 7. Inadequate learning: This is mainly caused by ignorance of rule restrictions or under differentiation and incomplete learning. An example is omission of the third person singular s as in: He want. 8. False concepts hypothesized: Many learners' errors can be attributed to wrong hypotheses formed by these learners about the target language. For example, some learners think that is is the marker of the present tense. So, they produce: He is talk to the teacher. Similarly, they think that was is the past tense marker. Hence they say: It was happened last night. Brown (2000: 218) states that errors can be observed, analyzed, classified, and studied by using error analysis. James (1998) as cited in Gustilo and Magno (2012) defines error analysis as the analyses of the errors made by L2 learners by comparing and explaining the learners' norms with the target language norms. Then, Yang (2010) states that "error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language". Furthermore, Hariri (2012) defines error analysis as a systematic procedure which includes collecting, identifying, describing, explaining, and evaluating errors from a collection of language learner data by analyzing and comparing it to the target language. Hence, it can be concluded that error analysis can discover the students' weakness in the process of language learning through studying the students' errors. By conducting it, the teachers can be sensitive to their students' errors and notice what kind of errors which the students often make. Then, they can modify their teaching materials in order to adapt to the students' needs. According to Ellis (2007: 15-20), there are four steps in analyzing students' errors. They are identifying, describing, explaining, and evaluating errors. 1. Identifying Errors In identifying errors, the researcher compares the sentences which are produces by learners with the correct sentences in the target language. If the sentences are judged incorrect for the target language or inappropriate for a particular context, they are categorized as errors. 2. Describing Errors In this step, all errors are described and classified into types. The researcher may categorize errors into types, such as grammatical, phonological, lexical, or morphological categories. 3. Explaining Errors In this step, the researcher tries to explain why errors occur. It enables the teachers to identify the process in the students' mind which have caused errors to occur. 4. Evaluating Errors In evaluating step, the researcher measures the comprehensibility of students' writing. Here, he/she can know whether the students' errors are included to global or local error. According to Touchie (1986:76), language learning errors involve all linguistics components. The linguistics components include phonology, morphology, lexicon, syntax and orthography. Then, errors in these linguistics components are called as phonological, morphological, lexical, syntactic, and orthography errors. When the teachers or the researchers want to analyze the students' composition, they can focus on analyzing the morphological, the lexical, the syntactic, and the orthography errors. Here, the phonological error is excluded since it does not deal with the students' composition. It is only analyzed when they want to investigate the students' speaking ability. Analyzing linguistics components of students' compositions is very important because linguistics components have an important role in a composition. Heaton (1988: 146) states that linguistics components contribute around 50% in scoring a composition. In scoring a composition, content takes 30% for the scoring, organization takes 20% for the scoring, vocabulary takes 20% for the scoring, language use takes 25% for the scoring, and mechanical takes 5% for the scoring. It can be concluded that in writing a good composition, we need not only good content and organization but also good vocabulary, language use, and mechanical (linguistics components). Some studies about error analysis on the students' compositions have been conducted. Most of them have shown that many students still make errors on their compositions. Gustilo and Magno (2012) investigated the sentence level errors in one hundred fifty essays written by freshmen college students in five private schools in Metro Manila, Philippine. They found that the top five errors which occur in the essays were comma (unnecessary or missing comma, missing comma after an introductory clause or phrase, and missing comma before a non-restrictive clause), word choice (wrong word form/word choice), verbs (s-v agreement, verb tense, and verb form), capitalization and punctuation, and sentence structure (fragment and run on sentences). Then, AbiSamra (2003) analyzed ten written works of Arabian students which were collected in their mid-term examination. The result showed that there were some errors which found in the ten students' essays. They were grammatical, 35 syntactic, lexical, semantic, and substance (mechanics & spelling) errors. In addition, Abushihab, El-Omari, and Tobat (2011) conducted a study to investigate and classify the grammatical errors in the writings of sixty two students of the Department of English Literature and Translation in one of private universities in Jordan. The students enrolled in a paragraph writing course in the first semester of the academic year 2009/2010. These errors were classified into six major categories: tenses, prepositions, articles, active and passive voice, verbs, and morphological errors. They found 345 grammatical errors in the students' paragraphs. It was observed that the largest number of errors was the errors of preposition. The next problematic areas were morphological errors, articles, verbs, active and passive voice, and tenses. From the previous studies above, it can be concluded that error analysis can indicate the students' competence in writing since it shows the area of students' problems in writing. After discovering these areas, the teachers can take some better treatments and more reinforcements, so it can be a feedback for the students and they can use it to develop their writing competence. Gustilo and Magno (2012) states that errors can be viewed as valuable information for the teachers, the researchers, and the students. For the teachers, it provides information about the students' errors which helps them to correct the students' errors and improves the effectiveness of their teaching. For the researchers, it gives them valuable data and information about how language is acquired or learned. Then, for the students, it enables them to reflect on their learning, so they can get feedback and develop their competence. In addition, Erdogan (2005) concludes that error analysis can identify the strategies that language learners use, find out the reason of the students' errors, determine the common difficulties in learning, and help teachers to develop materials for remedial teaching. Looking at the huge benefits of error analysis, the researcher is interested in conducting a study about analyzing errors in the students' compositions. Besides, the researcher had ever visited a library and read one of the English Department student's theses submitted there. She found that there were still any errors found in that thesis. That is why; she wants to analyze the theses of the English Department's students in one of state universities in Surabaya, Indonesia. She does not analyze all of the parts of the thesis, but only the background of the study of the thesis. She chooses to analyze the background of the study because it becomes the foundation, reason, and explanation why they conduct the study. In this case, the students in the English Department have taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Looking at this fact, she is more curious whether there are errors found in the other students' theses, especially in the background of the study, or not. At least, the present study is intended to investigate the following problem: How are the profile of errors made by the university students in their theses' background of the study? In line with Touchie, Ferris (2005) as cited in Kato (2006) also includes all linguistics components in analyzing the students' compositions. She divides the common writing errors which occur in the students' compositions into four categories: 1) morphological, 2) lexical, 3) syntactic, and 4) mechanical errors. Morphological errors are errors which include the lack of grammatical processes of inflection and derivation, e.g. My brother is fattest than my sister (My brother is fatter than my sister). Lexical errors are errors which involve inappropriate direct translation from the learner's native language or the use of wrong lexical items in the second language, e.g. I will wait you when the clock is five (I will wait you at five o'clock). Syntactic errors are errors in sentence/clause boundaries (run-ons, fragments, and comma splices), word order, and other ungrammatical sentence constructions, e.g. Rini very beautiful (Rini is very beautiful). Then, Mechanical errors are errors in using punctuation, spelling, and capitalization, e.g. i will go to jakarta next week buying a refrigenerator (I will go to Jakarta next week to buy a refrigerator.) Based on these categories, the researcher formulates the research questions of this study as follows: (1) How are the profiles of morphological errors made by the university students in their theses' background of the study? (2) How are the profiles of lexical errors made by the university students in their theses' background of the study? (3) How are the profiles of syntactic errors made by the university students in their theses' background of the study? (4) How are the profiles of mechanical errors made by the university students in their theses' background of the study? METHOD This study was qualitative, especially descriptive qualitative. This design was used because the data of the study were in the form of words in written language rather than numbers, taken in natural setting, and explained descriptively. In this study, the researcher analyzed the English Department students' theses background of the study, which were submitted in the Language and Art Faculty library, to know the profile of morphological, lexical, syntactic, and mechanical errors. The data were analyzed and interpreted based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. The subject of this research is the English Department students of Surabaya State University who have graduated from the English Department and submitted their theses in the Language and Art Faculty library. In this case, the subjects had taken Writing I, Writing II, Writing III, Academic Writing I, Academic Writing II, and Thesis Proposal before composing the thesis. Besides, they also had been taught how to write when they were in junior and senior high school. Therefore, it can be said that they have had enough knowledge about writing to compose their thesis. Besides, their theses had been approved as their graduation requirement. In this study, the researcher chose six theses from thousands theses submitted in Language and Art Faculty library randomly. She took the theses from three groups. She took two theses from the students who graduated earlier (less than four years), two theses from the students who graduated on time (four years), and two theses from the students who graduated late (more than four years). She chose theses from the students who had different time of graduation since she wanted to know the differences between the errors they committed and for heterogeneity of the subject. The sources of data in this study were the theses' background of the study made by the English Department students which were taken from the Language and Art Faculty library. The data of the study were the sentences which contained of morphological, lexical, syntactic, and mechanical errors found in the students' background of the study. In this study, the researcher was the key instrument in collecting data. She went to the library to choose six theses which would be analyzed. After getting the theses, she copied all of the theses' background of the study, read, and identified the errors found in the students' background of the study. In analyzing the data, the researcher analyzed theses' background of the study using several steps. After identifying the errors, she classified them based on Ferris's error analysis model which categorized common writing errors into four categories: morphological, lexical, syntactic, and mechanical errors. After classifying the errors, in order to answer the research questions about the profile of morphological, lexical, syntactic, and mechanical errors made by the university students in their theses background of the study, she did the second classification. She classified the errors into some subcategories. For the morphological errors, the classification is done in the verb errors and noun errors. Verb errors consist of verb tense, verb form, and subject - verb agreement. Then, noun errors consist of articles/determiners and noun ending (plural and possessive). For the lexical errors, the classification is done in the word choice, word form, preposition errors, pronoun errors, and spelling errors. For the syntactic errors, the classification is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. For the mechanical errors, the classification is done in capitalization, spelling, and punctuation. After classifying the errors into some subcategories, the researcher described and evaluated the errors found to make conclusion from the result of the analysis. RESULT AND DISCUSSION The Profiles of Morphological Errors Made by the University Students in Their Theses' Background of the Study In this study, the classification of the morphological errors is done on the verb error and noun error. Verb error consists of verb tense, verb form, and subject - verb agreement. Then, noun error consists of articles/determiners and noun ending (plural and possessive). The further descriptions are explained below: Verb Error Subcategory Based on the Ferris's error analysis model, verb error subcategory consists of errors in verb tense, verb form (infinitive, gerund and other forms), and relevant subject-verb agreement. The following description explains the students' errors in verb errors subcategory from each group. A. Verb Tenses Error According to Ehrlich and Murphy (1991:49), verb tense can be the indicator of time when an action takes place. Therefore, we can indicate whether somebody writes or speaks about past, present, or future events from the tenses that he/she uses. There are some tenses in English, such as present, past, past perfect, present perfect, future, future perfect, etc. On the contrary, in the other languages, include the students' native language, there is no different tenses when somebody writes or speaks about past, present, or future events; the verbs that he/she uses are always in the same form. Therefore, most of the verb tense errors in this study were interlingual errors. Touchie (1986: 77-79) states that interlingual errors are errors due to the influence of the native language. In this study, because in the students' native language the verbs that the students use are always in the same form, they confused in using it since it's different to their native language. From the verb tenses errors which were found, most of the students from each group failed to identify the correct pattern of simple present tense. Here were some examples of verb tenses errors : [1] .without realizing that they have master several vocabulary and expressions in English. [2] The presented material was made by the students, the teacher only prepare some examples for them, and then they have to make their text as they want with the guidance from the teacher and their friends. (Student 1) In sentence [1], the student failed to identify the correct pattern of present perfect tense since he used simple present instead of the present perfect continuous. The verb in the present perfect tense should be in past participle (V3), but in this case he used simple form (V1). Therefore, the sentence should be: ".without realizing that they have mastered several vocabularies and expressions in English." Then, in sentence [2], he failed to identify the correct pattern of present tense; he should use to be for simple present tense (is) instead of to be for past tense (was). Besides, the second subject (the teacher) was singular. In simple present tense, the students should add verb ending –s or –es if the subject is singular. Therefore, the correct sentence should be: "The presented material is made by the students, the teacher only prepares some examples for them, and then they have to make their texts as they want with the guidance from the teacher and their friends." [3] Nowadays, the curriculum that we used is the 2006 English standard competence. (Student 3) [4] Realia are things that given an explanation about real life. (Student 4) In sentence [3], the student failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in this case she used verb in the form of simple past (V2). Therefore, the sentence should be: "Nowadays, the curriculum that we use is the 2006 English Standard Competence." In sentence [4], the student also failed to identify the correct pattern of present tense. He used verb in the form of past participle (V3) instead of simple form (V1). Thus, the sentence should be: "Realia are things that give an explanation about real life." [5] A teacher could make the end goals of language learning seem nearer and more motivating. (Student 5) [6] Lado (1957:2) says that the students who came in contact with a foreign language will face some features. [7] Dulay (1989:138) stated that making error is an inevitable part of learning. (Student 6) In sentence [5], [6], and [7], the students also failed to identify the correct pattern of present tense. The verb in the present tense should be in the simple present form (V1), but in these cases they used verb in the form of simple past (V2). Therefore, the sentence should be: [6] A teacher can make the end goals of language learning seem nearer and more motivating. [7] Lado (1957:2) says that the students who come in contact with a foreign language will face some features.and [8] Dulay (1989:138) states that making error is an inevitable part of learning." B. Verb Form Error Verb form errors occur when the students cannot apply the rule of gerund, infinitive, and past voice well. Azar (1992:150) states that a gerund is an "ing" verb form used as a noun whereas an infinitive is a verb form which is preceded by "to" and its function is as noun, adjective or adverb. Then, in passive voice, the object of an active verb becomes the subject of the passive verb. Most of the students made errors in verb form errors because of overgeneralization. Overgeneralization is the use of one form or construction in one context and extending its application to other contexts where it should not apply (Touchie, 1986: 77-79). Here were some examples of verb form errors: [8] .the students are expected to be mastered in four skills listening, speaking, reading and writing. [9] . in speaking people put idea into words, talking about perception, feeling and intension. (Student 4) In sentence [8], the students failed to apply the rule in passive voice and infinitive. He should omit be and verb ending –ed. Therefore, the correct sentence should be: ".the students are expected to master the four skills: listening, speaking, reading and writing." In sentence [9], the first verb (put) is in the simple form (V1), so in the parallel structure, the second verb should in simple form (talk), not in gerund (talking). Therefore, the correct sentence should be: ". in speaking people put idea into words, talk about perception, feeling and intension." [10] They require choosing the proper method. (Student 5) [11] Oshima and Hogue (1991:2) defined that academic writing is a kind of students writing that require doing in school, college or university. (Student 6) In sentence [10] and [11], require is one of verbs that is followed by a noun + an infinitive. But in these cases, the students applied the rule of gerund in it. This cause of error was called overgeneralization. Besides, these sentences also should be in passive voice not in active voice. Therefore, the sentences should be: [10] They are required to choose the proper method. And [11] Oshima and Hogue (1991:2) define that academic writing is a kind of students' writing that is required to do by the students in school, college or university. C. Subject-Verb Agreement Error The subject–verb agreement occurs when the verb of a sentence does not match with the subject in number and in person. The students in every group made subject-verb agreement errors in their composition. It took place because in the students' native language, there was no subject-verb agreement. They use same verb for singular or plural subject. Some examples of error in subject-verb agreement from each group were: [12] So improving participation is an obvious goal in courses that include frequent discussions and small-group work. (Student 1) [13] The key feature of successful teaching receptive skills such as reading is the teacher concern on the comprehension. (Student 2) In sentence [12] and [13], the subjects were singular (improving participation, and the teacher), but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: "So improving participation is an obvious goal in courses that includes frequent discussions and small-group work." and "The key feature of successful teaching receptive skills such as reading is the teacher concerns on the comprehension." [14] It means that reading ability is very important and teaching reading need much time in the school environment. [15] The government need to seek the most appropriate curriculum. (Student 3) [16] The second, Student are usually bored with the classroom, because sometimes the teacher manage the the classroom monotonously. [17] Baker and Westrup (2003:5) states "students find it difficult to have conversation on a topic that they know little about." (Student 4) In sentence [14], [15], and [16], the subjects were also singular (teaching reading, government, and the teacher) but the students tended to omit the verbal ending –s or –es in those sentences. Therefore, the correct sentences should be: [14] It means that reading ability is very important and teaching reading needs much time in the school environment. [15] The government needs to seek the most appropriate curriculum. [16] The second, the students are usually bored with the classroom because sometimes the teacher manages the classroom monotonously. In contrary, in sentence [17], the subject was plural (Baker and Westrup), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be: "Baker and Westrup (2003:5) state that "students find it difficult to have conversation on a topic that they know little about." [18] The teacher needs to find the exact approach, methods, and technique which is suitable for the junior high school students. (Student 5) [19] Students tends to make errors when they are studying a language. (Student 6) In sentence [18], the student misused of to be. The adjective clause "which is suitable for the junior high school student" was modified the noun "the exact approach, methods, and technique". Here, the noun was plural, so the correct sentence should be: "The teacher needs to find the exact approach, methods, and technique which are suitable for the junior high school students." In sentence [19], the subject were plural (students), but the student added the verbal ending –s. He should omit it in order the subject matched with the verb. Therefore, the correct sentences should be:" Students tend to make errors when they are studying a language." Noun Error Subcategory In the morphological errors category, noun errors consist of article/determine errors and ending noun errors. A. Article/Determiner Errors According to Bryant (1984), article/determiner errors are frequently encountered by Asian students since definite and indefinite articles do not exist in their languages. In these languages, the noun stands alone, often being modified only by descriptive and/or limiting adjectives (possessive adjectives, relative adjectives, interrogative adjectives, demonstrative adjectives, and indefinite adjectives). This statement was proven in this study, the students from all group made article/determiner errors, especially for misused of zero article (Ø) for the since in their native language (Indonesia) definite and indefinite articles do not exist. In this study the article/determiner errors were one of the most problematic errors faced by the students. It was in line with Han et al (2006:115) in Apriyanti (2013) who state that, "one of the most difficult challenges faced by non-native speakers of English is mastering the system of English articles. Here were some examples of article/determiner errors made by the students: [20] .the teacher could not maximize students' participation in learning and practicing the competence. [21] Although it is not easy to make students speak as the teacher wants. (Student 1) [22] Nowadays, English is taught formally in fourth graders of elementary school. [23] Moreover, to be a good reader, students need to be strategic readers first. (Student 2) In sentence [20] and [21], the words student' participation and students had been identified before by the writers. Then, in sentence [22], the word fourth graders was involving an ordinal form to show order/level. Therefore, according to its characteristics and the rules of using article the, these nouns needed the article the before those words. In sentence [23], the student should not use article a since the subject is plural (students). Therefore, the correct sentence should be: "Moreover, to be good readers, students need to be strategic readers first." [24] It is an important component because it can be used as resource for teachers in teaching and learning process. (Student 3) [25] So, in the end of study, students are expected to have competence to communicate fluently. (Student 4) In sentence [24] and [25], the words teachers and students had been identified before by the writers. Then, according to its characteristics and the rules of using article the proposed by Azar (1999:115), these nouns needed the article the before those words. [26] For example, the invention of internet, mobile phone, etc. [27] In functional level, students use language to fulfill the daily life, for example reading the newspaper, manual or direction. (Student 5) [28] The main function of teaching English as stated in 1994 curriculum is to enable students to acquire science. (Student 6) In sentence [26], internet and mobile phone are kinds of invention. In sentence [27], the words functional level had been identified before by the writers. Then, in sentence [28], the word 1994 curriculum is a specific thing. Therefore, according to its characteristics and the rules on using article the, these nouns needed the article the. B. Noun Ending Error Noun ending errors are divided into noun ending error in plural and possessive. In this case, the students made noun ending errors since in their native language, the rule of pluralization is different from the rule of pluralization in English. In Indonesian, when the noun is plural, it is indicated by the amount of the noun, whereas in English they should add –s or –es after the noun to show the pluralization. Then, in Indonesian, there are some words that show about possessive, such as –nya, -ku, mu, etc, whereas in English they must use appostrophe and noun ending –s or –es to show possessive. Here were some examples of noun ending errors : [29] Therefore it is important for the teacher to be able to manage active student participation. [30] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [29], the student omitted the apostrophe and noun ending -s after the word student to show possession. Therefore, this sentence should be: "Therefore, it is important for the teacher to be able to manage active student's participation." In sentence [30], he also omitted the apostrophe after the word students to show possession. Therefore, this sentence should be: "The teacher and the students' activities are clearly mentioned, but they are quite difficult to understand and follow." [31] Celce-Murcia at al in Agustien (2004:2) explains five component of communicative communication. [32] .most of the student will be interested if the students are in condition that make students comfort in the class. (Student 4) In sentence [31], the noun was plural but the students omitted noun ending –s after the word component. Thus, the correct sentence should be: "Celce-Murcia et al in Agustien (2004:2) explain five components of communicative communication." In sentence [32], most of was an expression of quantity. It preceded specific plural count noun or noun count noun. Since the student was count noun, it should be in plural form. Therefore, the correct sentence should be: ".most of the students will be interested if the students are in condition that makes students comfort in the class." [33] As a foreign language it is taught and learned, either formally or informally in many part of our country. (Student 6) In sentence [33], the word many showed the expressions of quantity. A noun which is preceded by some and many should be in plural form. Therefore, the correct sentences should be: "As a foreign language, it is taught and learned either formally or informally in many parts of our country." The Profiles of Lexical Errors Made by the University Students in Their Theses' Background of the Study In this study, lexical errors consist of all errors in word choice, word form, preposition errors, pronoun errors and spelling errors. Spelling errors are included if only in misspelling resulted in an actual English word. Word Choice Errors Students usually encounter some difficulties when they write a composition. One of problems is lack of vocabulary. It makes the students unable to choose appropriate word for their sentences. Consequently, they make errors in word choice. In this study, most of the students made word choice errors in their theses' background of the study. Some examples of those errors were: [34] There are 32 students with most of them are female students. [35] .the students who did not get the change to present their narrative on the previous meeting must present on the second meeting. (Student 1) [36] Besides that, the extension of scientific books in English language makes students have to master reading skill. (Student 2) In sentence [34], the student should not use preposition with. He should use adjective clause to modify the noun students. In sentence [35], the word change that was used by the student was not appropriate. He should use the word chance in this sentence. In sentence [36], besides that is usually used in spoken language, but the student overgeneralize it and apply it in written language. The student should use besides in formal written language. Therefore, the correct sentences should be: [34] There are 32 students which most of them are female students. [35].the students who did not get the chance to present their narrative on the previous meeting must present on the second meeting. [36] Besides, the extension of scientific books in English language makes students have to master reading skill. [37] An English text book, in which the ninth graders students used, has to fulfill the 2006 English Standard Competence of BSNP [38] The researcher is concerned on analyzing the reading material in "English In Focus" for the ninth of Junior High School. (Student 3) [39] Schunke (1988:295) states that realia are tangible objects things that can be seen touch held and smelled that gives students a real life experience with the topic they have been studying. (Student 4) In sentence [37] and [38], the student should use the ninth graders instead of the ninth graders students or the ninth to show the students' grade at school. In sentence [39], the word objects and things are synonymous, so the students should choose between objects or things that can be used in that sentence. [40] In addition, English has been taught in elementary, junior, senior and university. (Student 5) In sentence [40], the bolded words elementary, junior, senior are ambiguous. The student should make it clear by changing the words into elementary school, junior high school, and senior high school. Word Form Errors In this study, there were two word form errors made by the student. It was committed by the student who graduated on time. [41] "the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." [42] So, the teacher can use realia as an alternative technique in teaching speaking and narrative oral production skill about fable can help student more interest to speak. (Student 4) In sentence [41], the student overgeneralized the use of part of speech, he should use adverb instead of adjective in this sentence. In sentence [42], he should use adjective instead of noun. Therefore, the correct sentence should be: "the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." And "So the teacher can use realia as an alternative technique in teaching speaking, and narrative oral production skill about fable can help the student more interested to speak." Preposition Error In English, there are so many prepositions and it has different uses and rules. Therefore, when the students misused, omitted, misplaced or added preposition in their sentence wrongly, preposition errors occur. Some examples of preposition errors in the students' compositions were: [43] .then let them to answer the question related with the text. (Student 2) In sentence [43], the student misused preposition after adjective related. It should be combined using preposition to instead of with. Therefore, the correct sentence should be: ".then let them to answer the question related to the text." [44] .this skill is very important to be practiced for student in the classroom. [45] However, the student will interest make the realia in attractive situation with story and narrative text is one of text types that provide attractive and experience situation (Student 4) In sentence [44], the student misused of preposition for. He should use preposition by since this sentence was passive form. Therefore, the correct sentence should be: ".this skill is very important to be practiced by student in the classroom." In sentence [45], the student failed to apply the correct pattern of passive voice. Besides, he omitted preposition in after the word interest. Therefore, the correct sentence should be: "However, the student will be interested in making the realia in attractive situation with story and narrative text is one of text types that provides attractive and experience situation." [46] .the students are able to communicate fluently oral and written form. (Student 6) In sentence [46], the students omitted preposition in. Therefore, the correct sentence should be: ".the students are able to communicate fluently in oral and written form. Pronoun Errors Pronoun errors took place when the students misused, misplaced, or omitted pronoun in their sentences. Some examples of pronoun errors in the students' compositions were: [47] Teacher and students activities are clearly mentioned, but it is quite difficult to understand and follow. (Student 1) In sentence [47], the subject was plural (teacher and students' activities), so the student should use personal pronoun they instead of it. Therefore, the correct sentence should be: "Teacher and students' activities are clearly mentioned, but it is quite difficult to understand and follow." [48] When the learner learns the target language, he will face more problems than they learn his own mother tongue [49] Errors made by the students can be identified as evidences that he is in the process of learning. (Student 6) In sentence [48], the subject is singular (learner), so the student should use personal pronoun he instead of they. In sentence [49], the subject is plural (the students), so the student should use they as the personal pronoun. Therefore, the correct sentence should be: "When the learner learns the target language, he will face more problems than when he learns his own mother tongue." and "Errors made by the students can be identified as evidences that they are in the process of learning." Spelling Errors In lexical error, spelling errors are included when they produce an actual English word or the combination of two actual English words. [50] Therefore, a good textbook should fullfill the standard competence and relevant to the curriculum. [51] But the teacher should be carefull and review the text book when choosing a book. (Student 3) [52] Therefor a teacher has to make variation in the ways of his or her teaching. (Student 4) In sentence [50] and [51], the word fullfill and carefull were spelling errors since the student added the letter l in the actual words. It was caused by overgeneralization since she thought that the word full in English always had double l , so she added letter l in words fulfill and careful. Therefore, the correct words were fulfill and careful. In sentence [52], the student omitted the letter e in the actual words. The correct word should be therefore. Those spelling errors are categorized as lexical error since they are combination of two actual English words. [53] It can be seen trough the science and technology development. (Student 5) In sentence [53], the word trough was a spelling error since the student omitted the letter h in the word through. This spelling error produced an actual English word trough .Therefore, it categorized as lexical error. The Profiles of Syntactic Errors Made by the University Students in Their Theses' Background of the Study The classification of syntactic error is done in the word order, omitted word/phrase, unnecessary word/phrase, run-on sentence, and fragments/incomplete sentence. Unidiomatic sentence constructions were not included in this study since they were not found in all students' compositions. Error in Word Order Word order refers to the order in which elements occur in a clause or sentence (Leech, 2006:126). Word order in English sometimes makes the students confused since it is different from their native language. The ordering of words in English is in reverse order to their native language (Indonesian). The following description explained the students' errors in word order from each group. [54] The result is at best highly imperfect translation, at worst frustation and incomprehension. (Student 3) [55] ."the goal of classroom management is to creat classroom atmosphare conducive to interact in English meaningful." (Student 4) In sentence [54] and [55], the students could not order the words very well. The correct sentences should be: "The best result is highly imperfect translation and the worst are frustration and incomprehension." And ".the goal of classroom management is to create conducive classroom atmosphere to interact in English meaningfully." Error in Omitted Word/Phrase Error in omitted word/phrase took place since the students omitted a word/phrase or some word/phrase in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [56] English is an international language plays an important role to all aspects of human life. (Student 3) [57] Depdiknas (2004:30) states the English learning in senior high school is targeted to the learners in order to gain the functional level. [58] They have to communicate through speaking to gain much more information with their teacher friends in order to practice and improve their speaking skill. (Student 4) In sentence [56], the student omitted the subject pronoun which. This word modified the noun English. In sentence [57], the word states should be followed by that, but in this sentence the student omitted it. In sentence [58], He also omitted conjunction and to connect the words teacher and friends. Therefore, the correct sentences should be: "English is an international language which plays an important role to all aspects of human life", "Depdiknas (2004:30) states that the English learning in senior high school is targeted to the learners in order to gain the functional level." and "They have to communicate through speaking to gain much more information with their teacher and friends in order to practice and improve their speaking skill." [59] While the fact shows most of the teachers might not implement it in depth study. (Student 5) [60] According Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties. (Student 6) In sentence [59], the word shows should be followed by that and in sentence [60], the word according should be followed by to but in these sentences the students omitted those words. Therefore the correct sentence should be: "While the fact shows that most of the teachers might not implement it in depth study." and "According to Brown (1980:41), the learning of foreign language (English) often meets a lot of difficulties." Error in Unnecessary Word/Phrase Error in unnecessary word/phrase took place since the students added a word/phrase or some word/phrase which were unnecessary in their sentences. The examples of error in omitted word/phrase found in the students' composition were: [61] Speaking, one of skills that is very important thing in daily communication. [62] According to Chastain (1976:340) states that "Vocabulary is needed for the students to talk about some aspect of their lives." (Student 4) In sentence [61], there was an unnecessary word. The students should omit the noun thing since the word important had modified the word skills. In sentence [62], the student should choose between according to or states that since those words could not be used together. Therefore, the sentences should be: [61] Speaking is one of skills that is very important in daily communication. And [62] Chastain (1976:340) states that "vocabulary is needed for the students to talk about some aspect of their lives." [63] Writing is very important in the academic level, in as much as the students works are mostly in the written form. (Student 6) In sentence [63], the student should omit in much as since it was unnecessary and make the reader confused. Therefore, the correct sentence should be: Writing is very important in the academic level as the students' works are mostly in the written form. Run-On Sentence A run-on sentence is two or more independent clauses improperly strung together. It omits the connectors, for examples semicolon or a coordinate conjunction, and often uses comma (comma slice) or a conjunctive adverb by mistake. In this study, run-on sentences were still found. It showed that the students could not join two or more independent clauses using conjunction or punctuation correctly. It could be caused by inadequate learning. Inadequate learning is caused by ignorance of rule restrictions or under differentiation and incomplete learning (Touchie, 1986: 77-79). Students in Indonesia seldom have enough knowledge about run-on sentences since most of the teachers in Indonesia seldom warn their students about it, so they have no sufficient knowledge about it. Here were some examples of run-on sentences made by each group: [64] The class is clear enough, with clear sunlight from the windows, there is no fan or AC, but the air is not too hot, the chairs and tables are arranged perfectly by the students. [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling, the students did monologue of narrative text individually. (Student 1) In sentence [64], there were three independent clauses and in sentence [65] there were two independent clauses. In these sentences, the student only joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [64] The class is clear enough with clear sunlight from the windows. There is no fan or AC, but the air is not too hot. The chairs and tables are arranged perfectly by the students. And [65] The activity to practice the speaking skill which was conducted by the teacher and students was storytelling; the students did monologue of narrative text individually. [66] The purpose of the teaching of English for Senior High School is to master informational competency, this purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. [67] Realia that be used to teach speaking of narrative text can raise the students' interest, they can be used to break up the routine class activity and they can provide fun for student in different interpretation. (Student 4) In sentence [66] and [67], there were two independent clauses. In these sentences, the student also joined those independent clauses using comma, so run-on sentence take placed. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: [66] The purpose of the teaching of English for Senior High School is to master informational competency. This purpose should be taken into account in order to make the students be able to access the knowledge in the academic purpose. And [67] Realia that are used to teach speaking of narrative text can raise the students' interest. They can be used to break up the routine class activity and provide fun for the student in different interpretation. [68] An academic writing has special audience that is the academic circle, the advisors and the students, it is formal and serious in tone, and its purpose is to explain. (Student 6) In sentence [68], run-on sentence occurred since the student joined two independent clauses using comma. He should use a period or a semicolon between the independent clauses. Therefore, the sentences should be: "An academic writing has special audiences that are the academic circle, the advisors and the students. It is formal and serious in tone, and its purpose is to explain." Fragments Sentence fragment is a group of words without a subject or predicate in an independent clause. It is usually called as incomplete sentence since a complete sentence in English must has at least a subject and a predicate. [69] .and the recent Level of Educational Unit Curriculum (2006-present) [70] .the objective of the reading skill on the ninth graders are expected to be able to understand the meaning of short functional text and short simple essay text, in the form of procedure, narrative and report in daily life context. (Student 3) [71] Speaking, one of skills that is very important thing in daily communication. (Student 4) Sentence [69] and [71] were fragments since there was no verb in these sentences. Therefore, the students should add to be in these sentences and the correct sentences should be: ".and the recent is Level of Educational Unit Curriculum (2006-present)" and "Speaking is one of skills that is very important in daily communication. Sentence [70] was fragment since it had no object. The object should be placed after the word expecting. Therefore, the correct sentence should be: ".the objective of the reading skill on the ninth graders are expecting the students to be able to understand the meaning
DIRECT FEEDBACK STRATEGY IN THE TEACHING OF WRITING Army Vista Casmi Septianik English Education Department, Language and Art Faculty, Surabaya State University. email: armyvistacs@yahoo.co.id Prof. Dr. Susanto, M.Pd. English Education Department, Language and Art Faculty, Surabaya State University. Abstrak Penelitianinibertujuanuntukmendiskripsikanpenerapanstrategi Direct Feedback oleh guru untukmengajarmenulispadasiswakelassepuluh di sekolahmenengahatas Surabaya.Dalam proses pengajaranmenulisini guru menggunakanempattahapdalampenerapanstrategi Direct Feedback. Merekaadalahtahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Padatahapperencanaan, guru memberikanpenjelasandanpengungkapanpendapattentangapa yang akan di lakukandalampelajaranmenuliskepadasiswa. Setelahitu guru memintakepadasiswauntukmerencanakandanmenuliskan ide secarabebas yang berkaitandengan topic teks recount dalampengajaranmenulis. Dalamtahap yang keduayaitupenyusunan, guru memintakepadasiswauntukmengembangkan ide merekakedalamsuatuparagraf.Kemudiansetelahsiswaselesaimengembangkan ide dalamparagraf, guru memintasiswauntukmengkoreksikembalitulisanmerekadengancaradikoreksiolehtemansebangku. Tahap yang ketigaadalahtahapdalampengeditan.Dalamtahapini guru memberikanpengkoreksiandarihasiltulisansiswasetelahmendapatkanpengkoreksianolehtemansebangkudenganmenggunakan Direct Feedback strategibaiksecaralisanatautulisan.Yang teakhiradalahtahaphasilakhirterbaru.Dalamtahapini guru memintasiswauntukmengumpulkanhasilakhirtulisanmerekasetelahmendapatkankoreksidaritemansebangkudan Direct Feedback dari guru dalampertemuanberikutnya. Penelitimenggunakandeskriptifkualitatifdalamdesainpenelitian, karenatujuandaripenelitianiniadalahuntukmenggambarkankegiatan guru selamapelaksanaan Direct Feefbackstrategidalampengajaranmenulis.Penelitihanyamemilihpadasalahsatu guru bahasainggris yang mengajar di sekolahmenengahatas di salahsatukota di Surabaya. Data dalampenelitianinidiperolehdarihasilobservasi yang menggambarkanpenerapan Direct Feedback strategidalambentukpengkoreksiantulisansiswa.Data di analisisuntukmenjawabsemuapertanyaanpenelitian.Penulismenulissemuainformasitentangsegalasesuatu yang terjadiselama proses kegiatanbelajarmengajardalambentukcatatan yang panjang. Hasildanpembahasanadalah, pertamaadalahtahappenerapan Direct Feedback strategihanyaterfokusdalam proses kegiatanbelajarmengajar. Dalamtahapinipenerapan Direct Feedback dibagimenjadiempattahapanyaitutahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Dalampemberian feedback guru menggunakanempatperandalam proses iniyaitu guru sebagaipembacaataupartisipasi, sebagai guru menulisataupenuntun, sebagaiahlitatabahasa, dansebagaipengkoreksi. Dalamtahap yang keduaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukkesalahantatabahasa.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaiahlitatabahasa.Yang ketigaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukperbendaharaan kata.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi.Padatahapankeempatatauterakhiradalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukpenggunaanparagrafing, pengejaan kata dan capitalization.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi. Dari hasil proses kegiatanbelajarmengajarmenulistersebut, penulisdapatmenarikkesimpulanbahwa Direct Feedback strategisesuaiuntuksiswadalamkegiatanbelajarmengajarmenuliskarenadenganstrategiitu guru dapatmembantukesulitansiswasepertimembantumengurangikesalahansiswadalamkegiatanmenulis. Saran bagi guru adalahuntuklebihsadardalampenggunaanwaktudanbagipeneliti lain dapatmelakukanpenelitianserupadalamaspek lain danbisamenggunakanpenambahanpemberian feedback dalamkategorikontendanorganisation. Kata Kunci: Direct Feedbcak, Strategi, KegiatanMenulis. Abstract This study aims to describe the application of the strategy of Direct Feedback by teachers to teach writing to the students in the tenth grade of high school in Surabaya. In the process of teaching writing the teacher uses four stages in the implementation of Direct Feedback strategy. They are planning, drafting , editing , and the latest final versions. In the planning stage, the teacher gives an explanation and brainstorming to the students regarding what they are going to do in writing lessons. After that, the teacher asked the students to plan and write their ideas freely that are related to the topic in teaching writing of recount text. In the second stage, is drafting activity. Here the teacher asked the students to develop their ideas into a paragraph. Then, after the students finished developing their idea into a paragraph, the teacher asked the students to re- writing their work by using peer correction. The third stage is editing. In this stage the teacher gave the students' correction of their work after getting friends correction inpeer correction with the Direct Feedbackstrategy either in orally or in writing. For the last stage is final version. In this stage, the teacher asked the students to submit their final product after getting corrections from their friends and Direct Feedback from the teacherin the next meeting. The researcher used a descriptive qualitative research design, because the purpose of this study is to describe the activities of the teacher during the implementation of the Direct Feefback strategies in teaching of writing. The researcher chooses the one of English teacher who teachesin high school in one of the cities in Surabaya. The data in this study weretaken from the observation that illustrates the application of direct feedback correction strategy in the form of student writing. The data were analyzed descriptively to answer the research questions. The writerwrote all the information about everything that happened during the teaching and learning process in the form of long notes. The results and discussion are, in the first stage of the implementation ofDirect Feedback strategy is only focused in the process of teaching and learning activities. In the implementation of Direct feedback is divided into four stages, they are planning, drafting, editing, and the last final version. In providing feedback the teacher use four roles in this process, they are the teacher as reader or participation, as teacher writing or guide, as a grammarian, and as a evaluator. In the second stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of grammatical errors. In this term the teacher in editing stage and she act her role as grammarian. The third is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of vocabulary. In this stage the teacher in editing stage and she act her role as evaluator. In the fourth and final stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form paragrafing usage , spelling words and capitalization. In this stage the teacher in editing stage and she act her role as evaluator. From those results of the process of teaching-learning in writing, the writercan draw the conclusion that Direct Feedback strategy is appropriate for the of students in learning activities because the teacher can help the student's difficulties such as helping to decrease the students'mistakes in their essays. Suggestions are to the teacher and other researchers. For the teacher has aware to time and for other researchers who will conduct this similar studies but in other aspects they can use the additional corrections of feedback on the content and organization categories. Keywords: Direct Feedback, Strategy, Writing Activities. Introduction In Merrill's Component Display Theory verifies feedback as the most important part in Secondary Presentation feedback may takes place during practice and/or elaboration stages. (Merrill 2002) states that feedback has also been long acknowledged as the most essential form of learner guidance. To confirm further of the important position of feedback, Andrews and Goodson (1980) state that feedback is included in one of the purposes of systematic instructional design that is to improve evaluation process "by means of the designated components and sequence of events, including feedback and revision events, inherent in models of systematic instructional design". In this case, feedback as strategy applied by the teacher is the important position to improve the students evaluation or when teaching learning process during practice and revisions in class. Feedback is also an important component of the formative assessment process. Here, formative assessment gives information to teachers and students about how students' writing relate to classroom learning goals. One of the strategies use by the teacher in giving formative assessment is by using direct feedback. Direct feedback is a strategy which provides feedback to students to help them correct their errors by providing the correct linguistic form or linguistic structure of the target language (Ferris, 2006). This technique requires the teacher to give direct comment or answer to the student when noticing a grammatical mistake made by crossing out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous (Ellis, 2008 ; Ferris, 2006). Bitchener et al., (2005) and Ferris (2003) add that Direct feedback is usually given by teachers, upon noticing a grammatical mistake, by providing the correct answer or the expected response above or the linguistic or grammatical error. From those statements, direct feedback can be used by the teacher to help the students' difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. Direct feedback as a strategy is appropriate for students in beginner level or in situation when the students get errors in their works that are not easy to do self-correction such as sentence structure and word choice, or it can be useful when the teachers want to direct the student attention to their error patterns that require the student correction. The effectiveness of direct correction has been proven on several previous studies. Chandler (2003) reported the results of her study involving 31 ESL students on the effects of direct and indirect feedback strategies on students' revisions. She found that direct feedback was the best way for producing accurate revisions and preferred by the students as it was the fastest and the easiest way for them to make revisions. Others, the most recent study on the effects of direct corrective feedback involving 52 ESL students in New Zealand was conducted by Bitchener and Knoch (2010) where they compared three different types of direct feedback (direct corrective feedback, written, and oral metalinguistic explanation; direct corrective feedback and written metalinguistic explanation; direct corrective feedback only) with a control group. They found that each treatment group outperformed the control group and there was no significant difference in effectiveness among the variations of direct feedback in the treatment groups. From the above statements, it can be concluded that direct feedback is effective to be used in teaching writing. Although direct feedback is effective to be used, there is a difficulty when the teacher uses it in large class environment. The teacher needs much time to give feedback to the students. Clements et al. (2010) state that direct methods in providing feedback do not tend to have results which are commensurate with the effort needed from the teachers to draw the students' attention to surface errors. From the information above it can happen because the teacher doesn't give students an opportunity to think or to do anything. Therefore to overcome the above problem, the teacher needs to understand the writing steps to avoid time-consuming. Writing should be taught in a specific time in order to enable the students to write an acceptable English composition. Then, in teaching writing, the teacher can focus either on the product of writing or on the writing process itself (Harmer, 2001:257). It means that, the teacher can manage the students written by using three steps before teaching writing because by doing that the teacher can more focus on the product or the process of writing itself. Here there are three steps in writing, they are: In the pre-writing, whilst-writing, and post-writing. In the pre-writing, the teacher asks the students to: select the topic, provide specific amount of time needed to complete their writing task, brainstorm their ideas, and organize their outline. In the whilst-writing, the teacher asks the students to make draft and ask them to submit their work when they finish. In post-writing, the teacher gives the students revision regarding their work. By understanding the preceding steps, the teacher can manage the time during teaching learning activity. In one of the school in Surabaya, there is a teacher who use direct feedback strategy to teach writing. In her result, she finds advantages by using direct feedback as a strategy to teach writing, such as the students get creative, enjoy, and enthusiastic. By this method, the students become creative it is showed when the teacher revises the student's work. The teacher finds that the students frequent to use new words. Moreover, the students feel enjoy when the teacher revise their work without looked nervous. The last, the students are eager to ask and re-write their revision. Although there are several advantages, the teacher does not give further explanation how to use the technique in teaching learning activity. Brookhart (2008) states that giving feedback is crucial aspect in the writing process because it plays a central role in learning this skill. Thus, from the information above, the researcher is interested to conduct research about the use direct feedback strategy to teach writing. From the information above, the most three problematic grammatical errors made by the students are prepositions, text, and past tense verbs (Bitchener et al., 2005; Ellis et al., 2008; Sheen, 2007). Most of the student's mistakes in writing is about grammar. It is the teacher role to use strategy in direct feedback because it will be useful to use it to reduce or help the students' mistakes in writing skill. One topic about student' views toward the teacher feedback on their written errors showed in studies: Chenowith, Day, Chun, &Luppescu (1983); Cohen (1987); Cohen &Cavalcanti (1990); Ferris (1995); Ferris & Roberts (2001); Ferris et al. (2000); Hedgcock&Lefkowitz (1994); Komura (1999); Leki (1991 ); Radecki& Swales (1988); and Rennie (2000). It has consistently reported that students want such error feedback. This is the teacher's advantages, because most of students want such error feedback from the teacher. The teacher can give the students' stages of process writing feedback in revising and editing stages. According to Ferris and Roberts (2001), the most popular type of feedback is underlining with description, followed by direct correction, and underlining is the third. That's kinds of ways make the teacher to get much attention from the students in applying direct feedback strategy in teaching of writing. The phenomena shows that most teachers prefer focus on the product of writing to focus on the process of writing. As a result, the competition that the students write is poor in terms of the overall categories in ESL Composition Profile including content, organization, vocabulary, language use, and mechanics. It occurs since the teacher does not provide guidance through the process of writing and considers writing as a finished piece of competition. In fact, writing is not only the matter of composition as a finished piece of writing, but also the evaluation of the writing process. Therefore, in order to enable the students to write an acceptable English composition, the teacher has better focus on the process approach in which the process of writing is involved. Process approach is considered as the appropriate method to teach writing in which it pays serious attention to the various activities which are believed to promote the development of skilled language use (Nunan, 1991:86). Furthermore, Raimes in Richars (2005:305-509), in principled process approach, the product of writing, accuracy, and grammar are important. It shows that if the teacher focuses on the process of writing when he or she teaches writing, it does not mean that he or she merely focuses on the writing process itself, but also on the quality of the final product. Therefore, the process of writing is considered as the appropriate method to teach writing since it enables the students to write an acceptable English competition. From those, the researcher tends interested to observe this phenomenon by emerging a question that is "to what extent does the teacher apply direct feedback in writing?" The researcher was trying to analyze the activities during the teaching and learning process that using Direct Feedback as strategy. According to those reasons the researcher did a research according to the following research questions To what extent does the teacher apply direct feedback to correct student's grammatical errors in writing? To what extent does the teacher apply direct feedback to correct student's vocabularies in writing? To what extent does the teacher apply direct feedback to correct student's mechanics in writing? This study is conducted to describe only focused on the implementation of Direct Feedback strategy in teaching of writing. Writing is a part of learning process besides listening, speaking, and reading. According to Petty and Jensen (1980:399) writing is an activity that creates ideas or opinions in a composition by using writing convention: it is ideas though, feeling expressed in written way. This is in line with Nunan (2003:88) views that writing is the mental work of inventing ideas, thinking about how to express them into statements and paragraphs that will be clear to the reader. It means that writing is combination of some words to deliver the ideas in written language. Besides that, writing is also a language skill that is used to communicate indirectly. It means that the written language is not used to communicate face to face. According to Broughton et al (1980), writing is different from speaking because it involves an activity that is both private and public. here it means writing is considered a private activity because when the writer write or arrange a composition, he or she works individually, but it is also considered as a public activity because the result of his or her writing is intended for an audience. Others, according to Boughy (1997), writing is considered as a tool for the creation of ideas and the merger of the linguistic system by using it for communicative objectives in an interactive way. From this opinion writing indirectly the successful transmission of ideas from a writer to a reader via text and this exchange of information becomes an effective means to motivate and encourage the development of the students in language skills. Harmer (2007: 325-327) stated that there are four stages in the writing process: they are planning, drafting, editing, and final version. In this study the researcher will use Harmer' concept: Planning In the planning stage the teacher arranges the students to plan their work before making a draft by exploring the ideas and information regarding the topic. Reading and discussing, thinking critically and interpreting, and brainstorming are examples of exploring. Boas (2011) says that planning stage is used for brainstorming ideas which are related to their lives and what they want to write.Moreover, in planning the teacher encourage the students to make an outline that includes thesis statement and supporting ideas which then are developed into an essay. Drafting The second stage is draftingwhere the students develop the outline into a whole essay. In this stage, the teacher asks the students to write anything on their mind to compose the essay in form of the rough draft without thinking the regularity of their writing. Editing The third stage is editing, where the students revise their rough draft. In editing, the teacher encourages the students to revise their draft by considering several aspects, such as: the relevancy between thesis statement and the topic, the topic paragraph should be used in beginning of the paragraph, and the content should relate with the thesis statement. Or also the students can check the content, grammar, vocabulary, mechanics, and so on.Moreover, producing a cohesive another coherent essay is a must and can only be done by enlarging the argument or opinion, and ideas to make an elaborate explanation that is coherent from one to another. Final Version The last one is final version, where the teacher asks the students to compose their draft carefully, find, and edit their grammatical, lexical, and mechanical errors before submitting their work. In this stage, the teacher must ensure the students that their final works are free from previous errors since it can affect the content of their final product. But the students still have chance to rethink what they have written and go back to editing stage or even planning stage. Like Harmer (2012:129) states that writing stages are like writing cycle, if it is necessary to add ideas or edit their writing, we can go back to the previous stage or stages. But if it does not need to edit, the students can do their writing final version. Feedback can be classified according to the following: The performer (the provider) of feedback (teacher, peer, self and CALL Computer Assisted Language Learning), the timing of feedback (delayed and immediate feedback) and the form of feedback (direct and indirect feedback), the method of performance of feedback (oral and written feedback), the concentration on a specific item in feedback (grammar, spelling and etc.), the stage of process writing feedback and the effect of feedback (feedback in revising, editing stages). The purpose of this study will be explained to two types of the teacher's written feedback. Here the types, they are: Direct and Indirect feedback. The first type of the teacher's written feedback is direct feedback. Danny and Randolph & Karen (2010) Altena& Pica (2010) Direct teacher feedback simply means that the teacher provides the students with the correct form of their errors or mistakes whether this feedback is provided orally or written. It shows them what is wrong and how it should be written, but it is clear that it leaves no work for them to do and chance for them to think what the errors and the mistakes are. The second type of the teacher's written feedback is indirect feedback. In this type, there are two types of feedback coded indirect feedback and uncoded indirect feedback. As for the first type "coded indirect feedback", the teacher underlines the errors or mistakes for the students and then the teacher writes the symbol above the targeted error or mistake and then the teacher gives the composition to the student to think what the error is as this symbol helps the student to think. In the second type, the uncoded indirect feedback, the teacher underlines or circles the error or the mistake and the teacher doesn't write the correct answer or any symbols and the student thinks what the error is and corrects. Teacher is one of the sources of feedback. In providing feedback, writing teachers have at least four roles: as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. As Keh (1990) and Hedgcock and Leftkowitz (1996) suggest at least four roles that writing teachers play while providing written feedback to students: a reader or respondent, a writing teacher or guide, a grammarian, and an evaluator or judge. For the first roles, is about the teacher as a reader or as a respondent. In this role, the teachers respond to the content and they may show agreement about an idea or content of the text. Teachers may provide positive feedback such as "You made a good point" or "I agree with you" without giving any suggestion or correction. The second is the teacher as a writing teacher or as a guide. That is, teachers may show their concern about certain points or confusing or illogical ideas in students' text. In this case, teachers still maintain their role as a reader by only asking for clarification or expressing concerns and questions about certain points in the text without giving any correction. They may, however, refer students to strategies for revision such as choices of problem solving or providing a possible example. The third is the teacher as a grammarian. The teacher writes comments or corrective feedback with reference to grammatical mistakes and relevant grammatical rules. Teachers may provide a reason as to why a particular grammatical form is not correct or not suitable for a certain context such as choice of tense, use of article, or preposition. In this case, the teacher may also give elaborate explanation of grammatical rules to help students improve their text. As a grammarian, teacher can provide different function and strategies of feedback. One of the functions of feedback is to provide error correction or corrective feedback. Corrective feedback generally aims at addressing grammatical errors on students' writing. In addressing grammatical errors on students' writing, teachers can employ different strategies of providing feedback such as direct feedback strategy. Direct feedback, which is a strategy to help the students correct their errors by providing the correct form of the target language. Teacher feedback can also be provided with explicit corrective comments, that is by not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. The last in fourth roles, is the teacher as an evaluator or judge. It is very common that many writing teachers may act only as an evaluator whose main role is to evaluate the quality of students' writing as an end product of a writing process (Arndt, 1992) and grade students' writing based on their evaluation. Discrepancies in findings, or in interpreting these findings, have sparked a debate in the last 15 years on whether corrective feedback is effective or ineffective. The debate was initiated by Truscott (1996) who unalterably holds that feedback, in the form of grammatical error correction, is neither effective nor useful, and even harmful for student learning. Therefore, he suggests that corrective feedback should be abandoned. In contrary, Chandler (2003) and Ferris (1999) argue that corrective feedback is effective and helpful in reducing the errors on students' essays. More recent studies also lend support, providing evidence in favor of corrective feedback Bitchener (2008); Bitchener et al. (2005);Ellis et al. (2008). Based on the findings of their studies, they maintain that teacher corrective feedback is effective and helpful for students in improving grammatical accuracy in writing their essays. From the above informations, it can be concluded that direct feedback is effective to be used in teaching writing. Teaching writing using direct feedback is considered as an important since it gave the teacher chances to increase the students ability in writing by using learned-centered style. Since previous statements have considered that learned-centered style in form of peer or group work is preferred than compositions because it offers interaction and sharing ideas between students. However, before implementing the strategy the teacher should make the process steps before starting applying direct feedback as strategy in teaching writing. The implementation of Direct Feedback strategy in teaching writing recount text should include writing process; they are planning, drafting, editing, and final version Harmer (2007: 325-327). Based on those concept, the implementation of Direct Feedback strategy in teaching writing recount text in the class have some activities to do. They are: The teacher explains the nature of recount text, it start from the purpose, the function, the generic structure, and the language features to the students by some modification by using brandstorming or etc. The teacher also gives example of recount text to the students in order to make the students understand with the teacher's explanation and example of how to make mind mapping. The teacher gives the students some topics to write recount text. The teacher asks the students to make such like mind mapping as the planning stage. The students make mind mapping to write down their ideas they want to write it individually. After the students make mind mapping on their recount text, the teacher asks them to exchange their work in pairs. They can give comments, questions, suggestions, and corrections about the content, organization, vocabulary, language use, and mechanic on their partner mind mapping to compose into recount text draft. Then each student can write their recount text draft based on their friend questions, suggestions, comments, and corrections. The next activity is sharing. In this case, the teacher calls some students randomly one by oneto come forward to show their recount text by writing their text into white board. Therefore, the other students get patient too and also learn which one is not appropriate word, the mechanics, or the content by giving comments orsuggestions. And the most necessary, the teacher givesDirect Feedback to their recount text. Teacher gives direct feedback by giving explicit corrective comments, symbols, or underlining. Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. Lyster and Ranta (1997) define metalinguistic feedback as "comments, information, or questions related to the well-formedness of the learner's utterance without explicitly providing the correct form" (p. 47). Finally, the students submit their recount text result as the final version to the teacher on the next meeting. METHODS Based on the research problems and the objective of the study, the researcher used descriptive qualitative method. Descriptive qualitative studies simply describe phenomena. Descriptive method describes and interprets what exists.The purpose of this study is to describe to what extent the teacher applies direct feedback to correct student's grammatical errors in writing, to describe to what extent the teacher applies direct feedback to correct student's vocabularies in writing, and to describe to what extent the teacher applies direct feedback to correct student's mechanics in writing. According to Cohen, et al (2007:461), the aims of descriptive qualitative are to describe, to summarize, to prove, to examine the application and to operate the same problems in different contexts. The purpose of this study is to describe the teaching learning process in the form of words not in the form of numbers, because this study is descriptive qualitative. Moreover, Bogdan and Biklen (1992:28) state that the data collected should be in the form of words or pictures rather than numbers. The data in this study described in the form of words, sentences, or paragraphs to describe the implementation, the students' responses, and the students recount writing text result using Direct Feedback strategy in teaching writing recount text.Descriptive qualitative method means that the researcher only goes to the field, finds some data, states research question, collect some data, analyze the data and finally reports it. The data is the problem which is found in the field. The problem means that the condition found in the field is not like the condition expected. The subject of the study is an English teacher who teach in a high school of Surabaya. The researcher chose the subject because one of the teachers had implemented Direct Feedback method in the teaching writing in her class.Cohen, et al (2007:461) states that descriptive qualitative focuses on smaller numbers of people than quantitative research.Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. The setting of the study was the place where the researcher conducted the study. The researcher was conducting the study at SMAN 15 Surabaya which is located in Jl. Menanggal selatan no. 103 Surabaya, the class of X-IPA-10 year 2013 and 2014. These class consist of 36 students, 16males and 20females. This research conducted in the classroom where the teacher hadusedDirect Feedback strategy in teaching writing recount text. Furthermore, the classroom is provide by facilities which support the learning activivities, such as White board, LCD, AC, Computer, sound, television and a laptop. The students have arranged the chairs and tables well in order to make them study easily. Data is very important for this study because from by using data the researcher knew the result of her study through this data, and the data were answer the research questions. In this study the researcher do not use questionnaire, it is to avoid dishonesty and to anticipate that the subjects would not complete the questions. The data of the study taken from the teaching learning process that done by the teacher who using direct feedback as strategy in teaching writing in the classroom. To get the data, the researcher wrote field notes to observe the teacher's activities when giving direct feedback in the teaching and learning process. The data represented in the post activity of the teacher when giving the students direct feedback while learning in the classroom. There were three kinds of qualitative data to answer the research questions of this study. The first data were the description of teachers' expressions and comments while giving correction about grammatical errors and direct feedback to the students. (1) (1) Teacher : Teacher : Okay, I will check the Savira's text. By the way, for the grammatical errors she did some mistakes. For example: in the first paragraph line 1 "I had a terrible and tiring day last weekend", here (a) it should be omitted. In paragraph one Line 2 "In the morning, I was waking up at 5 a.m. and prayedsubuh", if in the beginning you use waking as a verb so second verb prayed should be using (–ing) to. So it should be praying. Next, in line 5 "we must joined" it should be write "join", because must be followed by Verb1. Last, in line 11 you wrote "my other key" it should be used "the". Next, for Afanin's text. Okay you did same with Safira's text in grammatical errors. For example: you wrote "after that, me and my mother cooked some food for lunch", it should be used we. Then for the sentence "I went to bookstore to boughtsome book", it should be buy because you have use went as your verb. Last for "I do my homework" it should be written did. These data were used to answer the first research question "to what extent does the teacher apply direct feedback to correct student's grammatical errors in writing?". The second data were the description of teachers' expressions and comments while giving correction about vocabularies and direct feedback to the students. (2) (2) Teacher : Teacher : And for vocabulary, it just for the first paragraph line 3 "I accompanied my mother (.)to shop" between my mother and to it should be add "go". For the last paragraph, "InSunday morning" remembers it should be on just like Ataya did before. But, so far I think your word choices were good. And talk about "like yesterday" I think it should be wrote the day before. This is correction for your vocabulary. It is also in sentence "I accompanied my mother to (.) the market" here it should be add go to, and also like we went (.) to the mall" it should be added go. These data were used to answer the second research question "to what extent does the teacher apply direct feedback to correct student's vocabularies in writing?". The third data were the description of teachers' expressions and comments while giving correction about mechanics and direct feedback to the students. (3) (3) Teacher : Teacher : So the last correction is about mechanics. It showed in line 16 "I was watching television" it should be added (a) between watching and television. "I was watching a television". Over all your writing are good Safira. So keeps on this track but you can explore more. Okay, that's very good. Okay then, pay attention to the mention things like "some vegetables, like carrot , tomato, spinach , onion , garlic , ginger , curcuma, and many more and also bought some fish, shrimp, and chicken."Here you have decided space from kind of vegetables itself and others thing. You should write some vegetables, they are likes carrot, tomato, spinach, onion, garlic, ginger, curcuma, etc. We also bought more, such as fish, shrimp, and chicken. And for your mechanics, there are lot mistakes about your punctuation. Such like in the first paragraph "last weekend ( , ) I had a lot of activities". You used comma but you add space after weekend, it should be not space after weekend. Double space is not necessary guys. So the good one is like last weekend, I had a…. Okay, for your right spelling and capitalization are good, but please pay attention about your punctuation and your paragraphing.yah? Is it clear for you guys? These data were used to answer the third research question "to what extent does the teacher apply direct feedback to correct student's mechanics in writing?". The source of data for this study was the teacher who use direct feedback strategy to correct the students mistakes in the teaching and learning process. Data collection technique means how the researcher collects data. In this study the researcher collected the data by conducting observation field notes as a qualitative. Bogdan and Biklen in Moleong (2005: 209) stated field note is written note about what was heard, seen, thought and had been around in order to collect as well as reflect the data in qualitative research. Here, the researcher done non-participant observation. It means that she does not participate directly and influence in the teaching and learning process. The writer wrote all of information about everything that happening during the teaching and learning process in the form of long note. Here is the observation that was done by the teacher: Observation, in this research the researcher used observation field notes. She used this observation because she wanted to find out the application of the teaching and learning process in the classroom of their recount writing. The researcher did this observation by writing and record all of the activities of the teacher and the students while direct feedback is implemented. In this research, all the data obtained through observation field notes were analyzed inductively in order to answer research questions stated in chapter one. After collecting the data then the researcher did the next step, that was analyzed the data. This is the qualitative study thus the data analyzed inductively, in words rather than in numbers. The steps of data analysis have done during the data collection technique: 1) Organized the data during the observation, and then decided what have to be reported. 2) After analyzing the data, the researcher described the data by classifying them into parts based on the problems of the study. 3) The researcher tried to make conclusion. They showed whether the use of direct feedback strategy was suitable or not with the theory. In addition, by analyzing the data obtained, the researcher was written and recorded the teacher activity when direct feedback strategy is applied in the classroom. It included the teacher correction about grammatical errors, vocabularies and mechanics. RESULT AND DISCUSSIONS The result and discussions is the answer of the problems based in introductions. The data were taken through the observation and only focused on the teacher activities during the implementation of Direct Feedback strategy in the teaching and learning process. The Implementation of Direct Feedback Strategy The data were obtained through the observation that was focused in the teachers' activities during the implementation of direct feedback strategy in the teaching and learning process. The implementation of the research was done only in one meeting. The implementation of Direct Feedback strategy method was divided into four stages, they are planning, drafting, editing, and final version. Then in providing feedback, the teacher at least has four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. The observation was conducted on September 30th, 2013. The subject of the study is an English teacher who teaches in a high school of Surabaya. The researcher chose the subject because one of the teacher's had implemented Direct Feedback method in the teaching writing in her class. Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. Actually there were 36 students in this class, but three students were absent without any reason or information. Therefore, there were 33 students who consist of 16 male's students and 20 female's students in class X-IPA 10. The teacher started the class with opening session, for instance, greeting the students, checking the attendance list, and asking the students to prepare the lesson. The teacher did not introduced the researcher in front of the students, because of the teacher did not need the students to feeling nervous or uncomfortable if she explained about the researcher who want to record the activities in the beginning until the end of the lesson. The Applying of Direct Feedback Strategy to Correct Student's Grammatical Errors in Writing The result from the observation show that the teacher had been explained the student mistakes' about grammar. It showed when the teacher gives feedback with explicit corrective comments; she was not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. As Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. So, here the teacher has applied direct feedback as strategy in writing to correct the student's grammatical errors. In the previous studies that providing explicit corrective comments through explanation of grammatical rules or metalinguistic information is advantageous for students in the long run, that it raises students' grammatical awareness, and engages students in problem-solving activities to discover the correct forms see Bitchener et al (2005), Ellis et al. (2006), Ferris &Hedgcock (2005), Nagata (1997), Varnosfadrani&Basturkmen (2009). The findings of the current study, in line with other previous studies, clearly indicate that teacher corrective feedback is useful and effective in helping ESL/EFL students in reducing their grammatical errors not only in subsequent revisions but also in the new essay. Furthermore, providing teacher corrective feedback in the form of indirect feedback followed by direct feedback accompanied with explicit corrective comments help students correct their grammatical errors more effectively than other feedback strategies, especially compared to direct feedback strategy. By doing so, the students got the essay way to edited or revised their works because they got some corrections and suggestions from their friends in pairs and from the teacher when the teacher gave them direct feedback. Jacobs et al (1997:20) says that the students can share to the other groups in front of the class and the students can edit their recount text writing depend on their friends comments, suggestions, corrections about the content, organization, vocabulary, language use, and mechanic in writing recount text. The Applying of Direct Feedback Strategy to Correct Student's Vocabularies in Writing Based on the result which are gained from the analyzed of data,the teacher had took examples from Safira and Afanin Text's. It showed that the teacher had corrected the students' mistakes' about vocabularies. In vocabulary component, those were two students who considered as write less mistakes in their writing text. As (Ellis, 2008; Ferris, 2006), stated that direct feedback may be done in various ways such as by striking out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous form, usually above it or in the margin. It means that, the teacher had correct the students' mistakes by doing some ways to correct their vocabularies, such as by striking out an incorrect or unnecessary word, phrase, or morpheme; and inserting a missing or expected word, phrase, or morpheme. It is been shown when the teacher corrects Safira's text. She corrected her mistakes by inserting a missing word. And from Afanin's text, she gave by striking out an incorrect or unnecessary word like yesterday to be the day before. From the above correction, it is clear that the teacher applied direct feedback strategy to correct the students' vocabularies by using that ways. So that is the essays way to encourage the students to get the motivation because the teacher not only giving them such corrective correction but they also know what else their mistakes by using self-correction in the next time. The Applying of Direct Feedback Strategy to Correct Student's Mechanics in Writing In these criteria, the students had few errors of spelling, capitalization, and paragraphing. It means that the students were occasional errors of spelling, punctuation, capitalization, paragraphing but the meaning was not obscured. From the data analyzed indicate that the teacher correct the students' mistakes in term of the mechanics. After the teacher giving those students text's direct feedback correction, she always asked to the students any question or also suggestion. Based from those results which are gained from analysis of the data, the researcher concluded that the teacher did her implementation of direct feedback strategy method that was divided into four stages, they are planning, drafting, editing, and final version. Also in providing feedback, the teacher at least did her four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as anevaluator. From those, it can be concluded that the teacher had applied Direct Feedback to correct the student's essays that includes three elements; they are grammatical errors, vocabularies, and mechanics. Ideally, the teacher feedback should address to all aspects of student texts such as content, ideas, organization, rhetorical structure, grammar, and mechanics. Because it will consume much time, so the teacher only focused to correct on the students grammatical errors, vocabularies and mechanics. It was supported by Ferris (2003b) notes that teachers' priorities for student writing as well as feedback provision have changed over time from focusing mostly on sentence-level correction as reported in the 1980s Cumming (1985), Kassen (1988), Sommers (1982), Zamel (1985) to more aspects of student writing including ideas, organization, grammar, and mechanics in the 1990s Ferris (1995-1997), Ferris, Pezone, Tade, &Tinti (1997) Kepner (1991), Hedgcock&Lefkowitz (1994). However, providing comprehensive or unfocused feedback on all errors on students' writing can be time-consuming and exhaustive for both teachers and students because it corrects all of the errors in students' work and can be considered extensive Ellis, Sheen, Murakami, & Takashima (2008). By doing these strategy, the teacher had find out that most of the students were did mistakes in the grammatical errors. But, for the vocabularies and mechanics, the students did fewer mistakes in their essays. CONCLUSSION AND SUGGESTION Conclusion In this study, there are two conclusions got from the result of the study that are obtained from the observation, they are: (1) Direct feedback strategy can be used as teaching technique in teaching writing recount text to the tenth grade students of SMAN in Surabaya. The implementation of direct feedback as strategy in teaching writing of recount text divided into four stages, those are: Planning stage, in planning stage the teacher had given brainstorming and arranged the students to plan their work by exploring the ideas and information regarding to the topic. The teacher also had encouraging the students to make an outline that included thesis statement and supporting ideas which were developed into an essay. As Boas (2011) states that planning stage is used for brainstorming ideas which are related to their lives and what they want to write. Drafting stage, in drafting stage the teacher had asked the students to write their ideas into the essay in form of draft. This stage where the students developed the outline into a whole essay. Editing stage, in editing stage before the teacher gave direct feedback; she had corrected the student's essay and let the students to change their works in pairs. Because in this term, the students had a chance to discuss and get comment or suggestion from their partner Jacobs et.al (1997:14). After that, the teacher applied direct feedback strategy by giving some correction from the student's essay one by one in front of the class. Final version stage, in final version the teacher had given the students direct feedback and the students had shared their draft in front of the class. It included feedback from the teacher and from the students; comments or suggestions. Then the teacher let the students had to edit and submit the final version of their recount text on next meeting. (2) The use of Direct Feedback strategy could help the tenth grade students of SMAN in Surabaya in learning writing recount text. It showed from the editing stage, when the teacher applied Direct Feedback to correct the student's essays in front of the class that includes three elements; they were grammatical errors, vocabularies, and mechanics, she found out that most of the students did the same mistakes. It came from the grammatical errors. For the vocabularies and mechanics, the students did fewer mistakes in their essays. The students also were getting enthusiastic when the teacher asked them to write a recount text based on the theme and their own experience, because the students could be more focus in writing recount text than usual (Kagan, 2004). As a result, direct feedback strategy was appropriate for the students in teaching and learning writing. Because the students usually got errors in their works and they were not easy to do self-correction such as sentence structure or word choice. From those, by using direct feedback the teacher could help the student's difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. And by using direct feedback the teacher could decreasing the students' mistakes in writing activity. As noted by Cardelle and Corno (1981), the more feedback students receive, the better they understand what they need to do to correct their mistakes. It also prove by Kulhavy (1977) the understanding of why they make mistakes and how to correct such mistakes helps students correct their mistakes and increase their achievement. It means that the student who receives feedback would have information about which parts of their texts need to be corrected and improved. Carless (2006) confirms that students who receive feedback during the writing process have a clearer sense of how well they are performing and what they need to do to improve. As feedback is meant for helping students narrow or close the gap between their actual ability and the desired performance Brookhart (2003). Teachers are responsible for helping students develop their ability to reach their learning goals through teachers' feedback. Suggestion Based on the data interpretation and the previous conclusion, the researcher has some suggestions to the teachers and the other researcher. The researcher constructs her suggestions as follows: (1) The teacher has to minimize the time consuming when she check the attendance the students. It means that the teacher should not call the student's name one by one. 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