1 - Generalidades¿Qué es?El Global Peace Index (GPI) (1) o Índice Global de Paz es un proyecto del Institute for Economics and Peace. El mismo representa un hito innovador en el estudio de la paz. Es la primera vez que un índice ha sido creado para rankear a los Estados del mundo por su estado relativo de paz (externa e interna).El GPI tiene en principio dos grandes objetivos, el primario es de corte académico y el secundario es de corte aplicado. El objetivo académico intenta contribuir al conocimiento de cuáles factores (culturales e institucionales) están asociados con la paz dentro y entre los Estados. El objetivo aplicado está asociado a la intención de ONU de promover una cultura para la paz tal como fue definida por la Asamblea General en 1999. Los creadores del Índice presuponen con acierto que un mayor conocimiento de las condicionantes de la paz es un elemento clave para programas de este tipo.El GPI parte de una definición "negativa" de paz, como ausencia de violencia. Esta definición tomada del trabajo de Johan Galtung incluye tanto la tranquilidad interna como los conflictos bélicos con otros Estados. El índice rankea a los países independientes de acuerdo a su ausencia de violencia utilizando métodos que combinan factores internos como externos. Este índice ha sido elaborado por The Institute for Economics and Peace con la guía de un equipo internacional de académicos y expertos en el tema, y procesado por la Economist Intelligence Unit. La elaboración de dicho índice busca proveer una medida cuantitativa de paz que se pueda comparar a través del tiempo y que pueda brindar un mejor entendimiento de los mecanismos que sustentan la paz. Es un instrumento que sirve para comparar la situación de Estados y regiones respecto de otros y apreciar su evolución a través del tiempo.El Institute for Economics and Peace (IEP) es un instituto internacional de investigación dedicado a promover un mayor entendimiento de las relaciones entre las empresas, la paz y la economía, haciendo hincapié en los beneficios económicos de la paz. Es una organización independiente, no partidista, sin fines de lucro con sedes en Sidney y Nueva York. Se ha asociado con numerosas organizaciones líderes a nivel internacional, entre ellas, la Economist Intelligence Unit.Estrategia de operacionalizaciónEn toda investigación es necesaria la estructuración de un diseño metodológico que lleve a la resolución del problema a investigar.El GPI es un índice cuantitativo de paz. Como tal, ha sido construido en función de un proceso de operacionalización. Dicho proceso aparece detallado en los reportes habituales del IEP. En dicho proceso se realiza, en primer lugar, una definición conceptual de paz. Luego se desglosa dicho concepto en sus dimensiones constitutivas. Posteriormente, se buscaron indicadores empíricos (aspectos observables de cada dimensión del concepto). Finalmente se elaboró un índice, que consiste en reunir en un solo número los valores de cada indicador empleado.Se realizó una definición del concepto "paz", lo que resultaba fundamental ya que a partir del mismo, se va a desarrollar toda la investigación. La definición dada en el trabajo de investigación es la siguiente:"The simplest way of approaching it is in terms of harmony achieved by the absence of war or conflict. Applied to nations, this would suggest that those not involved in violent conflicts with neighbouring states or suffering internal wars would have achieved a state of peace. This is what Johan Galtung defined as a 'negative peace'- an absence of violence – " (2)Luego de definir el concepto, se subdividió en 3 dimensiones. Las dimensiones seleccionadas fueron:conflictos internacionales y domésticos en desarrollo,seguridad en la sociedad ymilitarización.A posteriori se seleccionaron 23 indicadores observables para dichas dimensiones.Dimensiones e indicadores quedaron organizados de la siguiente forma:DIMENSIÓN 1: Conflictos internacionales y domésticos en desarrollo.Indicadores:Number of external and internal conflicts fought 2004 – 2009Estimated number of deaths from organised conflict (external)Number of deaths from organised conflict (internal)Level of organised conflict (internal)Relations with neighbouring countriesDIMENSIÓN 2: Seguridad en la sociedad.Indicadores:Perception of criminality in societyNumber of refugees and displaced people as a percentage of populationPolitical inestabilityPolitical Terror ScalePotential for terrorist actsNumber of homicides per 100,000 peopleLevel of violent crimeLikelihood of violent demonstrationsNumber of jailed population per 100,000 peopleNumber of internal security officers and police per 100,000 peopleDIMENSIÓN 3: Militarización.Indicadores:Military expenditure as a percentage of GDPNumber or armed services personnel per 100,000 peopleVolume of transfers (import) of major conventional weapons per 100,000 peopleVolume of transfers (exports) of major conventional weapons per 100,000 peopleBudgetary support for UN peacekeeping missions: percentage of outstanding payments versus annual assessment to the budget of the current peacekeeping missionsAggregate number of heavy weapons per 100,000 peopleEase of access to small arms and light weaponsMilitary capability/sophisticationAdemás de los 23 indicadores principales, la Economist Intelligence Unit utilizó otros 33 que son secundarios pero que buscan informar sobre democracia, competencia y eficiencia gubernamental, fortaleza de las instituciones y del proceso político, apertura internacional, demografía, integración regional, religión, cultura, educación y calidad del material educativo. (Una completa lista de dichos indicadores se encuentra en la página 29 del trabajo de investigación seleccionado). Si bien estos indicadores no forman parte del índice GPI en sí, son utilizados complementariamente para obtener otros datos y afianzar o refutar conclusiones, es decir, como mecanismo de control. El índice debería estar correlacionado con estas variables de control.Muestra de paísesSe seleccionaron 153 países que fueron considerados representativos de la realidad internacional (En 2011 se agregaron 5 países: Eritrea, Guinea, Kirguistán, Níger y Tayikistán). El panel de expertos decidió que los países incluidos en el índice deberían tener más de un millón de habitantes y un área geográfica mayor a 20,000 km2. Por este motivo queda excluido por ejemplo Luxemburgo y otros Estados pequeños.A raíz de estas características, se logra abarcar al 99% de la población mundial y a un 87% del área terrestre.Elaboración del índicePara la elaboración del índice cada indicador se midió en una escala del 1 al 5 para los cualitativos y del 1 al 10 para los cuantitativos. Estos últimos son convertidos posteriormente a una escala del 1 al 5 para poder compararlos mejor con los cualitativos y así elaborar el índice. Para aquellos indicadores cuantitativos que son difíciles de valorar del 1 al 10, (como por ejemplo military expenditure o jailed population), se buscaron los valores máximos y mínimos de los diferentes países para poder luego darle un puntaje del 1 al 5.Los datos fueron puntuados por un grupo de analistas de países de la Economist Intelligence Unit. Aquellos datos cuantitativos que faltaban fueron considerados estimativamente. El equipo de analistas ha utilizado los últimos datos disponibles de una gran variedad de fuentes, incluidos International Institute of Strategic Studies, World Bank, varias oficinas de las Naciones Unidas, Institutos de la Paz y Economist Intelligence Unit.El GPI es un índice ponderado. Los expertos parten del supuesto de que la paz interna tiene más importancia que la paz externa ya que una depende en parte de la otra. Es así que el índice adjudica un peso del 60% a la paz interna y un 40% a la externa.Luego, cada indicador es valorado en cuanto a su importancia con un número del uno al cinco, donde 5 es lo más importante y 1 lo menos importante. (3) Dicha valoración es confeccionada por ocho expertos a través de un consenso, un promedio del puntaje dado por cada experto.2- Crítica metodológicaEl objetivo de la investigación es válido en cuanto su formulación y a su trascendencia científica. Por primera vez se está logrando realizar un índice que mide de forma concreta un fenómeno intangible pero de suma importancia en el desarrollo de la humanidad: la paz. Con esta investigación se logra ubicar de forma muy precisa la situación actual del mundo en la materia y se permite observar su progreso o retroceso a lo largo del tiempo.Se identifican, sin embargo, algunas vulnerabilidades en la obtención del índice en cuestión. Desarrollaremos nuestra crítica metodológica en los diferentes componentes que hacen al diseño de la investigación.El concepto de Paz Como se establece en el Report 2011 de GPI, la definición empleada de paz es una definición "negativa". Es decir, se mide la paz de un Estado en función de la "ausencia" de ciertos indicadores de violencia (interna o externa). La primera crítica a las definiciones planteadas por Johan Galtung tiene que ver con la dimensión "negativa" de la paz, la cual se entiende como el estado de no guerra y se explica a través de un criterio residual. Una definición "negativa" de un fenómeno nos conduce a observar la no presencia de su opuesto. En nuestro caso, el GPI se basa en la constatación de la no presencia de conflicto (lo cual es lo opuesto a la paz). Sin embargo, es sabido que es necesario complementar indicadores negativos con indicadores positivos. Esto es lo que reclamaba Emile Durkheim en "Las Reglas del Método" de 1895: la necesidad de definir el objeto de estudio por sus características exteriores y visibles. En este sentido, una crítica que se puede hacer al GPI es la ausencia de elementos positivos asociados a la paz. En concreto, en la dimensión "Seguridad en la sociedad" sería altamente recomendable incluir en el futuro, indicadores de cohesión social. Los indicadores de cohesión pueden dividirse en aquellos relativos a inclusión social (por ejemplo, indicadores de titularidad de derechos, acceso a la educación, gasto en política social, etc.) y aquellos relativos al sentido de pertenencia de los ciudadanos (por ejemplo, confianza en las personas, expectativas de bienestar, discriminación, etc.). Hoy en día hay una considerable literatura sobre indicadores de cohesión social. La Unión Europea ya ha lanzado mecanismos para la medición de la cohesión social y en América Latina la Cepal está trabajando en el tema (ver FERES, 2006).Sobre los indicadores elegidosCon respecto a la selección de indicadores, se excluye la medición de la violencia de género y también la violencia contra niños. Esto puede hacer que el índice sea inexacto, ya que se está dejando de lado un tipo de violencia de suma relevancia, sobretodo, en algunos países donde tiene un peso muy importante dada su cultura, tal es el caso de algunos países musulmanes. Egipto, que rankea en la posición 73, practica la mutilación genital a más del 90% de las mujeres (4). Estos datos se están omitiendo en el GPI. Es cuestionable descartar datos como estos teniendo en cuenta que constituyen una importante forma de violencia interna.Una de las críticas que se le puede realizar a uno de los indicadores – military expenditure – es que en el caso puntual de Estados Unidos, si bien tiene un presupuesto militar históricamente muy elevado, parte de ese gasto se destina a la defensa de otros Estados, por lo que el índice en parte va a rankear mejor a dichos Estados que invierten mucho menos en defensa pero no significa que sean más pacíficos por ello. Siguiendo con la misma idea, Estados Unidos es el mayor inversor en gasto militar en varios organismos de defensa como la OTAN, aunque participen varios Estados.Por otro lado, algunos indicadores cuantitativos fueron estimados por los expertos en algunos países ya que no existían datos disponibles. Esto podría constituir un sesgo importante en los resultados finales, que podría resultar en un cambio en el valor que obtuvo cada país en el ranking.Este estudio se nutre de indicadores medidos por otros institutos, que podrían presentar algunas fallas influyendo en la elaboración de los resultados de la presente investigación, por lo que podrían generarse problemas de confiabilidad. No se tiene certeza de que los métodos utilizados para obtener los indicadores fueron los más adecuados. La seriedad y el prestigio de los institutos que los elaboraron no son razón suficiente para descartar todas las dudas. Puede haber problemas en la relación entre los indicadores y el concepto, provocando un problema de validez. Las medidas no son entonces representativas del concepto que se busca estudiar.En este caso, la ponderación del peso que cada indicador va a tener en el índice final podría llegar a presentar un problema de este tipo, debido a que estuvo determinada por un equipo de expertos a través de un debate, pero no se establece cómo fue dicho debate. Tampoco se especifica el criterio que utilizaron para darle mayor peso a uno u otro indicador, ni se explica el por qué de la elección de estos expertos y por qué se tomó en cuenta la opinión de ocho analistas.Sobre la ponderación del índice El trabajo establece una relación causal entre la violencia interna y la externa, siendo esta última la menos importante en la elaboración del índice. Se parte de la base de que la paz interna va a influir en la paz externa de los Estados. Esta hipótesis resulta cuestionable al menos desde la óptica del Realismo en teoría internacional. El Realismo establece que los estados se precipitan a la guerra por razones relativas al sistema internacional y no por razones que emanan de la política doméstica.Al observar el caso de Estados Unidos, el peso de la violencia externa influye más que la tranquilidad interna y no viceversa. Se observa que la política exterior estadounidense está en gran medida influida por el terrorismo internacional ya que utiliza gran parte de su presupuesto no solo en su seguridad sino también en la de otros estados. No hay una relación cuantitativa entre la violencia interna con la externa: es decir, no existe una relación excluyente entre paz interna y paz externa tal como se afirma en el estudio, sino que es relativo; se puede pensar que es exactamente al contrario, que la paz interna se debe a la paz externa.El estudio da un valor específico (un 60% del valor del índice) para cuantificar la importancia de las variables relativas a la paz interna sobre la paz externa (a la cual se le da un 40% del valor total). Estos valores surgieron a partir de un debate de expertos, pero no se alude en ningún momento a cómo se llegó a los mismos ni siguiendo qué criterio. Se intuye que podría haberse utilizado el método Delphi el cual "consiste en la selección de un grupo de expertos a los que se les pregunta su opinión sobre cuestiones referidas a acontecimientos del futuro. Las estimaciones de los expertos se realizan en sucesivas rondas, anónimas, al objeto de tratar de conseguir consenso, pero con la máxima autonomía por parte de los participantes." (5)En el caso del puntaje de los indicadores, se observa que su respectiva fórmula está correctamente descripta. Sin embargo, no ocurre lo mismo con el resultado final del índice. Respecto de la elaboración del índice, no está establecido como se elabora la transición hacia un único valor para cada país. El procedimiento por el cual se llega al número final esta librado a la intuición del lector. Al no especificar la forma por la cual se obtiene el puntaje final para cada país, se supone que se alcanza mediante la asociación del puntaje de cada indicador con el número de importancia asignado por los especialistas. De esta forma, se promedia la sumatoria de los indicadores, logrando un único número que va a ser el índice que ubicará a cada país en el ranking. La explicación de la fórmula para llegar al índice debería estar detallada para despejar eventuales dudas.El mecanismo de control utilizado en la confección del índice consistió en la utilización de 33 indicadores secundarios preseleccionados cuya correlación con el índice de paz sea mayor a 0,5. Luego de seleccionarlos, se compararon con los resultados de los países para realmente confirmar o no el valor del índice en cada país.Efectivamente se encontraron correlaciones entre los indicadores primarios y los de control. Por ejemplo a mayor PBI Per cápita, se tiende a tener mayor paz. Por su parte se descartaron indicadores que no tenían correlación. Por ejemplo, el Porcentaje de Exportaciones e Importaciones en el PBI o el nivel de inversión extranjera directa como porcentaje del PBI no está correlacionado con el nivel de paz de un Estado.Este mecanismo de control está correctamente formulado ya que brinda resultados coherentes y válidos, es por ello que se puede considerar un método de control efectivo.Sobre el lugar dado a la historia reciente en el índiceAl ser un índice reciente (se toman indicadores desde el año 2004 en adelante) se pierden de vista fenómenos anteriores que todavía tienen influencia sobre la realidad actual, es decir, los datos de conflictos históricos son estadísticamente irrelevantes.Entendemos que hay una identidad de cada estado configurada a lo largo de la historia que sitúa a algunos países como violentos o no. Esta falencia se podría resolver mediante la inclusión de un nuevo indicador que abarque un período de tiempo mayor donde se detallen los conflictos históricos. De todas formas, la utilidad de este índice sobre el problema planteado mejorará a medida que pasen los años y se pueda observar la tendencia de los países a través de la historia.Sobre la muestraLa muestra de la investigación se basa, como ya se mencionó anteriormente, en Estados con una población mayor a un millón de habitantes o un área mayor a 20,000 km2. Es así que se totaliza una muestra de 153 países. La muestra es una muestra de juicio, ya que no se usan procedimientos de selección al azar, sino que se basa en criterios del investigador.No se deja en claro la razón por la cual se excluye al resto de los países. Teniendo en cuenta que se trata de un Índice global, lo esperable sería que no se excluya ningún país. Además, existen datos estadísticos disponibles de los estados excluidos, por lo que no se justifica que no se los haya tomado en cuenta para la investigación.A pesar de ello, el número de estados analizados se ha ido incrementando año a año. En el índice de 2007 se analizaron 121 países (6), en el 2008 140 (7) en el 2009 144 (8) , y en 2010 149 (9).3 - Posición de los países latinoamericanos en el GPIDe acuerdo al Ranking correspondiente al año 2011 se puede observar que Colombia es el país latinoamericano peor posicionado ubicándose en el puesto 139 de 153, seguido de cerca por Venezuela en la posición 124. La ubicación de estos dos países se explica en base a la gran cantidad de recursos destinados a la adquisición de material bélico. En el caso de Colombia para hacer frente a la situación de violencia interna generada por la guerrilla de las FARC. Por su parte, Venezuela se muestra en la escena internacional con una política exterior confrontativa signada por una retórica belicista que también es acompañada de un gasto militar importante.Los países latinoamericanos mejor ubicados son Uruguay, Costa Rica y Chile, en las posiciones 21, 31 y 38 respectivamente. El caso de Chile no sería extraño que descienda en el GPI del año 2012 dadas las revueltas sociales más recientes. Costa Rica debe su mejor ubicación a su política tradicionalmente democrática y a sus altos índices de cohesión social. Según el GPI Uruguay es el país más pacífico de América Latina debiéndose no solo a la ausencia de conflictividad interna sino también a los reducidos niveles de gasto militar. Resulta paradójico el hecho de que el tema más importante y recurrente de la actual discusión política uruguaya sea justamente los niveles de inseguridad interna existentes.(1) INSTITUTE FOR ECONOMICS & PEACE. The Global Peace Index 2011[online] Disponible en internet: http://www.visionofhumanity.org/wp-content/uploads/2011/05/2011-GPI-Results-Report-Final.pdf(2) VISION OF HUMANITY. 2011. 2011 Methodology, Results and Findings. Global Peace Index. Pág. 5 [online](3) VISION OF HUMANITY. 2011. 2011 Methodology, Results and Findings. Global Peace Index. Pág. 7 [online](4) THE CHRISTIAN SCIENCE MONITOR. 2007. Dark underbelly of the world's most 'peaceful' countries. [online](5) UNIVERSIDAD DE DEUSTO SAN SEBASTIÁN. El Método Delphi. [online] Disponible en Internet :http://www.echalemojo.org/uploadsarchivos/metodo_delphi.pdf(6) CONFLICTOLOGOS. 2008. Global Peace Index - Índice Mundial de Paz 2008. ¿Qué tan pacífico es su país? [online](7) Ídem(8) STOCKHOLM INTERNATIONAL PEACE RESEARCH INSTITUTE. Appendix 2B. The Global Peace Index 2009 [online](9) VISION OF HUMANITY. 2011. 2011 Methodology, Results and Findings. Global Peace Index. Pág. 8 [online] *Estudiantes de la Licenciatura en Estudios InternacionalesDepto de Estudios InternacionalesFACS – Universidad ORT UruguayREFERENCIAS BIBLIOGRÁFICASINSTITUTE FOR ECONOMICS & PEACE. The Global Peace Index 2011 [online] Disponible en internet: http://www.visionofhumanity.org/wp-content/uploads/2011/05/2011-GPI-Results-Report-Final.pdfFERES, Juan Carlos. Hacia un sistema de indicadores de cohesión social en América Latina. [online] Disponible en internet: http://www.eclac.cl/dds/noticias/paginas/7/26527/JuanC_Feres_CEPAL.pdfKING, Gary, KEOHANE, Robert y VERBA, Sidney. El diseño de la investigación social: La inferencia científica en los estudios cualitativos. Madrid.2000. Alianza Editorial.
Issue 15.3 of the Review for Religious, 1956. ; A. M. D. G. Review for Religious MAY 15, 1956 Mofher Xavier Ross . Sister Julia Gilmore Sis÷ers' Retrea~s--III . Thomas Dubay Our Lady and ~he Apos÷ola~e . EIIwood E. Kieser Communffy C;rosses . Wlnfrld Herbst Devotion ÷o fhe Sacred Hear÷ . c:. A. Herbsf Book Reviews Questions and Answers Summer Schools VOLUME XV No. 3 RI:::VII:::W FOR RI:::LIGIOUS VOLUME XV MAY, 1956 NUMBER CONTENTS MOTHER XAVIER ROSS --- Sister Julia Gilmore, S.C.L . 113 SISTERS' RETREATS-~III Thomas Dubay, S.M . 128 SOME BOOKS RECEIVED . 134 OUR LADY AND THE APOSTOLATE--Ellwood E. Kieser, C.S.P. . 135 COMMUNITY CROSSES--Winfrid Herbst, S.D.S. : . 141 DEVOTION TO THE SACRED HEART--C. A. Herbst, S.J . 145 FOR YOUR INFORMATION . 152 QUESTIONS AND ANSWERS-- 17. Quinquennial Report . . 0 . 156 18. Offering Holy Communion for Others . 157 19. Exempt Religious Obliged to Say Orationes Irnperatae . 158 20. Obligation of Religious to Make Will . ; . 159 21. Computation of Time for Profession . 160 22. Impediment for Renouncing the Catholic Faith . 161 23. Meaning of Patrimony . 162 REPRINT SERIES NOT AVAILABLE . 162 OUR CONTRIBUTORS . 162 BOOK REVIEWS AND ANNOUNCEMENTSI Editor: Bernard A. Hausmann, S.J. West Baden College West Baden Springs, Indiana . 163 REVIEW FOR RELIGIOUS, May, 1956. Vol. XV, No. 3. Published bi-monthly: January, March, May, July, September, and November, at the College Press, 606 Harrison Street, Topeka, Kansas, by- St. Mary's College, St. Marys, Kansas, with ecclesiastical approb.ation. Entered as second class matter, January 15, 1942, at the Post Office, Topeka, Kansas, under the act of March 3, 1879. Editorial Board: Augustine G. Ellard, S.J., Geriild Kelly, S.J., Henry Willmering, S.3. Literary Editor: Edwin F. Falteisek, S.J. Publishing rights reserved by R-EVIEW FOR: RELIGIOUS. Permission is hereby granted for quotations of reasonable length, provided due credit be given this review and the author. Subscription price: 3 dollars a year; 50 cents a copy. Printed in U. S. A. Before writing to us, please consult notice on inside back cover. fl ot:her Xavier Ross Sister Julia Gilmore, S.C.L. [Editors' Note: This account of the foundress of the Sisters of Charity of Leaven-worth is adapted from Sister Julia's book, Come Northt.] TO the first call of the West, many of the Pennsylvania settlers responded, following the turnpike surfaced by the new bound-stone method inventedin England by John McAdam, driv-ing their Conestoga wagons on. through Indiana over its corduroy roads; others drifted their keelboats down the Ohio and Mississippi, breaking them up later and rebuilding them into settlers' cabins; others went no farther than Cincinnati, which was already calling itself "The Queen City of the West." Ann Ross was born there on November 17, 1813, the fourth of five children in the family of Richard Ross, a Methodist preacher, and his wife Elizabeth Taylor ROSS. Cincinnati at heart and in spirit was a frontier town built by pioneers, and Ann caught their spirit and courage early. Even in childhood she showed qualities of leadership as she decided the games for her playmates and captained every undertaking. Attractive, though never considered beautiful, she drew atten-tion unconsciously through her physical appearance as well as through her personality. Small, scarcely five feet, she was graceful in her movements, quick in perception and response, her dark wide-set eyes glowing with alertness. Her father's favorite always, he delighted in having her waiting for him after the evening meeting, when he came home with nerves so taut he had to let himself "run down" before he could attempt to sleep. His long discourses drilled his children in close listening and logical thinking--a boon to Ann all her life. Little is known of her early schooling or companionship; but, when she was about fifteen, she became acquainted with a convert, Victoria Robinson, a young girl of very decided character. As the friendship grew, Ann asked to accompany her on~ day to a church service. Although she knew nothing of Catholic devotion, at Bene-diction she knelt when Victoria knelt and stood when Victoria stood, yet for some unsurmised reason burst into tears during the service, but wisely said nothing about it when the girls left the church. The Rosses hearing of this visit made no effort to hide their displeasure, telling Ann that under no condition was she to repeat 113 SISTER JULIA GILMORE Reoieua for Religious the offense. However, this admonition seems to have made little impression upon Ann; for, in less than a year, she insisted upon at-tending Mass one Sunday with Victoria. During the Mass Ann felt coming over her the sweet sense of well-being until the Com-munion when she knew he'rself to be definitely outside the pale. She tried to conceal her tears while insisting after Mass that she be introduced to the priest who had said the Mass. Reluctantly, Victoria yielded to Ann's persuasion; and, when Father Mullin heard her expression of desire to be instructed in the Faith, he ac-quiesced and not too long after baptised her. As on previous occasions the Rosses were vociferous in their disapproval. Her approach to her father in his study tl~e afternoon of her baptism was direct and determined. The ensuing conversa-tion resulted in Richard Ross' mounting anger causing him to forbid Ann not only attendance at Catholic services but also the very men-tion of the name of Catholicism. His sneering abuse changed his house that evening from a haven of peace to a veritable cave of Aeolus full of storm. However, Ann showed her heritage of will power. Regretting as she did the breach in family relations, she, nevertheless, slipped out of the house regularly on Sundays to hear Mass. From her position as loved daughter of the house she soon became an outcast; even her picture was removed from the family group. This strained situation continued about a year; yet Ann seems to have been permitted (at least she continued) her friendship with Victoria. During the following summer Victoria told her she had learned about religious life as lived in communities and that she had decided upon such a life .as she felt a strong desire to turn all her efforts toward helping others. Ann knew nothing of sisterhoods, but in her quiet persevering way learned more of them after that conversation. The day she saw Victoria off at the wharf for her admission into a novitiate, Ann said in farewell, "But it won't be for long; I, too, have applied and have been accepted' for the convent at Nazareth." With her customary directness she approached her father when she returned home that morning and told him of her intention to become a Sister of Charity. His derision and rising temper did not deter her from following her set purpose. Hard as it was to separate herself from the family she loved so deeply, that very night she packed in her old-fashioned suitcase, called 114 May, 1956 MOTHER XAVIER ROSS~ a telescope, the few things she thought might be of use to her in a convent; and, in the early morning before anyone knew she was up, she slipped out of the house, heard Mass, then purcha, sed at the wharf her passage to Louisville from where she would go by stage the remainder of the journey to Nazareth, Kentucky. As she stepped over the threshold of the mother house of the Sisters of Charity of Nazareth that August 22, 1832, she felt neither sense of fear nor strange exaltation. She was being led a willing follower to some great untried destiny. What it was she did not know, but she was content to feel that she was cooperating in every way she could. The scene changes now. Up to this moment her life had been as simple, as free from adventures, as uneventful as a girl's life could be. If no.thing .had occurred to alter it, she might have con-tinued to be a rather lively versatile young person of uncatalogued tendencies. Her potentialities were unknown to others, whatever she felt ~ within herself. What she sought was a work or a calling in which life would yield its maximum possibilities, bringing into fullest play latent faculties. She had never complained about the loss of friends and com-panionship which her conversion to Catholicism had brought her. But it must have been very hard for her to leave the old environ-ment and come to live as she did among strangers. She accepted it all willingly, even joyfully, and certainly with tranquility. The evening of her arrival at Nazareth she was received into the novitiate: and, as was the custom at that time, she received a religious name as a postulant by drawing a slip of paper from among several held in the apron of the mother superior. As she looked at the paper her face expressed bewilderment. She had never seen the name Xavier before. (In various documents her name is spelled Xavia and in her own handwriting can be seen La Soeur Xavia written on the flyleaf of her old French reader.) Getting acquainted took little time; for the new postulant, Sister Xavier, adjusted readily. Nothing seemed strange to her. She rose at four-thirty with the others for the morning prayers said in common, followed through the prayers and work of the day, enjoying the routine of learning how to work on. the farm, in the dairy, the kitchen, the chapel. Under Bishop Flaget and Father David, her religious training and her secular studies progressed. Christmas of 1832 came and went: New Year's, 1833, was unmarked save by the cold and raw- 115 SISTER JULIA GILMORE Review [or Religious ness of winter. February held a great deal for the new postulant as the community council met and approved her for the habit which she received on the twenty-fourth of the month. With black curls gone, but with the same sparkling dark eyes flashing from under the white cap, Sister Xavier may have been less captivating in appearance; but she was nonetheless attractive. There was something compelling about her that obliged the casual observer to closer scrutiny. Her novitiate continued to be interesting to herl although it had its hard moments when the command "Possess your soul in peace and true humility" seemed to her an impossible counsel of perfection. Occasions had come, too, when the thought of home called so imperiously that it was all but impossible not to go back. Whether she heard from her parents during her first six months at Nazareth is not known. That she wrote at rather r~gfilar inter-vals may be presumed, for the custom of writing to parents seems always to have been part of the rule of the novitiate of the Sisters of Charity. She had not been a novice very long, however, when one day she was called to the parlor. Her joy was made poignant by the thought that at last her mother and father had forgiven her and had come to see her habited as a Sister of Charity. But the thought need never have formed; for as she stepped over the threshold of the parlor, her mother rushed toward her screa'ming in tears, "Oh, my poor disfigured child!" Taken aback Sister Xavier turned hope-fully to her father only to see his rude gesture and hear ugliness of tone as he said, "Take off that hideous cap!" at the same time removing it himself. With confidence gone, she stood bewildered for the moment. Then dashing from the room, she ran to Mother Frances' office where sobs had to subside' before her explanations took on coher-ence. Mother Frances' mind was made up' instantly and together they drove the three miles to Bardstown to consult with Bishop Flaget. He listened attentively and compassionately 6nly to say at the end, "You are under age, so you will have to return with your parents." So Ann put on the secular clothes brought by her parents; and the Rosses with their recovered treasure set out as soon as possible for Louisville by stage, only to be thwarted when they tried to purchase tickets there for the upriver trip to Cincinnati as the cap-tain at the wharf told them cholera was raging along the river. 116 May, 1956 MOTHER XAVIER ROSS, Frustrated, Mr. Ross took his family to the Galt House,. leaving them while he went about town on other business. A friend of Mrs. Ross', noting Ann's tears, said in the course of conversation, Ylsn't it a pity to pluck this young flower from the hand of God?" No reply was made, but Ann followed up her advantage; and, when they were alone in their room, she said to her mother, "How can you see me suffer so and make no effort to make me happy?" Her mother's reply was like blinding sunlight bursting through storm clouds, "Well, Ann, my dear child, if you can get away without your father seeing you, you may go with my blessing." In a flash Ann kissed her mother, ran down the stairs, across the lobby and up the street, fearful every moment of meeting her father. She went to the Infirmary of the Sisters of Charity, ex~ plained her being there, waited a few days, and, when her parents did not come for her, returned to Nazareth, resumed her novitiate and upon taking her vows the following February was sent to be a member of the staff of the Orphan Asylum in Louisville. She seemed particularly adapted to the routine of the orphanage and showed in many ways her enjoyment of working with the children. After several years she was appointed the sister servant of this same orphanage (the term then used to designate a sister superior). Whatever time she could afford away from the children, she spent in a little unheated dormitory alcove, planning lessons, doing mend-ing, making up accounts. During the winters, and these can be very severe in Kentucky, an actual poverty demanded heat be pro-vided only' in that part of the house occupied by the children. This took a toll of Sister Xavier, as one winter she contracted a heavy cold" that settled in her ears and resulted ultimately in her total deafness. But nothing deterred her from continuing her work., : Following the Louisville assignment came appointment as sister servant of the academy in Nashville, Tennessee. Her itiitial moiathd there began propitiously, but. in the springof 1848 cholera broke out:; the academy:dosed, and Sister Xavier,with the other teachers joined the si~ters at the.hospital caring for .qictims of the plague. Ofteri' she went about the streets of Nashville'~fom house"to house doing" everything possible for the sick and giv;ing whatever 'con-solation she could to the stricken, many ofwh6m hard made s~afit preparation .for death that was so imminent. A tardy f~ll followed a long,i.hdt surhmer"bef0re"the scourge abated ~and teaching.w~s:~resum~d: ?'(That yhar~.fini~fied," Si~te~ Xax;ier,. 1i7, SISTER JULIA GILMORE Reoiew for Religious .much weakened by :her experience, . was .reassigned as sister servant of the orphanage in Louisville. Some few letters still extant describe the times with their anxi-eties and reveal, as letters do, the characteristics of the writer. One of these in a significant way points up Sister Xavier's simplicity and loyalty at the same time that it makes a reader aware of her out-bursts of temper. The fact is that many who knew her, loved her, and admired her greatly never denied nor tried to conceal what ap-parently was a source of grief and embarrassment to her. Her tem-per, however, seems matched by her humility as she invariably sin-cerely and with simplicity asked pardon for her outbursts. The early and middle nineteenth century was an era of new modes. These were transitional years; changes came in ways un-expected; and customs of long years' standing were being laid aside to give place to the demands of a new and more progressive era. Among other things the administration of schools felt these modi-fications. Bishop Richard Pius Miles, O.P., of Nashville was not com-pletely satisfied with changes made in his staff by the mother house at Nazareth and a prohibition of the sisters' singing in the parish choir. Wishing to retain some as permanent members of his faculty and have a purely diocesan religious order, free from outside author-ity, he petitioned the mother house at Nazareth for a group of its sisters to establish such a community in Nashville. A tradition exists in the Nazareth community that the con-templation of this diocesan foundation in Nashville was generally known for quite some time. In the summer of 1851, Mother Cath-erine Spalding officially made Bishop Miles' request known to her entire community. Since this would mean the loss of some sisters to the still young Nazareth organization; and, as she knew well the countless dangers and hardships which confront communities in their initial stages, Mother Catherine wisely attempted to dis-suade from any precipitancy. She feared that courage might lead to peril. However, in due course, she gave full permission to any member who wished to form the nucleus of the new diocesan foun-dation. The very kindliest of feelings were distinctly manifest .as she made it clear that any sister wishing to remain in or go to Nashville was free to do so. The matter of this proposal was considered seriously, and none of those who accepted it arrived at her decision without thought and meditation. Many nights, lying awake hour after hour, Sister I'18 May, 1956 MOTHER XAVIER ROSS Xavier deliberated upon the proposition before she saw the step that she must take; and the grace came to take it. A new sphere of activity was opening; she was asked to fill it; she determined to lay personal considerations aside and follow the Master with im-plicit confidence in His providence. It was not, however, until the end of ,June that she was able to say t6 herself, "I will cleave to His command, 'Leave all and follow me.' " Not only for her, but also for each one in the group going to Nashville, there was a "giving Up," an "acting against self." Their sorrow was perceptible and deep. They were giving up forever their convent home and life-long friends in Kentucky. Such action brought grief of a nature fully understandable only to those who have had a like experience, but the urgent request they had received could not be lightly disregarded. For Sister Xavier and her five companions there was, along with other ties, the severance of companionship that had grown very close during nineteen years of religious life. She was endeared to the sisters of Nazareth and they were endeared to her. But now, in response to Bishop Miles' persistent request, they withdrew from the Nazareth community in the summer of 1851. Though the Sis-ters of Charity at Nazareth looked upon the separation in varied wa);s, in the years to come they would say of Sister Xavier with unanimous sincerity, "She was a heroine!" Others making the Nashville foundation were Sisters 3oanna Bruner, 3ane Francis 3ones and Ellen Davis (both of whom died in Nashville in 1854), Mary Vincent Kearney, and BaptistaCarney (who returned to Nazareth to be with her own sister in that com-munity). Two others, from Nazareth joined the Nashville group the next year: Sisters Pauline Gibson and Dorothy Villeneuve. All the members retained the religious names they had received upon their entrance into the Nazareth community. Not until 1895 were any alterations made in the habit they wore. Trials were not wanting to Sister Xavier and her valiant band; and, humanly speaking, it was hard for her to realize during these days the truth which she expressed so emphatically: "One finds God everywhere one seeks I~im; He alone is all one needs." But there were compensations, too. The number of sisters was not diminished but augmented, for several young girls sought da - m~sslon to.the new community as postulants as soon as the s~sters would receive them. The beginnings in Nashville were meager; the teaching sisters 1 19 SISTER JULIA GILMORE stayed at the hospital with the nursing sisters until an orphanage for boys was opened. This was followed in rapid succession by a school for girls and an orphanage for girls which also served as a boarding school. Within a year Sister Xavier had been elected the mother superior. Under her guidance the institutions grew, and work awaited the sisters on all sides. Mother Xavier apparently acted as mistress of novices as well as superior of the growing community. Some few 6f her instructions to members of the novitiate are still extant. Be-cause she knew the value of discipline and had learned God's ways with the soul, she could personally share such counsels as these: "Instead of reviewing in a too self-satisfied manner whatever you may have done well, cherish and improve every day the spirit of prayer and habitual recollection, obedience, humility, charity, sim-plicity, modesty, and fidelity. Then Christ will be with you and His presence is the only thing in which to take satisfaction . The conventions and courtesies of social intercouse should not be neglected nor disdained, as they are the natural aids to the promo-tion of God's work . Refinement of manner and virile spiritual life are close companions. They are essential to the keeping of the Rule . Every act of obedience is an act of faith, and the just man lives by faith .Divine love and humble prayer must animate you." Father Ivo Schacht (pronounced Scat), a zealous.Belgian priest, was appointed by Bishop Miles spiritual director of the community. He worked constantly toward the spiritual development of the sisters as well as the expansion of facilities in order to. care for more and more children.- .=. With this endin view, late in 1856, heobegan the construction of an academy and mother house on a part of farm grounds on which he had previously built an orphanage. To finance these buildings he used with the permissibn of his.bishop deposits re-ceived from members of the Nashville: congregation. The construc-tion was completed; the sisters, :no~cices, arid.postulants were living in the part to be used as a mother house; the academy had promise of a full enrollment. It would be but a short time before the debt on the building would be paid. Then, early in 1857, clouds began to appear on the horizon, small at first and not much noticed; but with the months they increased in size and proportion, throwing deep shadows upon the .young Nashville community. A misunderstanding .that had.lbeen brewing between Bishop 120 May, 1956 MOTHER XAVIER ROSS Miles and Father Schacht resulted in the latter's, withdrawal from the diocese. Whatever the difficulty between the two, certainly it should never have affected the sisters. But it did. Father Schacht deeply regretted the complicated situation in which he would be obliged to leave this group of Sisters of Charity, but he was power-less to assist them further. About July or August of 1858 when the depositors learned of Father Schacht's departure, they grew clamorous for their money. Had they but consented to wait, the debt in due time would have been liquidated; but they would not. Mother Xavier finding that the Bishop refused to assume the responsibility of payment took counsel with the sisters, and "the group resolved to sell everything they had in the world and pay those to whom money was due. Another Via Crucis had begun. All the institutions were flourish-ing; all would have to suffer. Mother Xavier was filled with so-licitude for the sisters, patients, orphans, and students. She had always regarded the bishop as a very pious man prompted by the best motives. Never, even in this trial, did an expression of bitterness or lack of reverence escape her in speaking of him. Invariably she said, "He means well." She understood how, without malice on either side, misunderstandings happen and cause very keen suffering to those whose aim is to make others happy. During this period of insecurity and anxiety, she made ac-quaintance with distress of mind, human weakness, misunderstand-ing-- all a part of the apostolate. The future appeared to her a maelstrom of black emptiness. As she said years later, it was this tribulation that taught her that "each loss is truest gain, if day by day Christ fills the place of all He took away." One consolation alone remained: the sisters were in agreement that whatever Mother Xavier undertook they would stand by her. Their one definite, expressed wish was to stay together as a com-munity. Previous to this, only flitting thoughts had come of ever leav-ing Nashville where they found themselves hemmed in on all sides by older communities; now the thoughts took deeper hold. As a metropolitan co.uncil would open early in September of that year, 1858, it was suggested that Mother Xavier make a trip to St. Louis to see if a new home could be found for the entire community. After much serious thought and 15efore reaching a decision, she urged the commu'nity, "Let us pray over the matter 121 SISTER ,JULIA GILMORE Reuiew for Religious first. Divine Providence has never failed us. It won't now. 13ut, Sisters, pray! We have come upon a crucial time; prayer alone will help us in this trial, and let your prayers brim over with faith!" Had she been made of less durable stuff, her interview with Archbishop Kenrick of St. Louis would have been most discourag-ing; for, although he gave close and sympathetic attention to her presentation of the situation, even asking an occasional question, his comment was terse: "I know of no bishop who wishes sisters." But Mother Xavier's faith and hope led her to ask, "Most Rev-erend Archbishop, if anyone of the bishops belonging to your prov-ince were willing to receive us into his diocese, would your Grace prevent him ?" A ring of admiration and honest sincerity shot tiarough his reply, "No, my child, I would not." When 13ishop 3ohn 13. Mieg~, S.3., from Indian Territory heard the facts the next day, he not only signified willingness to receive the community, but also radiated enthusiasm in his urgent "Come north as soon as possible!" The night Mother Xavier left Nashville for St. Louis, she and the sisters promised that should a home be found for them as a community, in gratitude to our Lady a novena in her honor would be said in perpetuity in all houses of l~he order daily. This novena begun in Nashville has continued down the years as the community made its foundation in Leavenworth and established houses in ten different states. With auctioning off re.al and movable properties, packing, find-ing homes for orphans, closing up houses, days passed rapidly: and by November, 1858, the first group of sisters left for Leaven-worth City, Indian Territory. In December the remainder of the community followed with the exception of Mother Xavier and Sister ,Joanna who remained behind to conclude all business trans-actions. This they accomplished by the end of 3anuary, 1859; and left the South with a balance of $9.00 to join the other members in Leavenworth City. Ability to endure hardship, coupled with foresight and perse-verance, had enabled the sisters to begin at once a day school and a boarding school. Cramped quarters constantly called for expan-sion; and with expansion came the work dearest of all to Mother Xavier--an orphanage. From the beginning of the new foundation, candidates joined the community; more could be accomplished as numbers increased, but with the increase other trials came. With 122 May, 1956 MOTHER XAVIEI~ ROSS the opening of the orphanage, adverse opinions arose; criticism came from within--the kind hardest to bear. But Mother Xavier con-stantly kept the supernatural motive before her saying, "Let the joy be in the doing, not in the end. If the Work succeeds we will know it is God's will." The sisters realized, of course, that in the mighty drama of " human living there was nothing less than a supernatural goal to attain. Education was simply too broad a term for them; there was more to the formation of their students than that "their minds be instructed, their hearts and heads be cultivated" as the Leaven-worth reporters penned in grateful tribute at the end of the first school year in Indian Territory. There was, rather, an ideal to be embodied in their students' lives: the ideal of the Maid of Naz-areth. To make this ideal a vibrant reality in the hearts and minds of their charges, the sisters toiled consistently, unfolding behind the curtain of daily living the drama of true advancement. In all ways the community toiled. The regular routine of domestic work included the gathering of wild fruit and nuts, for the sisters needed every bit they could garner; they planted, har-vested, canned, preserved, fished in the streams along with the other townsfolk, made their candles and soap as 'all pioneer women did. Wherever the sisters worked, Mother Xavier worked with them. Manual labor was a part of her day the same as her teaching of French and English composition, literature, music and art, manag-ing the household and going into the homes to nurse the sick until a hospital could be established. ,Her participation~ in all community activity was a transparency through which can be seen her charity and deep concern for the sisters, and the joy it gave her to be with them. As acquaintance with the sisters grew so did applications for membership. Accommodations were so meager that the time came when prospective members had to be refused for lack of space. This led to the planning and construction of a building outside the city limits that would serve both students and sisters. But, before the place was finished, it had to be boarded up for lack of funds. Never a financial wizard,, Mother Xavier had been unable to .do more than care for running expenses at the same time that the community lived in real poverty. When a loan was suggested as a means of getting the new academy finished and ready for occupancy, she was appalled by the idea. Debt w, as the nemesis that had dogged her footsteps before; 123 :SISTER JULIA GILMORE Review [or Religious now ag~iiilit was to pursue her. Raffles were resorted to, and for at least-six years two sisters and sometimes four went from coast to coast begging for funds .to pay off the debt. When Mother Xavier sent them "on the road" to "Trust in God and beg for funds," she had no way of knowing the humiliations that would come to them through sus-picion of being imposters, having all their luggage stolen, and the .refusals of bishops and pastors to permit them to solicit. When she .heard of these trials, she suffered with the sisters through-their hard-ships and anxieties but never lost hope. In one of her letters she said, "We. must put our shoulders to the wheel, and pratt, too, without ceasing." Through the united efforts of all the sisters, two years after the boarding-up, the new building was finished and opened, filled to capacity. Every. waking minute was taken up for the sisters with routine duties and spiritual exercises. Much of the time out: side of class went.to "being with the girls," conversing while busy with sewing or other needlework; for the foundress felt that her ,responsibility was to teach Catholic girls to take their place in so-ciety and to be a part of the world they lived in. She believed that all the ends she proposed could be gained by showing interest and trust in the students, and this she wished all the members of the community to show. She maintained that the best opportunities for association came during the free time when classroom formality ceased. Much as the future looked glowing for the young community and their charges, respite from anguish was short-lived for them. ~Tbe new academy was not open six months when, one cold Janu-ary day, the contractor called upon Mother Xavier demanding im-mediate payment of notes with 12% interest. Both she and the treasurer, Sister Joanna, begged for tim~; the notes were not due; and not a cent of money was available. It took an amount of per- .suasion to induce the contractor, James McGonigle, to wait; he was reluctant even to leave the building, threatening to put the place up for auction if payment were not made immediately. Again the sisters .faced the possibility of being made homeless. Calling together the entire community, novices and postulants as well as professed, Mother Xavier laid before them the circum-stances saying, "We .have no recourse except God; I tell you we have. nothing earthly :to. depend upon. You will have to pray hard. God will not forsake us in this our hour of need." 124 May, 1956 MOTHER XAVIER ROSS It was then she asked the sisters to form bands of three and rotate hours of petition before the Blessed Sacrament. The greater part of the next three days and nights found her keeping the vigil of petition, kneeling upright, her eyes closed, her hands clasped. She was oblivious of time. Grhdually the hope faded that .Mr. Mc- Gonigle would relent and withdraw his demands. The community council met and authorized Sister 3oanna to try to negotiate a loan in St. Louis for the required $27,000: During her absence the most severe of fasts was observed at the mother house while the prayers of petition continued strong and unabated. Weeks passed; weeks of hope. and faith and peni-tential prayer on the part of each one in the community. Not until five months had elapsed, however; did the answer come in the form of a telegram from Sister 3oanna urging Mother Xavier to come to St. Louis immediately as a loan could be negotiated. This was but a part of the answer to the petition. When the sisters returned from St. Louis, they were hurrying in to Leaven-worth to pay Mr. McGonigle when a gentleman, a Mr. 3ohn F. Lee, who had met Mother Xavier previously in St. Louis called at the mother house to tell her he had already paid the contractor. There was no way, naturally speaking, to express adequate gratitude for such magnanimity. As long as Mother Xavier lived, she used to say to the sisters, "Pray for him, for it is the only way we can-show our appreciation to him. Had it not been for his kindness and indulgence, Mount St. Mary's would long since have gone under the hammer of the auctioneer." In spite of those years of trial, the community grew and ex-panded, opening schools, orphanages, hospitals, foundling homes, from Missouri west to Montana and New Mexico. Mother Xavier continued to govern the community, although handicapped by deafness that first caused her to use a trumpet, then a dentiphone, until finally no sound of a~y kind penetrated from the outside although within her head constant pain was accompanied by a noise that seemed like huge slabs of stone knocking against each other. She continued helping with all tasks, gave conferences, and visited the houses of the community showing interest in every-thing, done by the sisters, admonishing, praising as the need might be. Through dispensation she had guided the community since its inception as Bishop Midge had thought it wisdom for her to do so; 125 SISTER ,JULIA GILMORE Reuiew for Religious in 1877 she asked to be relieved of the responsibility of office. With hearing completely gone and ravages of age making inroads, she asked that someone else take up the burden. ~Election resulted 'in Mother 3osephine Cantwell being placed in office; immediately she asked Mother Xavier to assume the spir-itual training of the members of the novitiate. For this position she was apt, as she possessed a particular gift in character discernment. She could hold up a very unprepossessing person in a certain light. and immediately that person seemed to take on new and unseen qualities: When asked her secret, she insisted she had none. Ob-viously she had; obviously, too, she interested herself in each indi-vidual .m~mber, learned the names of her family, her likes and dis-likes-- these gave the clue to abilities that once developed could make fo~ ha~opy and satisfying placement. All this taken together helped make Mother Xavier a contemporary of everyone, and an absolute absence of partiality gained the novices' confidence. " Mother Xavier's instructions to the novices, which fortunately are extant in part, brimmed with practical application. In these conferences she often repeated that the poor were to be treated with the same courtesy and respect as those abundantly blessed with the comforts and luxuries of life: "Be respectful to strangers; treat them with courtesy and kindness in order to draw them to God through yourself . Meet guests in a quiet dignified manner and. with a quiet cheerfdl look. Never go before externs with a dark gloomy.expression or in a frivolous manner . The Lord loveth a cheerful giver--then give cheerfully!" Invariably her instruc-tions closed with" "And, Sisters, be kind to the orphan; be good to the" poor." Busy herself always, she decried idleness in anyone, a fact which probably gave voice to these admonitions: "Always do what is expected of you, and more, much more: Do .not wait to be asked or told to do something. If there is a task to be done, do' it---quickly, quietly. The feet will go to the place the heart "is. Do .not boast either about doing extra work. In fact, nothing" is extra. As long as it remains to be done, it is your work . If we.have confidence inGod, we will have'cbniidence in ourselves. ¯ . . Be able to do things alon~! It is pitiful.to see Sisters unable to. do chores; study, go to prayers without ~eeking companionship:' Remember-~crows and sparrows flock together; eagles fly alone i"" Filled as her life was with the serious purpose of religion, Mother Xavier .still found ~ime for' much ~fun.She loved .drama, 1'26 Ma~, 1956 MOTHER XAVIER ROSS charades, pantomimes, and wrote and .t~ugb~t more than'one script for the novices or professed. He hearty laugh, spontaneous response to enjoyment, led one novice to write to her "father, "If you want to learn to laugh, come to our novitiate and we'll show you how." Gloominess had no part in her. She often said, "The sovereign remedy for mental agitation is prayer; we carl be bothered only if we let ourselves be bothered.". Through the years, she lived what she taught. Her words were not without example when she cautioned, "If you love God 'you will be courteous to each other . Guard your tongues, when a hasty thought would express itself. And remember, a witty person must be most careful, for often wit stings, and we never know how a word said in jest might wound severely a sensitive nature . Warm yourselves at the tabernacle fires. Love the Blessed Sacra-ment! There is no need of books when we speak to our friends; neither is there any need of books when we speak to our Great Friend." On the occasion of a community jubile.e when asked about the seeming length of years and community growth, she answered, "During the years I have watched our community grow, I have thanked Godfor the increase, it is true; but mostly I thanked Him for the spirit that makes our members practice virtue. I have noted, too, the development of ingenuity and a certain practical philosophy. This we need together with faith in God and the propensity 'to pull on through.' " When death came she had definitely left an impress on the community she had established. Hers was a vast life; sixty-three years of it were spent in re-ligion. During those years Mother Xavier's companions consciously or unconsciously imbibed her spirit which has become the heritage of the order. Her place in the hearts of the sisters can be estimated through a tribute given by one member at the time of Mother Xavier's death and which seems representative: "She was always solicitous for. our welfare and gave less heed to her own comforts than to ours. She encouraged us in every undertaking, consoled us in our troubles, nursed us in our sickness and advised us on all occasions. " : ;'She was mother to the poor and suffering, for no one enter[ ing her door to ask for help ever was turned away. Her helping hand banished poverty from many a pioneer home and. s.ent re.any a traveler on his way.rejoicing. No small, numb.e.L.oJ: orpha.n chil-drei~ found shelter,.food, care, and love under h~rroof '~. 127 Sisters' Ret:rea!:s--III Thomas Dubay, $.M. IN this present article of our retreat study, we shall consider three disconnected problems: the meditation expose, the use of humor, and the private conference with the retreat master. MEDITATION EXPOSI~--TIME LENGTH The first question to which we shall turn our attention deals with the length of the ordinary meditation expos~ given by the retreat master. The item was worded as follows: What time length do you ordinarily prefer for a meditation expose? __15 min. __20 min. __30 min. __45 min. __60 min. Further com-ment: (space provided) Table I gives the distribution of the sisters' answers to this query. Table I Meditation Expose--Time Length 15 min . 17 (2.5%) 20 min . 64 (9.3%) 30 min . " . 380 (55.1%) 45 min . 208 (30,1%) 60 min . 21 (3.0%) As would be expected, the majority selected a middle course of thirty minutes~ while the two extremes of 15 and 60 minutes are rather sparsely represented. It may be surprising to some that so large a number of sisters prefer the somewhat long expos4 time of 45 minutes, while relatively few favor the 20-minute meditation outline. More interesting than mere figures are the sisters' reasons for their choices. These we will consider under the heading of each time bracket and apportion according to the number of votes in each category. 15 minutes: Leave some of the period, especially thefirst period, for meditating by the sisters. Short--concise. 20 minutes: It should give the sisters sufficient time to develop the ideas or points exposed. It is not up to the retreat master to make the retreat for the sisters. 128 SISTERS" RETREATS--III . If the expos~ is longer, it usually is due to poor organization or needless repetition. No matter how good the speaker, ~ long expos~ tends to make listeners restless, especially in summer. Retreat masters seem to lack faith in sisters' poweb to meditate and weary them with too much talk. No energy left for meditation. 30 minutes: This would vary depending on the subject matter. Some 15 minute conferences seem more like 60 minutes and sometimes the reverse is true. There is a limit as to the amount one can take at one time. This seems relative to the amoun't of time provided for meditation following the expose. Our retreat meditations average I~ hours. Were less time provided, I would want less than 30 minute expose. This gives us 30 minutes for reflection and, therefore, would give a good balance to the meditation. I think usually some of the meditation lectures are too long, thereby not providing enough time for reflection. I have indicated the maximum. We are not permitted to leave the chapel until the full hour is completed. We need time to do a little thinking and praying for ourselves. If sisters spend free time in sewing, orifice work, etc., then it would be better to have longer medi-tations. If the retreat master has well chosen material and really gives it even 45 minutes is short. But if he has to read--well--let's make it 15! 45 minutes: I'm generally too tired mentally to meditate long myself because of going directly to retreat from school. It depends on the speaker. If he is really saying something, all right; but if not, cut it short. It is too hard to fill in the time when the retreat master makes it so short. Some conferences and meditations are entirely too short and I'm not contemplative enough. During retreat there is always plenty of time to think over all that has been given during the periods between talks. If the retreat master devotes less time all angles are not attacked. 60 minutes: Sixty minutes if it's stimulating. I admit I'm one of those rare creatures who likes instructions. Perhaps some mental laziness is implied in the fact that the time taken by the retreat master does not have to be occupied in personal reflection. All of which, of course, leaves the poor retreat master in a quan- 129 THOMAS DUBAY Review for Religious dary. He cannot possibly satisfy everybody. On the bright side, however, he can cgnsole himself that somebody is likely to be pleased no matter how briefly or protractedly he speaks. . . In a practical vein we may conclude that the whole picture sug-gests that most sisters would be pleased and fewest displeased by a meditation expos~ in the neighborhood of 30 minutes. In view of the sisters' remarks it may often be wise for the retreat master to consider varying this figure accbrding to subject, temperature, and an honest estimate of his own ability. HUMOR We next take up the question of intentional humor, in a medi-tation expose. It is of set purpose that we mention intentional humor (usually in the form of jokes), for, while the sisters universally like a sense of humor in the retreat master, not all of them desire jokes in the meditation expos& T16e' present item was worded as follows : Do you like jokes in a meditation expose? __.I prefer none at all ___It depends on the subject --_I enjoy a few Further comment : In this survey sisters who prefer no jokes at all in the medita-tion expos4 formed a small minority of 49 (7.1%); those who enjoy a fewnumbered 285 (41.4%); and those who specified that joke-telling must depend on the subject of the meditation numbered 355 (51.5%). Several sisters pointed out that the answer would depend also on the fitness of the joke, the manner of telling;-etc. One mentioned that she always enjoys a joke, while only one stated that she likes many. ~., Excerpt,s from the sisters' written comments follow: Just enough to break the tension which ordinarily comes durin'g retreat. Maybe three or four, but at.retreat [ really want to make a retreat. If it is a real meditation exposd I prefer none; in a conference on.ly a few. Most sisters really serious about the business of sanctity do not come" to retreat to be entertained. .'. . 'Jokes for.the most'part are out of place. On the other, hand a greatness of faith brings with it a delicateness and. lighm~ss .of touch that/sees the'bt~.m~r ir~.'our seriousness, ¯ .'" ' ::.d ¯ " I never enjoy a joke during retreat if it is obviously told just to be clever. If it makes a'poinr it "is appreciated. " " , ¯ 130 May, 1956 SISTERS' RETREATS--III If they are real incidents or experiences, they are.good. Sisters are not so stupid as to enjoy stale old jokes. It depends on the fitness and the manner of telling as well as on the subject. Distinguish anecdot~tge and jokes from the wit and humor which flow out naturally and relax tension without distracting attention. Personal memoirs are rarely wel-come in quantity. These often bring home the point, and'it lessens the tension. Making a good retreat is hard work, and nerves get taut. Jokes help! There are some people--myself included--who can't really tell them. If one can't it is better to skip it. Be natural. I think most sisters are eager to hear more about our Lord and the spiritual life. In themselves these are serious subjects and do not call for joking as a rule. We don't have to make a retreat to hear jokes. There are sut~icient'magazines,'etc., that can supply us with jokes. Not standard jokes, but a real sense of humor that sees through things, to what makes them really, funny, or unimportant, or ridiculous, or sublimely delightfu.1. The "Jokers" usually "give the impression that they missed their calling. A stage might better be their proper place. What sister wants jokes brought into a" medi-tation on the Passion? Yet I have heard such. And some jokes are just a trifle risque--a serious, saintly priest doesn't need such "props." I do not like too rriuch joking and funny stories. Nor do I prefer someone who seems to lack a sense of humor. I like,.to !augh ,once in a while! Sometimes meditation exposds are awfully long and dr'y, or they.are deep. A joke helps and relaxes you so you can benefit from the rest of the meditation. Or maybe one is just tired before starting retreat. A'man.who knows and enjoys life and people cannot help being amused at the in-congruit. y he finds. I like to share his amusement, but I do not like "planted" jokes put in to get us in a good mood and least of all "corn." (T.V. comedian type of joke) I prefer a humorous aside when the occasion fits rather than formal jokes of the story type. To my mind, holy things should never be the subject of jokes: at times I have heard them lightly treated by priests who do not seem to. be sensitiv~e on this subject. I enjoy a f.ew jokes, .definitely yes, and I think they are ggod tension, breakers and interest revivers. And I want to put in a vote for well told anecdotes, pithy well-turned phrases, and apt short quotations. Not only do they make for interest and easier listening, but, even more important, they lodge in the memory, perhaps for years. From the above statistical breakdown and the. sisters', expressed opinions one conclusion towers above any othdr: while the sisters appre.ciate humor in gogd taste, they decidedly dislike jokes for the sake of jokes. Or to put.the matter in.othei.words, they want the jokes used ~O'fit the subject, to be well selected; .to have a worth-while purpbse,." and to be gomparatively few. in number. . THOMAS "]~UBAY Reoiew t~or Religious PRIVATE CONFERENCE The soul in its efforts to win the heights of holiness oftenfeels the need of. personalized counsel and guidance from a spiritual di-rector in some sort of situation or other. In our survey the sisters were asked ~vhether or not they thought a private conference with the retreat master and on the occasion of the annual retreat is a de-sirable answer to this need. The exact wording of the question is here given: Would you consider a private conference with the retreat master quite desirable? __.yes, sometimes __no Further comment" A majority, 436 (66.2 %), of the sisters favor the availabilit'y of a private conference: These religious do not think that such a cbnference need be frequent, but rather that it should be available for those who on occasion could benefit from it. A strong minority, 223 (33.8%), fed that the need and advisability of a private in-terview with the retreat master are either non-existent or almost so. These latter universally feel that the sister can and should get her prbblems settled in the confessional. The excerpts that follow give a representative picture of the views of the sisters who would find the private conference desir~ible. At times a private conference may be in order. During the whole year in some mis-sions there is no opportunity to get advice or help from a religious priest. Prob-lems do arise. For obvious reasons one does not wish to detain the retreat master in the confessional. Sometimes that is very beneficial. At one time I had a confessor when out on the missions who did not understand me. He got me all muddled. I was in agony. The retreat master straightened me out. Many times I would like to discuss some problems with the retreat master, but being a proud human being, I always find excuses for not doing, so and hence go on being bothered. It would be good if he were available without any red tape about getting to see him. One doesn't care to have many "women" know that one did so. What. they don't know does not create comment. It is impossible for every sister to talk with the retreat master, but sometimes it is essential to do so. In rare instances. Usually the retreat masters don't want them. They feel confes-sion is su$cient. Yet, I think here is a great lack of understanding. This, too. should be explained. When can a religious go with her problems to a priest? Why are higher superiors reluctant to see her do so? Why should the attitude be taken, that one will immediately degrade her community, etc.? If a religious doesn't 132 May, 1956 SISTERS' RETREATS~--III feel she has that freedom, she Will look for oth(r means to ~olve her problems, or just drop them and give up . . . I have been a superior . Sometimes the conferences, would have never cleared up my dit~cultieS, but a private conference where I can ask. questions did. I don't mean being a nuisahce. Let it be brief as possible and to the point. Let it not be of a nature which concerns your superior and yourself. Some do not seem to know how to draw the line between what should be discussed or what [not]. I have never had one so I do not know. It would be awfully nice to be able to ask questions sometimes. I have only taken the opportunity once, but it was a marvelous help and brought very lasting, peace and understanding of some questions. Not often, but some few times a conference would be definitely desirable. Again, private conferences are something else that some sisters have, perhaps, abused; but for the sister, say, with grave temptations against her vocation or perplexed by some moral problem, or the like, such a conference could be a golden opportunity. Per-haps, retreat masters do not realize how often sisters may be _extremely limited in their opportunities for such help during the year. It would have saved me worlds of worry in the past, but it is not the custom in our order, and so I've done without. There are some matters one simply can't get straight in the confessional. I have always been afraid to ask for one. It is much frowned upon. I feel it would be a great help. Not often, but it would be a big help if such an opportunity were provided. I know several sisters who actually need this help, and if it were offered to everyone, these would not feel embarrassed. In many cases it is necessary. The mission life presents many difficult problems. I know that I often long for a spiritual advisor and I am disappointed when I find that the retreat master has no time for me. Typical of those who oppose the private interview are these opinions: All the advice I need can be gotten in the confessional where ple.nty of time is given and personal satisfaction is not sought. There is such ,a thing as community loyalty and one way in which a disloyal member could prove herself so would be this. If a conferencd is needed, I think the confessional would be more suitable and proper. Nol because I have seen that they have brought discontent and envy among the religious themselves. if a retreat master is generous with his time and a competent advisor in confession, it so far has solv, ed all troubles. I can't see'how a retreat master in one private konferen~e c6uld possibly help one --~esp. when two or three hundred people are making the re.treat that usually lasts 5 or 8 days. I realize that there are exceptions, but my ow~ .feeling is that it is the "oddities" that usually ask private conferences. 133 THOMAS DUBAY ,.,'" I think you.can settle most questions in the confessional. You should go to your own superior for a privat~ conference. I think for a time this was overdone and it took time from retreat priest [sic] he should have spent.in preparation. The confessional at retreat'tim~ is a good place to settle problems. The Holy Spirit is more likely to be in on it too. One sister made an interestihg distinction: I think it depends on the individual. If she ii seeking attention"and sympathy, NO. If she is seeking higher heights of sanctity, YES. In accord with our expressed policy of not stating a p~eference for either opinion, we will allow the reader to evaluate the sisters' reasonings for himself. It seems compatible with this policy, how-ever, to point out that religious superiors and retreat masters should consider seriously the request of so many sisters for the availability of a private interview. Whether their decision be affirmative or nega-tive, the above discussion seems to demand a thoughtful examina-tion of the problem and a solution that will do the greatest'good to the greatest number. " SOME BOOKS RECEIVED " Only books sent directly to our book-review editor (see address on inside front cover or on p. 163) are included in our "Reviews and .AnnounCements." The fol-lowing books were sent to St. Marys: ~'., :. Index of The American Ecclesiastical Review, Volumes 10 i- 130 (July, 19392- dune, 1954). The Catholic University of America ",Press ~.620. Michigan Ave.,.N.E., Washington 17, D. C. $3.75. . ~ :.,, The Catholic Booklist, 1956. St. Cattiarind 2unior,~College,.St. Catharine, Ky. $.75. Salt It With Stories. By Cyprian Truss, O.F.M.Cap.JQseph F, Wagner., Inc., 33 Park Place, New York 7, N. Y. $3.95. There's More to Life than Living It. By Albert J. Nimeth. O.F.M. FranciScan Herald Press, 1434 W. 51st St., Chicago 9, II1. $.95. . ; , . The Eternal Shepherd-~4th Series. By.Thqmas H. Moore.S:4., Apostle.ship of Prayer, 515 East Fordham Road, New Ybrk 58, N. Y. $2.00. No Cross No C?'owfi." By Rev. Clement H. Ci'ock. Societ.y of St. patli, .2.1.8~ Victory Blvd., State~ Ikland 14, N. Y. $2'.50. " John Duns Scotus, A Teach& for~ Our T~rnes. B;/ ]3~ra'ud de Saint-Maurid~i Franciscan Institute,.St. Bonaventure; N.:¯.Y~-;,.~" -/." .~,: . : ¯ " Works of Saint Bonaventure: I. De Reductlone Artium ad Theologlarm "A° co'm-mentary with an introduction and translation by Sister Emma Therese Healy. ,Fr.an- ,Ciscan Instithte, St~ Bon~(,~iu're, N. Y. ' "" '" Maqt in the Franciscan Order. Proceedings of the Third Naticmal Meetin~ of Franciscan Teaching Sisterhoods. "Franciscan', Institute, St. Bonaventure," N. Y. "" M.aq¢ in Historg,i'n"~Fi~ith;, imd fn Devotiod. By Rev. "Anselm Burke, O. Carm: :Scapular Press, 329'E. 28thSt., New Y6rk',16,N. Y. $3.50. . (Continued bh "i~ge 162) " 134 Our Lady and t:he ,Apost:olat:e Ellwood E. Kieser, C.S.P. IN the year 747 of the city of Rome, a Jewish girl made a decision which completely changed the course of human history. She un-loosed a tidal wave which will forever break against the shores of time, washing with its current the souls, of all mankind. The girl in question: Mary of Nazareth. Her decision: to be the Mother of God, the first and greatest of all Christl~earers. Why her impact on history? Because the fate of mankind de-pended upon that decision. Mary spoke for humanity. Her consent was our consent. The consequences of her decision intimately effect our lives. 1-°op~ Plus puts it this way: "In the name of the whole human race, she gave her consent for a spiritual marriage between the Son of God" and human nature." Mankind, until this time separated from.God and condemne'd to frustration, Was rejoined to the divinity in the person of God's own Son. Infinite God was clad in finite flesh. Eternity entered time. Omnipotence became child. The source of all truth, goodness, and beauty dwelt among us in the womb of this girl. The drama of redemption has begun, and Mary con~ents to play the supporting role. Mary knew the implications of her rolel the price she would be required to pay,"its'effects upon millions of human lives. She faced her destiny. She adcepted it. She gave herself to its fulfillment with all the ardour and courage of her grace-filled soul. This destiny meant two thing's. She must possess Christ. She must give Christ. These are ihe two'poles of Mary's mentality to-w~ ird which all else converge. Without possession, without giving, Mary's life would have been incomplete. The~e two poles are found in every Christian who wants to give Christ to" others. He possesses and he gives. Both are absolutely necessary. He cannot give Christ to others if he does ~o~i. first possess Him by l~nciwledge and love. He cannot be a vehicle for Christ's grace if his soul has not been chiseled in Christ's likeness. This it is that makes the apdstle: possessing :Christ, he naturally tries to share his happiness. He tries to give Christ to others. In this, as in all else, Mary is both model and helper. Mary possessed Christ vcith an intimacy and completeness un-known to the greateit saints: .From her youth, she lives amid the highest reaches of'the transforming union. Christ identified Hirhself 135 ELLWOOD E. KIESER Reoieto for Religious with her so that she became for Him an alter ego. He made her another Christ. This caused her to project herself into God, who perfected and strengthened her as the vehicle of His love. She found the perfection of her thoughts in His thoughts; the satisfaction of her desires in His desires; her happiness in His happiness. It was God's thoughts that she thought; God's love that she loved; God's happiness that she shared. While retaining her own personality and freedom, she had become one spirit with God. She had put on the mind of Christ. She could say, even more truly than St. Paul, "I live, now not I, but Christ lives within me." This means that she drew God into her own soul, which be-came His temple and dwelling place. The depths of her soul were wrapped in His presence. Whenever her occupation permitted, she folded back within herself to commune with that Person who was closer to her than she was to herself. Her faculties were completely docile to His inspiration. She be-came a perfect instrument for His action. It was not she alone who thought, spoke, and worked. God did these things in and through her. This grace of indwelling is not specially reserved for Mary. Every Christian who is willing to pay the price, who allows the life of grace to flower in his soul, can.enjoy it. The degree of God's indwelling in our souls will never approach that of Mary. It may not become a matter of experience. We m~iy not feel His presence. But the fact of God's presence in the Christian soul remains. This is a matter of faith. God has promised it to us. There is, of course, a grace and a manner of possessing God which is reserved strictly for Mary. She is God's mother. It was in her body and through her cboperation that Jesus came into the world. He received His human nature from her. She gave Christ His human body, the hands to bless us, the tongue to teach us, the blood to redeem us. She is liter-ally, in the strict physical sense, a Christbearer. Their union could not have been more intimate. Their destinies were intertwined. His mission was her mission. He came to restore men to God's friendship, to take up mystical residence in their souls. She was to help him. She was to give Christ to the world. This ¯ is the second pole of Mary's mentality. She was not content with possessing Christ. Neither must any Christian be. Goodness naturally overflows. Sanctity diffuses itselL Christianity is essentially apostolic. Because she had identified her- 136 ,May, 1956 OUR LADY AND THE APOSTOLATE self with Christ and His mission, she bent all her efforts that others might possess Him also. Her love extended to the entire human race. She knew that 3esus was the first born of many children, that His Mystical Body was to reach out and embrace men of all ages. Because she loved Christ, she loved His adopted brothers, who were to continue His presence through history. This is why she tried to serve them. Love shows itself in gifts. Mary's gift was of infinite value-~her own Son. She could not have done us a greater service, for to give Christ is to give everything. He includes all else. Her gift of Christ took two distinct forms~ The one was in-visible and internal. The other was visible and external. Both are of great importance. The first of these is within the interior of Christ's Mystical Bod~. She is not the head of the Mystical Christ. But she is i~s mother. She cannot appeal to the divine justice. Only Christ can do that. But she can appeal to the divine mercy. What Christ mer-ited in justice, Mary merited in mercy. This is whq she is called the mediatrix of all grace, the aquaduct of divine life. It is through her that Christ's merits are applied to our souls. She merited for us through prayer and through sacrifice. Both of these activities are supremely fruitful in Mary, since she is so in-timately united to her divine Son. Her prayer is the prayer of Christ, simple, trustful, loving. She knocked and the door was opened. She asked and her prayer was answered. She sought and always found. The wedding feast of Cana is a good example. She asked 3esus to perform a miracle before His time had come. He seemed reluctant, but how could He refuse His mother? The miracle was worked, not that the hosts might be spared embarrassment, but that Mary's re-quest might be granted. Now she prays for us, that Christ may live in our souls: And she adds to this the merit of her sacrifice, which is that of her Son. He suffered as priest and victim. She suffered as mother. He offered the sufferings of His body and soul. She offered a heart pierced by seven swords. In their sacrifice, as in all else, the mother and Son were intimately united. Hers was the perfect sacrifice. She could have given no more. The victim who was sacrificed was more precious to her than life itself. Perhaps I should say that He was her life. In giving Him, she gave everything. Nothing could have been more pleasing to 137 ELLWOOD E. KIESER Reoiev3 for ReligioUs the Father, nothing more fruitful for our welfare. Her sacrifice was so complet~ely bound up with that of bet Son.that theologians call bet the coredemptix of the world. ¯ The modern apostle can merit as Mary merited. The degree dif-fers, but the fact remains the same. By prayer and sacrifice, we can bring Christ into the souls of men. kVe can earn for them the grace the)~ need so badly. Why is this? Because the Church is an organism, with many tnembers sharing a community of life. The good fortune of on~ member is the good fortune of all. My prayer and sacrifice make you holy, and your sanctity overflows and contributes to mine until we all attain the fullness of grace to which we have been called. In the spiritual economy, a single good act has reverberations through-out the entire universe. One act of charity performed today in Wash-ington, D; C., has immediate consequences for the entire world, for those in Canton and Moscow and Nexv Delhi as well as *those for whom I explicitly make that act. There seems to be a direct connection between the concentration camps of Siberia,. filled with witnesses for Christ, and the crowded seminaries "6f Catholic University', Menlo Park, and Maryknoll. I did not earn my own vocation. My cooperation was slow and halt-ing. Someone else earned that grace for me. Someone else brought Christ's merits down from heaven, that" they might be applied to my soul. Somewhere, todhy, a priest is cleaning a latrine: a Chinese peasant slips away from her neighbors to refresh herself.with the presence of God; an American girl slips an invoice into a. typewriter with the words, "For you, Lord." These are the people who are keeping the v~orld going, who are bringiflg down the grace which is life and strength. They hre Christbearers; they are apostles in the fullest and noblest sense. Th6s~ "whO" pray and make sacrifices giv~ power to the aposto-late, pr6v]de the fuel for those in the market place. They are'doers in the s'upreme' sense, for theirs is.the highest of activities. The world cannot be changed#ithout pr3ye~ and sacrifice. But with prayer and ~acrifice, the w6rld will be chang~d~ Grace will abound. Christ will be brought into the souls of /neff. This is Mary's promise at Fatima. "" But is this enough? Is this all' Mary did? No, this is not all. Contemplation overflows and expresses itseff in-activity. Both ale an int'egral part of the Christian life. i~Both are.flecessary for the 138 Mat!, 1956 OUR LADY AND. THE APOSTOLATE cont:inuadon of Christ in history. Mary prayed for others. Then she went to them, that they might learn to recognize and love ~her Son. This is the visible, external form of Mary's apostolate. She had no sooner pronounced those words, which, changed the ¯ world,, which brought eternity into time and the Infinite 'into finite flesh,' than she hurried off to Ain-Karem to share this joy with an-other. She alone possessed the good news, but she would not keep it to herself. Over the mountains she went and across the plain, that others might know. that the Messiah had come. To Elizabeth, she brought the presence of Christ. To tbe~infant John, still in his mother's womb, she brought the Holy Spirit. To both, she brought the joy of knowing that the kingdom .of God was at hand. To accomplish this, no price was too high, no inconvenience was too gr.eat. Material discomforts, heartaches, and disappoint-ments were all accepted in the spirit of her original, "Behold the handmaid of the Lord. Be it done unto me according to thy word~" Detached even from success, she had but one desire--to .do. the will of God. Nothing else. mattered. .~. :-,.We must- possess, the .same attitude. W.e. possess Chr.ist.The world .needs Christ. We must give Christ to,.the world. Beca.use we are Christians, we must not rest until society is Christian, .until all those who are looking for Christ have found Him. This will not be easy. World-changing is an expensive voca-tion. It demandstime, ~energy, and sacrifice. Often it means disap-pointment and fatigue, .But it is worth it. These things must.be accepted in Mary's spirit. She did not withdraw her commitment; retract her fiat. Neither must we. . . . The spirit of sacrifice which carried her,up. Calvary'sslopes is t.he same which ought to dominate our lives and make us always available when others are in need. The indifference to human recog-nition which carried Mary to Bethlehem and Egypt will .make us personable and kindly .even with those who .do not. seem to deserve such-treatment. The acceptance of God's will which filled her soul when she watched her neighbors reject Jesus will detach" us from suc~ cess, from" a craving for immediate results. "In ev.ery.way~ she is the model of tbose'.who desire to bear Christ to th~ world. - She possessed all the virtues of. the apostolic life in their fullness. The first of these is alertness--to the voice of God, to.the needs of others. The depths of Maryfs soul were ever wrapped in the divine presence, but the surface of her soul was keenly a.war_e of the desires and needs of those around her. At the marriage 139 ELLWOOD E. KIESER Reoieto for Religious least'of Cana, she quickly sensed the awkward position of her hosts. She felt their need and so went to Jesus that He might help them. She was always.in the right, place at the right time, on the spot when needed. On Calvary, at the crisis of His life, when His redemp-tive activity reached its fruition, Jesu~ wanted Mary nearby. She was there--to be proclaimed the mother of the Mystical Christ. The apostolic spirit is always marked by this alertness. The apostle has a great mission. He must look for opportunities to ful-fill it. This means tact and patience and instant response to the needs of others. It mean~ a constant search for those apostolic occasions --for the substitution of love for hatred, truth for error, decency for indecency. The apostle, like Mary, must be in the right place at the right time, with the needed word or deed. "Optimism is another apostolic virtue which Mary possessed in its plenitudi. Hers was not a superficial rose-tinting, but the pene-tration of reality to its depths, beneath its surface evil to its basic goodness. Mary knew that her mission would be fulfilled, that victory would be hers. God had told the serpent, "I will establish a feud.between thee'andthe woman, between thy offspring and hers; she is to crush thy heat1, while thou doth lie in wait at her heal." This optimism does not exclude suffering. But it does trans-form and give meaning to suffering. Mary's anguish on Calvary can hardly be exaggerated. And yet, amid it all," she knew that this death marked the beginning of a new life for her Son-~His mystical reign in the:souls of men. For~this reason, she could rejoice even on Calvary. The modern apostle should be permeated by the same spirit. His is a joyous life, for he possesses Christ. When met with trying situations, with seeming failure, he can say with that other apostle, "I can do all things in Him who strengthens me." Assured that the truth will out, that the gates of hell shall not prevail, he sings the magnificat with Mary. Victory will be his. But I('Iary has still another lesson to teach the modern apostle. She did not try to do extraordinary things. She took the ordinary; trivial duties of everyday life and made them the raw material for perfect sanctity. How did she do it? By performing these' little actions with great love, with a love which invested these insignificant things with momentous importance. This is the way she ~hanged the worldl. Her impact on history cannot be overestimated. Henry Adams calls her, "The. highest en-ergy ever known to man, the creator of four-fifths of his noblest art, 140 May, 1956 COMMUNITY CROSSES exercising vastly more attraction over the human mind than all the steam engines and dynamos ever dreamed of." He who is mighty has done great things through Mary. He will do the same for us. God does not want us to change our way of life. He wants us to sanctify it.He may not want us to take on additional duties. What He does want is the performance of those duties in the most Christlike way possible. There are plenty of op-portunities for Christbearing, for world-changing" in every walk of life, in every moment of the day and night. By seizing these occa-sions, by doing our job with great love for God and our fellow men, we will sanctify ourselves. We will change the world. It is trite to say that the world is in a frightful mess. But it is true. Men are unhappy as they have seldom been. Two billion peo-ple brood over atomic warfare. Children commit crimes shocking in adults. We grope for a solution, for a means of changing the world. And the solution, the means is given to us. When Christ's vicar on earth declared 1954 a Marian year, a year of special devotion to the Mother of God, he told ug to. go to her, that she might "bend tenderly over our aching wounds, convert the wicked, dry the tears of the afflicted and oppressed, comfort the poor and humble~ quench hatreds, .sweeten harshness, protect the holy Church, make all men feel the attraction of Christian goodness." Though the Marian year is over, Mary's influence has not come to an end. To the apostle, to all those who want to change the world for Christ, she offers strength, .guidance, and love. If we go to her, she~will-form Christ in our souls, that we might make Him incarnate in history. If we study her life, we will find the living blueprint which must become our own. She did what we are try-ing to do. We must walk in bet footsteps. Communit:y Crosses Winfrid Herbst, S.D.S. ONE of St. Bonaventure's helpful "Twenty-five Maxims" is as follows: "Bear all the persecutions of this world for the love of God, with great equanimity of mind; nay, more, accepting in desire all such persecutions were it possible, rejoice only in the sufferings of Christ. Refusing. the joys of this life, make merry in tribulations and be convinced that their purpose is to purify your soul from sin and to enrich it with merit." In this article I am not going to consider the big c~osses that a 141 WINFRID HERBST Reoieu; [or Religious community may have, those of which it seeks,, sometimes in vain, to rid itself because self:preservation is the first law of nature; for, according to the dictum of St. Thomas, every being resists as much as it can what tends to corrupt it. I am merely going to touch upon some of the numerous little crosses that are encountered in the religious life. They make up in number what they lack in size, and it is terrific how they can get on one's nerves. To make merry in these tribulations and to en-. dure them for the love of God, to be more like Christ in His suffer-ings, is indeed an endless source of merit. "Their purpose is to purify your soul from sin and to enrich it with merit," says St. Bonaventure. The crosses I have in mind have their roots in diversities of character. I might call them peculiarities, certain characteristics that one has and another has not.-Generally they are in themselves trifles, little things like the flies of the fourth plague, that finally began to breakthe v~ill of Pharao, as we read in the eighth ch~ipter of Exodus: "And there came a very grievous swarm of flies into the houses of Pharao and of his servants, and into all the land of Egypt: and the land was corrupted by this kind of flies.'" .These bothersome' little things certainly do put one's patience to the test in community life. Often enough one would be justified in, losing his equanimity in the midst of them. As one religious confided to another: "Yes; he is a saint and everybody, admits it; but he is getting to be such a strain on my nerves, that I. cannot stand it much longer!" If one has the saving sense of humor, it is amusingto recall how one aspirant left the religious life because a table companion was so utterly lacking in good manners; another, could hardly endure, it any longer because there was such a slamming of doors all over the pla.ce; and a third became all excited because doors and windows were left 9pen everywhere. One prays in a tone that is much too high; another, in a tone that is much too low. One prays too fast; another, too slow. One talks too much;.anqther,.too little. One laughs too much, too long, and too loud; another is. grim and morose and apparently sunk in the slough of despon.dengy. One is sensitive to a degree tQ ev.erytbing around him; another is so.hardened that be.hardly knows wheat is going on around him,but unconcernedly pursues his way. But let this indication suffice.A complete enumer~. ation, were it possi'ble,: would take too long. Each rFader will have little difficulty in adding to this list peculiarities that he finds in 142 May, 1956 COMMUNITY. CROSSES himself and in others. How should one react to this situation? In the expressive phrase of the day, so what? Well, to all such complaints the answer could be given that these are things from which no man can be entirely free. This is not saying that nothing can be done about it. In the first place e~eryone should honestly examine himself. Those who may or should do so might call the matter to the attention of the thotightless one. But this is not an easy thing to do. For some reason or other, it is easier to call another's attention to a big blunder than to get oneself tocall his attention to some little fault of his. One hesitates to do so; and, meanwhile, the community will have to bear the cross. The best thing is for the educators to take the young people in hand, while they are still pliable and can take it, and get them onto the beaten path. This is. not saying, however, that the educators are always to blame when some of the.ir onetime students give evidence of a lack of. consideration for others. It seems that even stainless steel will rust if for a long time no atten-tion is given to it. So what? Quid ergo? 3ust be patient! Not much consolation, to be sure, but actually the only thing to do. Take the divine Savior Himself; see how He had to bear with the imperfections of those around Him. "What are you arguing about .among your-selves? . . . How long shall I put up with you?" (Mark~ 9:15, 18.) We simply must ,accustom ourselves to bear with equanimity the manifold imperfections of others, to tolerate their ways, even when they are diametrically opposed to our own views and wishes. Cer-tainly no one would venture to look upon himself as a model in these things, for the simple reason that no one is absolutely perfect. In Psalm 90 we read: "You shall tread upon the asp and the viper, you shall trample under foot the lion and the dragon," and we stumble over pebbles and get all excited over little peccadilloes! In this connection a "good resolution might be: to tread manfully upon the asp of peculiarities, the viper of abnormalities, the lion of idio-syncrasies, and the dragon of eccentricities. Plenty of them can be found in religious communities. St[ Paul tells us what to do: "Bear one another's burdens, and so you will fulfill the law of Christ. For if anyone thinks himself to be something, whereas he is noth-ing, he deceives himself. But let everyone test his own work, and so he will. have glory in himself only, and not in comparison with another. For each one will bear his own burden" (Gal[ 6:2-5). There are some zealous souls who think that the superior can 143 WINFRID HERBST without more ado, and as a matter of duty must, eliminate all the things that I am calling community crosses. But that is not at all as easy as one might think; moreover, it is often difficult to say who is r!ght. All of us are Wont glibly to say: "'Virtus star in medio.'" But just where is virtue's golden mean to be found~ab, there's the rub! How often we are taken in, cunningly deceived, by our own self-love and our own big or little weaknesses; and we complain about our brethren, and about our surroundings, and almost about Almighty God Himself, when in all truth we should be complain-ing about our own sensitiveness. Quite in place, then, is the ad-monition of the Imitation of Christ: "Try to bear patiently with the defects and infimities of others, whatever they may be, because you also have many a fault which others must endure. If you can-not make yourself what you would wish to be, how can you bend others to your will? We want others to be perfect, yet we do not correct our own faults. We wish them to be severely corrected, yet we will not correct ourselves. Their great liberty displeases us, yet we would not be denied what we ask. We would have them bound by laws, yet we will allow ourselves to be restrained in nothing. Hence, it is clear how seldom we think of others as we do of our-selves. If all were perfect, what should we have to suffer from others for God's sake?" (Bk. I, Ch. 16.) I think it sometimes happens that a religious runs to the superior to complain about these community crosses and, while doing so, mentions apologetically that, of course, they are just little things. If they are just little things, why not practice mortification by en-during them! And if the superior would rebuke for his own faults the complainant and measure the reprimand as he is asked to measure it out to others, what an uproar there would be! Here I cannot help thinking of these words which the ordaining bishop addresses to the clergy and the people with reference to the deacons about to be or-dained to the priesthood: "If anyone has anything against them, before God and for the sake of God let him confidently come for-ward and speak. However, let him be mindful of his condition." Many a complaint we would never make, were we mindful of our own pitiable failings and more concerned about what we our-selves ought to do in order not to lose face in that tremendous day of dread and day of judgment, when we stand before that all-just 3udge who once, as the all-merciful Savior, spokethe words: "Let him who is without sin among you be the first to cast a stone at her" (3obn 8:7). 144 Devot:ion t:o t:he Sac ;ed I-lead: C. A. Herbst, S.J. DEVOTION to the Sacred Heart is one of the great devotions in the Church. It is most characteristic of Christianity, be-cause it is devotion to Christ, to the whole Christ, represented by the most important organ of His humanity, His heart, which symbolizes His greatest virtue, His love. One can hardly conceive a devotion more proper to.religious whose very purpose is to make their lives as conformed as possible to Christ's through the practice of charity. That it is most fitting for religious to practice the devo-tion appears also from the fact that .our Lord complained expressly and specifically that it is religious who treat Him in shabby fashion, "hearts consecrated to me that treat me thus," that is, with ir-reverence and contempt. 'God became man, the Second Person of the Blessed Trinity as-sumed a human nature, so that "we may be made partakers of His divinity, who vouchsafed to become partaker of our humanity," as we pray every day at the Offertory of the Mass. He wanted to be-come one of our human family so that we might with confidence draw close to Him. So in the many devotions to the sacred humanity of Christ which have naturally grown up as a result of the Incarnation there is a certain familiarity, though it be tempered with reverence. "There is a certain boldness of approach, a certain freedom of human lan-guage, a certain deeply reverential familiarity, yet still familiarity,, which distinguishes devotions to the Sacred Humanity. We have a distinct picture of the object of our worship in our minds which affects both our language and our feeling. Our Lord's assumption of our nature is a peculiar approach to us, to which we on our side have to correspond, and we correspond by this familiarity." (Faber, Bethlehem, ch. 4.) Since Christ is God, we offer His sacred humanity hypostatically united to the Word the same kind of worship we offer the Word Himself. This is divine worship, but of a kind "of which neither angels nor men could ever have dreamed without revelation, but which has been invented by God Himself." It has a character of its own, because based on created images and historical facts, and for this reason imprints on the soul a peculiar spiritual character with special force. The chief reason for which we worship Christ 145 C. A. HERBST Review for Religious in His mysteries "is the amount of the living spirit of Jesus which they both contain and communicate, contain in an inexhaustible measure and communicate according to the degree of our purity and fervor: and all holiness is but a transformation of us into the sub-stantial likeness of our Lord" (ibid.). We practice devotion to the various mysteries of Christ's life in order that we may come to know Him better arid love Him more. For the same reason we practice devotion to His sacred wounds, which place before our eyes His external sufferings, and to the Sac-red Heart, which manifests to us His internal sufferings. Such prac-tices are very valuable and help us imbibe the spirit of Christ, put on His virtues, and become inflamed with His affections. When enshrined in the sacred liturgy of the Church they have "no other object than that of acquiring this [true Christian] spirit from its foremost and indispensable fount, which is the active participation in the most holy mysteries and in the public and solemn prayer of the Cbu'r~h" (St. Pius'X, Motu Proprio, Nov. 22, 1903). Devotion to the Sacred Heart is one Of the last and most power-ful means God has given to save and sanctify men. "This devotion is a last effort df His love to save men in these latter days of His loving redemption" (St. Margaret Mary, Letter 133). In one of His apparitions to St. Margaret Mary, Christ said: "My divine Heart is so~ififlamed with love of men . . . that, being unable any longer to contain within Itself the flames of Its burning charity, It must.needs spread-them abroad . and manifest Itself to them [man-kind] in order to enrich them. with the precious treasures . . . which contain graces of sanctification and salvation necessary to withdraw them from the abyss of perdition" (Autobiography, no. 53). "He showed me that the ardent desire He bad of being loved by men and of drawing them from the path of perdition into which Satan was hurrying them in crowds, had caused Him to fix upon this plan of manifesting His Heart to men, together with all Its treasures of love, mercy, grace, sanctification and salvation. This He did in order that those who were willing to do all in their pov~er to render and procure for Him honor, love, and glory might be enriched abund-antly, even profusely, with these divine treasur'es of the Heart of God. It is the source of them all., It must 'be honored under the symbol of this Heart of flesh." (Herbst, The Letters of St. Mar-garet Mar~I Alacoque, 133.) "It must be honored under the symbol of this Heart of flesh." The heart of the God-Man, the ,heart formed by' His mother; the 146 May,. 19.56 DEVOTION TO THE sAcRED HEART "Heart of God," is the. material object of devotion to the Sacred Heart. ""Behold this Heart," our Lord said in the l~ist greag revela-tion He made to St. Margaret Mary. It is a physical heart, wounded and suffering. "After that I saw this divine Heart as on a throne of flames, more brilliant than the sun and transparent as crystal. It had its adorable wound and was encircled with a crown of thorns, which signified the pricks our sins caused Him. It .was sur-mounted by a-cross which signified that, from the first moment of His Incarnation, that is, from the time this Sacred Heart was formed, the cross was planted in It" (Letter ,133). He asked her for her heart "and placed it in His own adorable Heart" (Autobt'ography. no. 53). Of course we do not honor and adore the Sacred Heart of Christ as separated from His divine person. It is an essential part, the center, of the .life of the God-Man. '.'Jesus Christ, my sweet Master, presented Himself to me, all, resplendent with glory; .His five Wounds shining like so many suns. Flames issue from ever~r pair" of His Sacred Humanity, especially from His adorable Bosom, which re-sembled an open furnace and disclosed to me His most loving and most amiable Heart, which was the living source of these-flames" (ibid., no. 55). On December 2-7,. 1673, feast,of St. John, whom pious tradition assumes to have rested his head on our Lord,'s~breast at the Last Supper, "He made me repose for a long time.upon His Sacred Breast, where He disclosed to me the marvels.,.of His love and-the .inexplicable secrets of His .Sacred Heart, which so, .far He had concealed from., me. Then it was that, for the first time,. He opened to me His Divine Heart" (ibid:, no. 53). "~. .: The formal object of this devotion .is the love, of the Sadred Heart for men. "Behold this Heart, which, has loved, men so much, that It has spared, nothing, even to :exhausting and consuming Itself, in order to testify to them Its love'.' (ibid., no. 92): The heart is the natural symbol of love. -TO' it is attributed our love, our affections, Our interior dispositions. We are .said to love One with all our heart:, People are called, good-hearted or kind-hearted or great-hearted.'-We express tenderest affection when we.say: "I give you my heart." "My divine Heart," our. Lord said,. ".is so inflamed with lo.vef0r.men that it is.unable any longer to contain within Itself the flariaes of Its burning,charity.': He."disclosed to me His m6st loving and most ~miable Heart, which was the living source of these flames.It was-then, that He made~known to me the ineffable, marvels of his pure [love] and showed reel.to ,what-an 147 C. A. HERBST Reoiew [or Religious excess He had loved men" (ibid.; no. 55). This heart.is, presented to us as a heart that is wounded and bleed-ing and broken, a love that is unrequited, disregarded, spurned, re-ceived with ingratitude, and that even by religious. "And in return I receive from the greater number nothing but ingratitude by reason of their irreverence and sacrileges, and by the coldness and contempt which they show Me. in this Sacrament of Love. But what I feel the most keenly is that it is hearts which are consecrated to Me that treat Me thus" (ibid., no. 92). His heart, wounded, bleedir~g, encircled with thorns, surmounted with a cross, "was filled, from the'.very first moment, with all the bitterness, humiliation, poverty, sorrow, and contempt His sacred humanity would have to suffer during the whole course~of His life and during His holy Passion" (Letter 133). The natural appeal of a heart that is wounded and of a love that is unrequited is that we love it in return and make reparation to it. To this natural appeal our Lord adds an explicit request. He "showed me to what an excess He had loved men, from whom He received only ingratitude and contempt. 'I feel this more,' He said, 'than all that I suffered in My Passion. If only they would make-me some return for My love, I should think but little of all I have done for them and would wish, were it possible, to suffer still more. But the sole return they make for my eagerness to do them good is to reject Me and treat Me with coldness. Do thou at least console Me by supplying for their ingratitude, as far as thou are able" (Autobiography, no. 55). He asks that on a day espe-' cially set aside we honor His heart "by communicating on that day and making reparati6n to It by a solemn act, in order to make amends for the indignities which It has received during the time It has been exposed on the altars" (ibid., no. 92). Reparation is one of the most outstanding features in devotion to the Sacred Heart. St. Margaret Mary writes: "I think He will be very generous in granting you these [graces] if, by following the lights He gives you, you make reparation for the insults offered His adorable Heart" (Letter 14). Our Lord asks'for someone "who will most humbly ask pardon of God for all the offenses committed against Him in the Holy Sacrament of the altar" (Letter 50). The idea of reparation runs all through the new Mass and Office of the Sa~red Heart; and the Holy Father Pius XI, in.hisletter issued with them, says that "if this same Uncreated Love has either been passed over through forgetfulness or saddened by reason of our sins, then 148 May, 1956 DEVOTION TO THE SACRED HEART we should repair such outrages, no matter in what manner they have occurred . We are held to the duty of making reparation by ,the most powerful motives of justice and of love; of justice, in order to expiate the injury done God by our sins and to rfiestablish, by means of penance, the divine order which has been violated; and of love, in order to suffer together .with Christ, patient and covered ¯ with opprobrium, so that we may bring to Him, in so far as our human weakness permit~, some comfort in His sufferings." (Miser-antissimus Rederoptor, 1928). For this reason we have the feast of the Sacred Heart, the Communion Of reparation, the First Friday, the Holy Hour, even the Morning Offering. In the Act of Repar-ation prescribed for the feast of the Sacred Heart, we are "~eeking ¯ With special tribute ~f honor to atone for the sinful indifference of men and for the outrages heaped from every side upon Thy most Loving Heart." Consecration is important, too. In it "the intention to ex- Change for the love of the Creator the love of us creatures stands out most prominently" (Pius XI). The Holy Father Leo XIII ordered that an act of consecration especially written for the occa-sion be read in all the churches in the world on June I1, 1899. The substance of this consecration, ordered again by Pius XI in 1925 to be recited by all on the feast of Christ the King each year, is contained in the words: "We are Thine, and Thine we wish to be; but, to be more surely united with Thee, behold each one of us freely consecrates himself today to Why most Sacred Heart." This is an ot~icial expression of St. Margaret Mary's "I give and consecrate to the Sacred Heart of Our Lord Jesus Christ my per-son and my life, my actions, trials and sufferings," and of Blessed Claude Colombiere's "I give myself entirely to Thee, and henceforth I protest .most sincerely that I desire to forget myself and all that re-lates to me." All the elements of devotion to the Sacred Heart are wonder-fully' summed up in the prayer of the feast in June. "O God, Who dost deign mercifully to bestow upon us infinite treasures of love in the Heart of Thy Son, which was wounded for our sins; grant, we beseech Thee, that we who pay Him the devout homage of our piety, may in like manner show unto Thee our due of worthy satis-faction." It is to the looe for us of the human heart of Jesus wounded for sin that we want to render homage by consecration and make reparation. 149 C. A. HERBST : .': "Re~eu~ for Religious BIBLIOGRAPHY . Note. Thig'is a short, simple bibliography giving a few books written in English from which one can get a g6od, authentic knowledge of de;cot;on to the Sacred Heart. A brief description and app?eciation of each book is given. Autobiogr'alJh~ . Life of Saint Margaret Mar~ Alacoque. Trans-lation of the Authentic French Text by the Sisters of the Visitation. Roselands, Waimer, Kent. Visitation Library. 1952. Hei'der Co., St. Louis. This is an account of her own interior life ~ri~.ten by St. Margaret Mary under obedience about five years before her deash. It contains the great revelations the Sacred Heart made to' her. It is a small book of about 125 pag~ and the most authentic source of the devotion to the Sacred Hear~. He~bst, Clarence A., S.J. (Ed.) The Letters of Saint Margaret MaGI Alacoque. Translated from the French. With an Introduc-tory Essa~ by J. J. Doyle, S.J. Henry Regnery Company, Chicago. 1954. Next to the Autobiograph~t, this is a most authentic source of devotion t6 the Sacred Heart and supplements the Autobfographt.t. There are 142 letters, the most predominant ideas in them being fervent devotedness" to the Sacred Heart and an enthusiastic love of suffering for Him. Letters 130-139 were written to Father Croiset and form the basis for the book bt~ published on devotion to the Sacred Heart immediately after her death. C~oiset, John, S.J. The Deootion to the Sacred Heart of Our Lord Jesus Christ. The Newman Press, Westminster, Md. 1948. This work is based on the letters mentioned above. F~lther Croiset deliberately waited until after the death of St. Margaret Mary to publish his book s0"that h~ could preface it with.a life of her. This life covers some forty pages. After that are explained the disposi-tions and means necessary to acquire the devotion and the obstacles and means to overcome them. Then come motives, and practices for every yeaL month, week, day, and even hour.: The intimate connection betweefi devotion to the Sacred He~l~t"iafid th.e)Hol~r Eucbakist is~ brought out by explaining how to visitS:the Blessed Sacrain~nt,.he'ar M'~iss, and receive Holy Commuhion. MeditatiiJns for Friday "are given. In an appendix are given the complete prayers of St. Margaret Mary and others prayers to the Sacred Hefirt: Gall;fief; .3oseph d~, S.J; The 7~dor~ble Heart of Jesus. "With Preface and'Iiii~roduc'tion by.:Father Richard" Clarke; S.f." Burns and Oates, London. 1887. Father Gall;fret was a spiritual son of 150 May, 1956 DEVOTION TO THE SACRED I-IEART Blessed Claude de la Colombiere, the director of St. Margaret Mary. He wrote this book only thirty-six years after her death and spent his life in promoting devotion to" the Sacred Heart and working for the establishment of a feast in its honor. He explai'ns the origin, progress, and nature of the devotion ~and the excellence of its object and end. He goes on to the interior and exterior workshop of the Sa.cred Heart and to the devotion, feasts, office, and pictures of the Sacred Hearts of Jesus and Mary together. He is a theologian of the Sacred Heart. Bainvel, J. V., S.J.Devotion to the Sacred Heart. The Doctrine and Its History. Translated from the Fifth French Edition by E. Leahy. Edited by Reverend George O'Neill, S.J., M.A. Burns Oates and Washbourne, Ltd., London. 1924. This is a classi-cal exposition of the devotion to the Sacred Heart, written by a learned scholar and theologian. He ~first )resentg the devotion as revealed by the Sacred Heart in the great apparitidn.s to St. Margaret Mary, then explains the practices, spirit, and promises: There fol-low. doctrinal explanations on the meaning and object of the de-votion, its historical, dogmatic, and philosophical foundations, and on love as its speciaI act. Its historical development from the be-ginnings through the middle ages to early modern times is given, and the new impetus given by St. Margaret Mary. For the most recent and crowning glory given the devotion by the Holy Father Pius XI we go to a more recent book. McGratty. Arthur R., S.J. The Sacred Heart Yesterday and Today. Benziger. Chicago. 1951. This is the more receht book, written by the national director of the Apostleship of Prayer. It gives the nature of the dbvotion and its bistory tbrou~b tbe Re-formation. After a chapter on St. John Eudes; it explains the de-votion as given to St. Margaret 'Mary in the great app.aritions, Blessed Claude de la Colombiere's connection with it, and the Sac-red Heart Badge. After the defeat of Jansenism and the nineteenth-century advance, we come to the times of Leo XIII and Plus X[ when the whole world is consecrated to the Sacred Hoart and de- ;;;Orion to ti4e Sacred He'art has become the world'~ d'~votidn. At the. end of the book is a select bibliography which wiilriehly sup-plement the meager one given here. 151 For Your Informal:ion Shadowbrook Fire Three priests and a lay brother died in a fire which destroyed Shadowbrook, the 3esuit novitiate and juniorate at Lenox, Mass., in the early morning of March i0. The victims were Fathers Stephen A. Mulcahy, Henry B. Muollo, Arthur B. Tribble, and Brother Henry A. Perry. Among six who were hospitalized with burns and other injuries was Father 3ohn R. Post, master of novices and one of our consistent contributors. The more than one hundred novices and juniors have since been "adopted" temporarily by the Jesuit novitiates in neighboring provinces. Plans for a new Shadowbrook are already under way. Revised Hospital Directives A second, and revised, edition of Ethical and Religious Directioes for Catholic Hospitals was recently published by the Catholic Hos-pital Association of the United States and Canada. The revision in-cludes not only clarification of a few somewhat obscure provisions of the first edition but also new matter concerning professional sec-recy, experimentation, ghost surgery, psychotherapy, shock-therapy, unnecessary procedures, and the spiritual care of non-Catholics. An appendix contains abundant reference material, with apt references to recent statements of the Holy See. There is also a detailed alpha-betical index. An especially useful aspect of the revised edition is that the individual directives are numbered consecutively, thus fa-cilitating reference to the booklet. The price per copy is 25 cents; quantity prices are available. A set of six booklets, including the Directioes and five small volumes of Medico-Moral Problems by Gerald Kelly, S.J., can be obtained for $2.50. Order from: The Catholic Hospital Association, 1438 South Grand Blvd., St. Louis 4, ¯ Missouri. Franciscan Poems The Franciscan Institute, St. Bonaventure, N. Y., has just pub-lished Where Caius Is, a small book of poems by Sister Mary Francis, P.C., who wrote the article on St. Thomas Aquinas, "The Silence and the Song," published in REVIEW FOR RELIGIOUS, March, 1955. Sister Mary Francis has also published two plays, Counted as Mine and Candle in Umbria, and a smaller book of poems entitled Whom I Have Loved. The new book (Where Caius Is) may be obtained From the Franciscan Institute or from: Rev. Mother M. Immaculata, P.C., Poor Clare Monastery of O.L. of Guadalupe, Route 1, Box 152 FOR YOUR INFORMATION 285-C, Roswell, New Mexico. Price: $1.75. Vocation Insfifutes The tenth annual Vocation Institute will be held at the Uni-versity of Notre Dame, July 12-15. For information, write .to: Rev. John J. Doherty, C.S.C., the Vocation Instituge, Notre Dame, Indiana. On July 25-26, the sixth annual Institute on Religious and Sacerdotal Vocations will be held on the campus of Fordham Uni-versity. Priests, religious, and laity are invited to attend. A special week-long workshop for mistresses of novices is also planned. Ad-dress all communications to: Rev. John F. Gilson, S.J., Fordham University, New York 58, N. Y. Summer Sessions Special courses in the sacred sciences will be offered for religious this summer at St. Bonaventure University. These courses (includ-ing dogma, moral theology, liturgy, ascetics, Sacred Scripture, etc.) will be designed to assist the teacher of religion on the college, high-school, and grade-school level. A course in canon law for religious superiors and directors of religious vocations will include the teach-ing of the Church regarding the reception and profession of religious, the government of religious communities, privileges and obligations of religious. Sisters of Franciscan communities will have the oppor-tunity of taking classes in Franciscan theology and spirituality. Registration will be on June 30. All graduate courses lead to the master's degree. Those who are not qualified for degrees may ob-tain a certificate in theolbgy provided they fulfill the other require-ments. For additional information, write to: Director of Summer School of Theology, St. Bonaventure, N. Y. In its summer session of June 18-July 27, St. Louis University will pioneer in the United States in presenting Kerygmatic Theology as academic courses. Father J. Hofinger, S.J., a noted lecturer in this "new" theology, will teach tWO classes (both 3 credit-hour courses), one on basic doctrine, the other on method and discussion. Other standard religion courses will also be offered. For further informa-tion on this and other summer sessions, write to: Director of the Summer Sessions, St. Louis Uniyersity, St. Louis 3, Missouri. The Creighton University continues with its cycle of graduate-level courses in theology for religious. The offerings this summer include courses on the Incarnation and Redemption, on the New Testament and St. Paul, on principles of moral guidance, and on 153 FOR YOUR INFORMATION Review for Religious fundamental theology. Six h6urs of advanced nursing will be available. Besides these and the standard summer-session courses, there will be many workshops. For the workshop on liturgical music in conjunction with Boys Town, see below. Creight6n'~s summer faculty includes several religious as guest lecturers: from the Bene-dictines, Dominicans, Franciscans, Sisters of Charity of the B.V.M., Sisters of the Humility of Mary, and the Servants of Mary. For a complete list of the workshops and for other information, write to: Director of the Summer Session, Creighton University, Omaha 2, Nebraska. Boys Town will hold its fourth annual workshop in liturgical music, under the director of inusic, Father Francis P. Schmitt. The dates are August 20-31, inclusive. This two-week workshop will include a survey of liturgy and liturgical music, reading and per-formance of materials and chant, polyphonic and modern liturgical music. Rich library facilities and extensive consultant service will be provided. Boys Town conducts this workshop in conjunction with the Creighton University, thus offering an opportunity to quali-fied persons to earn three college credits. Address all inquiries to: Rev. Francis P. Schmitt, Director of Music, Boys Town, Nebraska. A summer school in theology for religious will be;held at the University of Ottawa, July 2--August 7. Courses this year will be on the Triune God, the sacraments, creation and providence, and the Christian virtues. For detailed information, write to: Director of the Summer Scho61, University of Ottawa, Ottawa 2, Canada. The Institute of Theology for Religious Wc~men, offered in co-operation with the. Dominican Fathers, will be held in Immaculata College, Iha~actilata, Pennsylvania, June 27--TAugust 8. A pro-gram of four summer sessions" leads to a certificate in Thomistic Theology, Sacred Scripture, and Canon Law. The presqribed courses in the realm 6f'sacred sciences furnish an excellent background for religious teache~[ " Summer of 1956--the first and ~econd year pro-grams will beoffered.Residence facilities will be available. For further information address: The Director of Summ~'r Session, Im-macfilata Col.lege, Immaculata, Pennsylvania. MidnigM" Mass on Christmas in Religious and P!ous. Houses Can. 821, § 3, ~eads: "But in all religious houses and pious homes,"if "they have an oratory with the right of ~habitual reserva-tion. of the Most Blessed~Eucharist, on Christmas.night one priest may celebrate"the:three Masses of the liturgy.or,, observing the usual 154 Ma~!, 1956 FOR YOUR .|NFORMATION regulations, a single Mass, at which all present can satisfy their obligation of hearing .Mass, and at which the priest may distribute Holy Communion to those who request it." 1. Admitted interpretation in the past. The privilegeof having such Masses is granted by the Code of Canon Law, and no further permission of ecclesiastical authority is required for its use; The privilege extends to all religious houses, formal or non-formal, of any religious institute, whether an order or a congregation, exempt or non-exempt, clerical or lay, pontifical or diocesan, of men or women, and likewise to all houses of societies living in common without public vows and to those of secular institutes. The privi-lege applies equally to all piou~ homes. These areinstitutions de-voted to pious works, especially of mercy and charity, e.g., hospitals, orphanages, homes for the aged, schools, seminaries. Prisons are also included, since the chaplain devotes himself to ~he reform and rehabilitation of the inmates. It is not necessary that these insti-tutions be directed by or depend strictly on ecclesiastical authority nor that they be in the care of religious. The oratory of habitual reservation of the Blessed Sacrament may be semipublic or public. One, two, or three Masses may be celebrated, but by the one priest. Mass may be begun at any time after, but not before, midnight. 2. PractiCal poir~t that was doubtful in the past. On Novem-o bet 26, 1908, the Sacred Congregation of the Holy Office declared that it was not permitted to celebrate such Masses "with the doors of the oratory open." This restriction was not included in can. 821~ ~ 3, and both canonists and moralists have disagreed as to whether the restridtion remained in force after the Code of Canon Law became effective on May 19, 1918. The restriction forbade the admission (;f .tb.e general public but not of a small number of externs nor of invited guests. :.:. 3. Autboritatit~e solution of the doubt. An. apostolic nuncio submitted, the.following q.uestion-to the Pontifical Commission for. the Interpretation of the Code of Canon Law: "After the promul-gation of the CodeofCanon Law, does the declaration .of the Holy OffiCe ~f November. 26, -1908, " .oncerning the first question [cele-. brating with,the doors, open] remain .always .valid with regard to. the use of the faculty authorized by can. 821, § 3;. and if in the. ~ffirmative~ does this imply, the exclusion, of externs from,assistance at: the midnight .Mass bn Christmas?.': His. Eminerice~. th~:;late.Car-. 155 QUESTIONS AND'ANSWERS Review for Religious dinal Massimo Massimi, then president of the Commission, gave the following interpretation on March 5, 1954, Prot. N. 1/54: "One cannot see how it can be maintained that in the sacred func-" tions of which the aforesaid canon speaks externs may not be ad-mitted and still less that the doors may not be kept open, since there is no trace of such a prohibition in this same canon which regulates the matter." This reply, although not as yet officially promulgated, is to be considered as authentic, general, and merely declarative of the sense of the canon, as is obvious from the words of the reply. There-fore, it is now certain that canon law places no restriction whatever on the admission of externs to the Masses in question. Cf. Ochoa, Commentarium Pro Religiosis, 33 ( 1954), 329-52 ; Bergh, Nouvelle Reoue Tb~ologique, 77 (1955), 188-90; Revue des Communaut~s Religieuses, 27 (1955), 111-13; La Vie des Communaut~s Re-ligieuses, 13 (1955), 263-64. ( ues ions and Answers ml7-- Is the quinquennial Repod" fo the Holy See due in 19567 Father Ellis explained this report in the REVIEW FOR RELIGIOUS, 8 (1949), 234-40; 10 (1951), 20-24. The following is a sum-mary of his articles. 1. Who must make this report in 19567 All congregations of brothers; all superiors general of religious institutes of women in all the countries of North, Central, and South America; and the higher superioresses of independent monasteries or houses of the same countries. The superioresses general of societies of common life, sec-ular institutes, and confederations throughout the world will dis-charge this obligatibn in 1957. 2.Lan. guage in which the report is to be ~vritten. Brothers and religious women may use the vernacular, that is, English, French, German, Italian, or Spanish. 3. May it be typed? The report should be typed if at all pos-sible. If written by hand, the handwriting must be clear and good ink used. Good bond paper, not too heavy, and not translucent should be used. 4. Merely number question. Merely put the number of the question before the answer; db not repeat the question before the 156 Maq, 1956 QUESTIONS AND ANSWERS answer. 5.Method of a~swering. Answer the questions with a complete sentence, not with a mere "yes" or "no." . 6. Time of handing in. The report may be handed in any time .during 1956, but it should cover the five-year period from ! 9.51-55, inclusive. 7. Signing the report. The superior general and all the general councilors must sign the report. 8. To wbbm t's report sent? After it has been authenticated b~r the signature of the local ordinary of the mother house, the rep0rt is sent by pontifical institutes directly-to the Rev. Segretario, S.Con: gregazione dei Religiosi, Palazzo delIe Congregazioni, Piazza S. Cal-listo, Roma, Italia. All diocesan institutes and independent monas-terles and houses.are to send their report to the local ordinary of their motlqer house. When he has read it, he will add his comments and S~fid the report to the S. Congregation of Religious. If the diocesan congregation has houses in other dioceses, the local ordinary of the mother house must send copies of the report to these, local-ordinaries and, after receiving their comments, add them to his own before se.nding the report to the S. Congregation. " 9. Where ma~. copies of tbb"report be obtained? Copies may be o~Dined fo, r $1.50 from the Rev. Ar.chlvlsta, S. Congregazmne Rel!giosi, e.tc., as above in n. 8. The questions for pontifical insti-i: utds' are obtainable from this source in Latin, English, French, Ger-man, Italian, and Spanis.h; those for diocesan in'stitu'tes and inde-p~ endent monasteries' and houses only in Latin. 10. In what other sources can.the, r~;vort be found? T'he report for pontifical institutes is found in English in the REVIEW FOR RE-LIGIOUS, 9 (.1950), 52-56: 108-12; 166-68; 209-24; 269-79, and also in'B0uscaren, Canon Law Digest, III, 162-203. The re-port for diocesan institutes in English is found in Creusen, Religious Men and Women in the Code, 5th ed., 278-316, and in French in "La Vie des Communaut& Religieuses, .8. (1950), 257-88. The re-port for .independent monasteries.and houses in E.nglish is found in {he REVIEW FOR RELIGIOUS, 13 (1954), 251-269, and in French in Revue des Communaut~s Retigieuses, 24 (1952), 3-16. --18- ,,We offer two Holy Communions for any deceased member of our In-stitute. However, Ihave been instructed more than once that no one can offer a Communion for ~no+her. Holy Communion as a suffrage for the. dead is a common and 157 QUESTIONS AND ANSWERS Re~iew ~or Religious ancient practice in religious institutes and also among the faithful in general. A Communion received for another does not effect grace in the other person ex opere operato. The intention in a Communion received as a suffrage for the dead is to obtain the deliverance of a soul from the pains of purgatory. The influence of Communion to this effect is ex opere operantis, by way of merit de congruo, im-petration,. and satisfaction, and also by the application of any in-dulgences attached to the Communion and applicable to the souls in purgatory. The fervor of prayer and its impetrhtory value are usually greater because of the reception of the Eucharist. The satisfactory value arises from the increase of divine charity effected by Communion and also because Communion contains the note of something diffi-cult and contrary to the inclination of nature. Since the union with God in Holy Communion is highly conducive to the increase of these values, it is evident that Holy Communion as a suffrage for the dead is a most commendable practice. Cf. Van Noort, De Sacra-mentis, I, n. 397; Doronzo, De Sacramentis, I, 733-35: Beraza, De Novissimis, n. 1268. Are exempf religious ob]iged ÷o say 7o Mass collecfs prescribed (ora-flones imperatae) by fhe local ordinary? All priests, diocesan or religious, even if exempt (S. R. C., 2613, ad 1; 3036, ad 5: can. 612), also if they are visiting priests and do not reside in the diocese, are obliged to say the orationes imperatae in any church or oratory, even private,, within the diocese in which it is prescribed. (Cf. J. O'Connell, The Celebration of Mass, 189; Hecht, Rubricae Generales Missalis, 48; Hebert, Lecons de Liturgie, II, 203.) The local ordinary may establish that the irnperata is to be omitted on more days than those stated in the rubrics. (S. R. C. Lauretana, December 14, 1927.) A pad he may also exempt places that are not exempted by the rubrics. If he has not expressly done either, these prayers are to be said according to the norms of the rubrics, which are given above with regard to person and place. While the obligation is clear, it is also a fact that at least very many priests find the orationes imperatae of prolonged duration highly monotonous, annoying, and a complicating factor in Mass. It is frequently stated by commentators that in the spirit o~ the General Decree on the Simplification of the Rubrics of March 23, 1955, orationes imperatae should now be prescribed less frequently and for lesser periods of time. A quick analysis of the general de-cree will reveal that a prolonged imperata is not in keeping With the 158 Ma~ , 1956 QUESTIONS AND ANSWERS evident purposes of the decree of decreasing ~omplications, reducing the number of prayers, of lessening monotony, and eliminating ex-traneous elements in both the Mass and the Divine Office. A prolonged oratio imperata pro re gravi also loses its nature of a special petition. 20 In our concjrecjafion no one makes a will. Aren't we oblicjed by canon law to make wills? This is a case of disturbed and even disturbing ignorance of canon law. A will is a disposition in whole or in part of the property that one will own at death by an act that is revocable until death and effective only at death. All novices in all congregations and also in monasteries of nuns of only simp.le vows, whether they actually own property or not, before their first profession and consequently in the last weeks (about the last month) of the noviceship, must make a will for all property that they then actually own and that they may own in the future. If for any reason the will was not made during the noviceship, it is to be made after first profession and as soon as possible. Those who made profession before the Code of Canon Law (May 19, 1918) are not obliged to make a will. At least .if they actually own property, they are to be most strongly urged to do so. The subject is perfectly free in the determination of the dis-positions of the will. Novices in orders (institutes of solemn vows) are not obliged to make a will, but they may do so. They also are to be strongly urged to make a will, at least if they actually own property and especially if the interval between the noviceship and solemn pro-fession is very long. A novice destined for only simple perpetual vows in an order should make a will. The will of novices destined for the solemn or an equivalent simple vow of poverty will be ef-fective only if they die before taking such a vow, since the solemn profession takes away all property rights. The will is to be made even if the novice does not actually own property, i. e., he is then to make the will only for property that he may acquire in the future. Even if they are under age and their wills are invalid by civil law, the novices are to make a will, which will oblige by canon law and in conscience. When they reach the requisite age, they are to make ,the will in a form that is civilly valid: but they are not to change the dispositions without the necessary permission. It is illicit but not invalid to change the dispositions of a will without the permission ordinarily of. the Holy See; but, if the case 159 QUESTIONS AND ANSWERS Review for Religious is urgent and" there is no time for recourse to the Holy See, without the permission of a higher superior; and, if recourse cannot be made to a higher superior, without that.ofthe local superior. A novice made his temporary profession on August 18, 1953. May he make his perpetual profession on August IS, 19S6, when all the others of his group will be making their perpetual vows.'? If .he does, his perpetual profession, whether solemn or simple, will be .certainly and evidently invalid. Canon law demands three ,full years of temporary vows for the validity of any perpetual pro-fession.~ The time in this case expirep on the anniversary day (August 18, 1953-August 18,¯ 1956). The time in this and all of the fol-lowing cases is computed physically, mathematically, not morally. Therefore, if the perpetual profession in the preceding case is made on August 17 and only an hour or only a minute is lacking to August 18, the perpetual profession is certainly and evidently invalid. ¯ The. time is completed on the day" following in these cases, in all of which the duration is required for validity: the complete year required for the validity of the noviceship (August 1~4, 1955-August 15, 1956) ; 'the fifteen complete years of age required for the validity of the canonical year of no,ciceship (~August 14, 1941-August 15, 1956); the sixteen required for any temporary profession (August 14, 1940-August 15, 1956); the twenty-one for perpetual profes-sion, whether solemn or simple (August 14, 1935-August 15, 19~6) ; the forty required for a superior or superioress general and for a superioress of a monastery of nuns (August 14, 1916-August 15, 1956) ; the thirty for other higher superiors (August 14, 1926- August 15, 1956); the ten complete years from first profession re-quired for any higher superior (August 14, 1946-August 15, 1956). The following are computed in the same way as in the preced-ing paragraph but are required only for liceity: the postulancy (Feb-ruary 14, 1956-August 15, 1956) ; the thirty-five years of age usu-ally required by the constitutions for general officials and" demanded by the Code for'the master or mistress of novices (August 14, 1921- August 15, 1956); the thirty years commonly required by the con-stitutions for local superiors and demanded by the Code for the as-sistant master or mistress of novices (August 14, 1926- August 15., 1956); the ten years from first profession required by the Code for the master or mistress of novices (August 14, 1946-August 15, t956) and the five years also demanded by the Code for the assistant master or mistress of novices (August 14, 1951-August 15, 1956). 160 Mar , 195~ QUESTIONS AND ANSWERS Unless the particular law of the institute states otherwise, a noviceship of two years is completed on the second anniversary (August 15, 1954-August. 15, 1956). The'same principle is true ofa noviceship of eighteen months. When the constitutions demand a greater duration than that required by the Code for validity, this added duration is prescribed only for liceity unless the constitutions certainly state that it is necessary for validity. This principle is true of a noviceship of eighteen months or two years, of temporary vows prescribed for four, five, or six years, of a greater age for the profes-sions, for the office of higher superior, or of added years of profession demanded for this same office~ For example, can. 504 requires that the provincial have completed his thirtieth year for the validity of his appointment or election. If the constitutions demand thirty-five years of age, the added five years are required only for liceity. Time is especially to be .watched with regard to the noviceship and temporary profession. The first canonical maxim of the novice-ship is that an invalid noviceship renders any subsequent profession invalid. The first canonical maxim of temporary profession is that a temporary profession of less than three full years renders the per-petual profession invalid. The first canonical maxim of all these cases of time is that time is computed physically, mathematically, not morally. A candidate appl!ed for our institute who had been born of a mixed marriacje and baptized a Catholic in'infancy. The Catholic parent died durincj his infancy, and he was then broucjht up ,~s an Episcopalian. lie was converted to the Catholic Church'at tfi~ ~.cje of fifteen. Is he af-~ fected by the impediment of, "those who have renounced the C;atholio faith and joined a non-C:atholie sect (c. 542; '1 o)?. An impediment is to be strictly interpreted, i. e., its extension is to be confined to the narrowest sense possible within the proper meaning of the wording of the law (c 19).'Therefore, those bap-tized as Catholics, whether their parents were Catholics or non- Catholics, but brought up from irlfar~cy in heresy, schism, infidelity, or without any religion and who were later converted to the Cath-olic Church are not included in this impediment of can. 542, 1", which demands that the subject have. knowi.~gt~ pro~fessed the Cath-
Transcript of an oral history interview with Theodore A. "Ted" Arcidi conducted by Sarah Yahm at the interviewee's business in Manchester, New Hampshire, on 11 March 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Ted Arcidi is a member of the Norwich University Class of 1982 and a former professional wrestler, actor and power lifter. His interview includes discussion of both his career and his experiences as an athlete and a student attending Norwich University. ; 1 Theodore A. "Ted" Arcidi NU 1982, Oral History Interview March 11, 2015 At interviewee's business in Manchester, NH Interviewed by Sarah Yahm Transcribed by C.T. Haywood, NU '12, April 4, 2015 SY: Whenever you're ready we can let the games begin. TA: Alright, shoot. SY: So can you introduce yourself for the mic. TA: Ted Arcidi, graduate of Norwich in '82. SY: Excellent, and we're here at your business in Manchester, New Hampshire. What's the name of your business? TA: Building and business. I developed this building. It's a mill building, an older building and I also have my business here, Weightlifters Warehouse where we sell fitness equipment. SY: Excellent, can I borrow a pen? Interview pauses SY: Okay, so the thing with oral history is we get to start out early. So where were you born? And when you were a kid what did you want to be when you grew up? TA: A Norwich grad [said in joking tone]—hold on I'll get there SY: Okay, okay. TA: I was born in, I was born in Buffalo, New York and what did I want to aspire to? I didn't even know until like high school. I wanted to be a pro hockey player because I was I was really good in hockey and I played it, you know, religiously – practiced, practiced, practiced, practiced. I think I got my work ethic from my parents. I mean I'd be on the pond skating when—I went to private school so it was great I'd be skating by myself just doing drills, shooting drills, things like that for hours. Stick handling. I was a defenseman but I was small. I didn't really grow until like college, you know, late bloomer. And during that time I got into weight training and I just I just caught the bug you know. I was red shirting for Norwich. I was playing hockey at Salem State. I was in the JV's over there. They brought me up a couple of times to the varsity but I still needed some more work so I just started lifting weights and doing my cardio, doing my running and when I went to Norwich I had to red shirt because when you transfer you have to you know sit out a year. And that's when I just started lifting even more and more and making like I said those five pound gains on the bench every week. SY So [coughs] what did you like about it? TA: I loved it because I could just see my body changing and getting stronger. And maybe helped out my self-esteem too you know because I was kind of scrawny. I was wiry, I was strong. All's I used to do before was push-ups, sit ups, a lot of calisthenics, which are good which I find out are really advantageous to weight lifting because all those years that I was doing that I was, my tendons were getting stronger and my ligaments. I was getting a good base core. 2 SY: Yeah. So I'm just, going back to you, you at like five years old or ten years old how would you felt at that moment… TA: If I knew what was gonna happen? SY: Yeah when you got the title, "strongest man in the world!" TA: Oh it would be, I wouldn't believe it, they would have the wrong guy. It wasn't even in my wheelhouse, wasn't even in my radar. It was like, yeah I mean it was just like reserved for people that were born big or maybe they were just lived on farms or something I don't know. But I, but I never had that type of diligence then. And it wasn't a popular sport you know, so. I mean you'd watch it on TV and stuff the people, you know the big Russians and stuff concentrating and stuff, but that's as far as it went as far as like you know inquiring about that. SY: And did it drive you crazy that you were small? TA: I knew I was gonna grow. But I didn't, I didn't like any kid especially when it comes to sports you know you want to have some size because you're competing against other people especially in a sport like hockey. I did a lot of baseball, basketball, you know, recreational stuff. Little league. I didn't get much past that. Then I just concentrated on hockey like in the sixth/seventh grade. Started with the recreation then went to youth hockey and then high school hockey. That's the Bobby Orrick era, you know, that was big. Everybody did, everybody played street hockey all day. I mean that's a difference today, kids don't do that. They're not outside. They're like on their, you know their iPhones and stuff. They're missing a beautiful segment of their life, you know. SY: I know it's true. You're preaching to the choir on that one. Okay so you were at Salem State for a while and then how'd you end up at Norwich? TA: I flunked out [laughs]. I almost flunked out. I was there and I didn't have a real good first semester and I was bouncing on the side. This is, this is when I started lifting weights and you know yeah you wanna work your loins, you wanna get the benefits, you know? Because I'd never, I'm thinking, "Wow," you know, I could actually go to bars and hang out with the guys and stuff. It was like a whole new identity, you know. So like anyone else that gets anatomically more fit and more muscular you, you're young, God, you know, and so I worked at a bar, and a place called Face's in Salem. It was like a bikey bar and the homework, and I was like still training to play hockey but the homework just, I just wasn't doing it, you know. And I got like a 0.0 average [laughs]. SY: That's impressive. TA: Yeah, yeah. And then I had the talk with the dad and he says ah, he knew I need direction, he didn't even know I worked there. But I thought it was cool, you know, because I'm making money off my physique, so. So what I did was, we had the talk, he says, "You know, you got to improve. And you improve, we're gonna send you to another school, send you to Norwich." Because he went to Norwich himself. SY: Oh he did, so is he a military guy? TA: Yeah, he didn't graduate. He ended up transferring to UVM, but he did a freshmen year there. But he knew about it. He had friends there and stuff. SY: And did he think you needed the military discipline? 3 TA: I needed, yeah, to just get more focused. And I did like it. I did the tour up there in senior year, but I wasn't ready for it. And then now I was, you know, at the time. So I had to really bust my ass and really do well in school that second semester or else if I didn't get my grade average up to like B, which I knew I could do, I was gonna be working like a regular job. He says, "You're out of your house. I'm not gonna support, and you've obviously made a choice, go work in the real world." Which, he was a thousand percent right. SY: So you were like, "Okay I'm gonna be a bouncer forever or I'm gonna get my shit together." TA: Or work construction or something else, you know, or go try to play junior hockey in Canada which I wasn't good enough to play major junior A. So I really focused on—and that was a time when I was starting to lift and I'm thinking, "You know I'm just gonna see where lifting takes me," you know. Because I read about body building and lifting and power lifting and stuff, but I never entered any contests or anything. So I got my grade cume up and it worked out well. I gutted it out and I ended up getting enough credits and a good cume to get into Norwich. SY: As a? TA: As a sophomore. SY: As a sophomore. So you didn't have to do Rook Week? You didn't have to—? TA: Oh yeah I still had to do that. I got Recognized a little earlier than the other guys but I still had to do that, get in there in August and stuff, you know. SY: So what was that like? TA: That wasn't bad. I wish they'd fed me more. I was so hungry. They didn't give me enough food, because I was lifting. Everybody thought I was a football player. Now the football players got to eat more because they were athletes but it's like, "Come on man, I'm a weight lifter, you know, I lift more than these guys do. Cut me some slack." I almost left the school. SY: Because you were just hungry? TA: I was starving. You only get a serving and stuff. And that all changed, yeah, because most of those football players and athletes were on work study, they had the waiter coats back then and they could eat as much as they want. I mean I'm paying the same tuition as these guys, these guys are in there for nothing, and they're eating better than me. This is outrageous. So I almost left the school. SY: So what did you do? Did you complain? TAL Yeah, yeah I complained and the and the straw broke the camel's back, when I was there for six months – I had already gotten Recognized - and I was going in for a late mess hall and I grabbed some eggs, you know, boiled eggs. And the head football coach - and I don't mind saying it now [laughs] but he was a real jerk, Barry Mynter, he grabbed my wrist and he said, "Put the eggs back." And I go, "No, I'm gonna eat." "Well it's only football players." "Well I'm an athlete too and people come in late and why are you doing this to me?", so. I went right to the president. SY: Who was it then? TA: Loring Hart, yeah. SY: And what did he say? 4 TA: I said, "You know I'm a lifter." And I think I started competing and, "I need the calories and I need the protein and I'm, you know even if I wasn't a competing athlete, for the money I should be able to eat more." So he signed a thing, a requisition, that I can get two steaks or two servings of whatever the meat was then, you know. And I thought it was so stupid it's like, man what about these other kids that didn't complain. That was a problem and I brought it up to them and I think things changed after that. You don't deprive people that are, you know, working their ass off in a school and these guys are paying top dollar and stuff. They might not be athletes but you don't do that to people. So anyway ah… SY: So you won that battle? TA: Yeah, yeah, and I wasn't trying to win or like get a scho—I just wanted to eat, you know, and then immediately it was fine, it was no big deal. SY: And if you were lifting that much you must have just been ravenous? TA: Yeah then I would have to get food from my house on weekends and stuff or go down to Lemory's at the time was there, I used to buy roast beef and stuff because they didn't feed you, they didn't feed you enough. And now it's different, I think you get to eat as much as you want right, probably? So I'm glad. Yeah I had it out with him too, that guy Mynter, he was a real horse's ass and I'll him to this day, man, look what you gave up [laughs]. Now I'm glad I did it for the other people though, there was a lot of lifters, because lifting was big, and they could only eat like one meal. This is insane, this is totally insane, so…. SY: Did you end up getting, so you got to eat to more, but did your lifting friends? TA: Yeah they started too. I said, "Tell them you're gonna leave. This is bullshit." You don't mind if I? SY: No of course I don't mind. That's fine. So I wonder if -- I also can picture you, you're this big guy at this point and you're in the Corps… TA: I was bigger than most of these football players. I mean I wasn't as tall but you know I could blow them away. And maybe there was some animosity there with them too. I mean they liked me and a couple of guys did help me lift and stuff in the old Armory. Jimmy Pavao who was a football player, he helped me out, real good guy. Arty and his brother, their last name was Stringfellow, they helped me out. And there was another kid I don't want to forget - um, what was his name? [pause]. I'll think of it. He helped me when, when we moved the weight system. We had the new complex which wasn't new now but it was in '81, the new place that I was lifting there, and he helped me a lot this other kid. I'll, I'll get his name. SY: Yeah, you'll remember it. So I'm trying to imagine it. Here you are, you're a year older than the other freshman. The cadre are, because you're a sophomore, the cadre are like doing their Rook thing and you're big, right? TA: Well I started getting some size. Everybody thought I was a full-back. I was still benching around 400 then, 420. SY: So did they mess with you less the cadre? TA: Uh they kind of picked on me a couple of times and stuff, I guess the whole breaking thing. You play the game, you know. I mean and I didn't want to get any different treatment, I just wanted to ah, you know I knew I was gonna get Recognized early as an upperclassmen so I was just going through things. Part of the, part of the regiment, because hey I decided to go to a military school and I should, you know, partake in their traditions, you know. Yeah and it's a character builder. It is. 5 SY: And do you feel like it ended up building your character? TA: I think so. I think that and then when I honed in on my skill, my, my ah, my attributes of becoming a competitive weightlifter. I think it just all came together and everybody's thinking you know, "Ted, you know he's representing the school," so that kind of gave me some status there too. But I busted my ass you know, and um… SY: Yeah what was your daily regimen? TA: Ah well I get up, I probably lift about 4 days a week, do my running still too. But when I lifted, I lifted very heavy, very heavy, twice a week, heavy on the upper body and two times a week on the squats. But I knew my forte was the bench because I was just like making five pound gains a week. That was insane. SY: That's insane--and I just can't imagine seeing your body transform that much. TA: Every time I looked in the mirror, and I wasn't on steroids at all you know um… SY: What was that like? TA: Did I take them later? Yeah I took 'em when I was World Class because everybody did, and that's the only way you're gonna compete. I mean these same people if you took 'em off steroids they're still gonna be number one and two in the world because they have genetics and they have built themselves up because of their workout routine and stuff, so that's just how it goes. SY: And that's the pressures of the competitive scene? TA: Well you have to do that especially if you want to make a name for yourself. I mean it opened up the doors to a ton of things, you know, being the best in the world, being the first man to bench press 700 pounds. That was a big thing, that was really big that was in all the, you know, Wide World of Sports and all that stuff. And that was, that was big. SY: So what does it do to your head to see your body changing that much? TA: Yeah getting back between my sophomore and junior year, and senior year every year. I mean I went there and I was benching as a fresh--well as sophomore like 400/420. And then there's a 100 pound gain after that for the next year, and another 100 pound gain after that. And I'm just saying to myself, "I'm not, I better not blow this," you know? Because at one point I was, I was thinking you know I have a shot to be the first man to bench press 700 pounds. I mean that's gonna, that's gonna be earth shattering. No one's ever done it. The world record at the time was 661. You're breaking it by like forty something pounds, that's like Bob Beamon in the long jump. You just blew it away. SY: So you sort of realized you could push the capacity of a human? TA: I knew that I could do 7, I think I had the ability to do 7 my [phone buzzes]. Can you cut for a second, okay? [tape turns off and then on again] SY: So alright, so okay, here's what I keep thinking about. TA: Where was I though? SY: You were talking about realizing you could bench press 7. 6 TA: Oh yeah because I was making these extraordinary gains, still not on the juice. I got up to, people don't believe this but I got up to a 600 pound bench without steroids. No one's ever done that. SY: What made your body able to do that? TA: I think it's good genetics and I was always into taking vitamins back when I was playing hockey. My mother being a nurse, my dad's an orthodontist, she got me on the B vitamins--take 'em every day. And then vitamin C. That was a new thing then but that helped a lot because while you're growing it does decrease your inflammation and makes you recuperate better. But I still think the big thing was I always ate well and I ate smart, you know, because of those two people. And I think the fact that, you know, partaking in sports is important, but even when I was doing sports the calisthenics, I was like insane about it. And I really feel that doing--I used to do dips like an animal, push-ups, chin-ups. And I really feel that that just commenced a great basis for weight training because my tendons were really strong. I, I because I did that for years. I did that for at least three years before I even touched the weight. SY: How many hours a day? TA: Oh not too long. I mean just enough to do my things. I do it like three days a week, but little did I know that was laying out the base. Because some people when they start weight training they ah, they're hitting walls and stuff because they don't have the foundation. I think I built up a foundation just doing a lot of good calisthenics -- clean, full-range of motion, yeah. SY: So when you were lifting then, what would go through your head or were you really not thinking? Was it almost like meditative? There was no…? TA: Oh you mean when I was doing maxes or just working out? SY: Just working out. TA: I loved the feeling of moving big weights. SY: What about it? TA: It's, it's hard to describe, because it feels like another rep. Even if it's one rep. It's not painful, it's just like, you're just putting all your effort into that one push, you know? And then of course you do supplementary exercises. I didn't just do bench pressing, I did a lot of triceps work behind the neck press which I had the world record at one time too. It's an odd lift but it's not really measured, but I did up to 375 for five, standing behind the neck press. SY: So it seems like part of it for you was just sort of like, it was kind of blowing your mind that you were lifting these things. TA: Yeah but I went with it. I went with it and that was what I gonna say. I was, because you know when you're training with heavy weight you gotta warm up. If I get injured, I'm screwed. A lot of guys were pulling pecs because you try too much and I just made sure I warmed up and stuff 'cause now you're getting into no man's land which is scary. And when you get three people spotting you: one in the middle, and one on each side ,when you're going for like reps over 500 pounds, one wrong tweak, you're screwed. You blow a peck, go back to dental school, you know [laughs]. That's where I would have been. And I said that to myself. I know I'm jumping ahead, but before I went out there in front of that crowd, I ah I felt a twinge when I was in the warm-up room and I was thinking, "Well you know something, if it's gonna rip, let it rip out there," you know. But it was just a nerve twinge because the thing went up like butter, it was--the crowd psyches you up you know. So yeah I had to watch myself but 7 I knew I was in no man's land and I made sure, three major things, because I you know, what was great was with school being a phys ed major you're doing so much anatomy and physiology, chemistry, and this was great because I correlated this into my body and it made perfect sense. I got it, you know, where a lot of people don't. And its three major things for weight training: plenty of protein, plenty of sleep, and recuperation. As I was getting heavier and heavier into lifting heavier weight I needed more days to recuperate, so then I was only benching heavier once a week and couldn't do that three days a week, you know, Monday through Friday because you're gonna beat the shit out of your system. You're gonna blow something. So you gotta listen to your body and that, that's what it took too. Because a lot people, there's a lot of decent athletes out there but they over train and then you once pull a peck or separate a shoulder you're out of the running man, you're never the same. SY: And you didn't have a coach or mentor? TA: No, all me, all me. SY: You were your own case study for phys ed? TA: Pretty much, yeah. I mean I was so thankful and I am to this day - um his first name was Scott, you can write that in there, the other kid that helped me out - just to get spotters. Now what was awesome was at the point, even when I was there as a sophomore you go in there and you're putting on weights and people aren't stupid, they're gonna stop and just see what you're doing and then you got a picture, "Okay next year he comes in 100 pounds gain." I would just be a show stopper, people would stop what they're doing and they're very willing to help and stuff too you know and get you psyched up, because you gotta get to that mental frame of mind. You're going for weight that you haven't seen rolled, you know. And I just had the three major components from my muscle groups: I had my pecs, my shoulders, and my tri's those things right there. And I trained them to the max so they had the best rest and the best ah reflex and reaction because speed's involved too, you can't you know you want to get a good explosive burst. And um, yeah and it's always been like a show time thing. SY: Yeah it is a show. TA: Yeah because you start, the whole gym stopped. They're never gonna see that weight again by anybody you know, so even when I was wrestling on the road at Gold's Gym. SY: Did you like it? TA: Yeah, yeah, it was like cool it was like [laughs] you know the clapping, I'm warming up with 400 and they're clapping. When I went do tours on the um, in Europe and stuff, Greece, I was very lucky with my vitamin line and and as a world record holder to do exhibitions. I made a lot of money doing that and I put it back into the company. And they're very cordial out there. They clap all the time. They're very, very nice people. Yeah, yeah, yeah, it was pretty cool. It was pretty cool. So yeah, it all, ah. God. SY: Did it go to your head? Here you are you got this young guy, you're stronger that everybody…? TA: Naw I didn't get cocky or nothing. I mean if I got drunk a few times with the guys, you know, it was guy stuff but I wouldn't no. I, I remain grounded because I knew where it got me and it you know everything is a circle, you go around and do something stupid it's gonna come back and get you. I've seen it happen to people in all sports and it just wasn't me. SY: So alright so you finish, you finish Norwich, you've started competing --8 TA: Right, well I was competing already, yeah, but now when I finished Norwich it was, I'm at a World Class level. SY: And meanwhile your dad's like, "Go to dental school." TA: Yeah, and I wanted to go to dental school because he had that speech with me my senior year when I was going up to graduation with my mom. He knew that, and I knew, especially in Concord, Mass where I grew up. First of all they're not gonna pick me as a Phys Ed teacher because they just, it's cronyism, even in public schools, you know. And where the jobs are so few and far between -- I mean you look at a globe it's probably the same way today, you know try to go teach at a decent school system where the money, which was great back then, might be 25 or 30, but you're never gonna get in. You're behind all these people and there's favorites. And then he's thinking, that's the beauty of my dad, he's still around, he was looking towards the future: "How you gonna have a family? You know, how are you gonna? Your wife's gonna have to work, she can't be home with the kids. You know that's gonna be tough." And he just kind of spelled it out for me. And he says, "You got some good sciences, you got a good base, I say take a year and do more prerequisites, and apply to dental school." And I did that while I was still lifting. And I got into Tufts. I did a year of prerequisites at Northeastern. I did some at Middlesex Community College, some other prerequisites. All science. I did that course "Stanley Kaplan for DAT's." I did well on my DAT's. I did average. For a phys ed major that's phenomenal! [laughs] So I ended getting into Tufts, Marquette, and NYU, and Georgetown. SY: Those are really good schools. TA: Yeah, yeah. SY: Look at that from failing out of Salem State. TA: Yeah, yeah. And the interviews and everything -- they knew I was a competitor too and they asked me, "Are you gonna compete?" "Yeah I'm still gonna compete." And I did. But my freshman year at Tufts, it's a very heavy course load you're with the med students, and with my working out it was getting tough because I got invited for the second time to the Hawaiian International Powerlifting Championships. And I couldn't handle both so I had a talk with the dean. I said, "Listen, I got to try this out. I mean I could be on the verge of really setting a big big record here." And they understood because they had some athletes, some kids who played minor ball and stuff, they took a leave of absence and they would come back and that's what I told them. And I told my father that and my father knew off the bat, he goes, "You're not gonna come back," and he was pissed and my mother was upset. But my dad really took it hard, because he was he was part of the Tufts program over there. My sister had gone there, he had done lectures there and I felt like I was letting him down but I said, "I'm never gonna have this chance again. I'm never gonna have it again." And at the time I was 283 or something, and I was gonna go for like the world record then to be beat 661. And that was 1984. So I left. I took the leave of absence January of '84,and still on leave [laughs]. SY: I was gonna say, so you gonna go back to dental school [laughs]? I'm kidding. TA: And yeah and…. SY: I'm still technically on leave from my Ph.D. program. TA: Really, yeah? SY: And it's been a long time [laughs].9 TA: Well you know, you only got one life, you know, so. So I did that and that really set the stage because I knew I was getting invited to the next one. Now keep in mind at the time these weights I'm going for - 650, 666, 700 you only can cycle, my workouts you can only cycle those like once a year because it does takes so much out of your body. And so I was really thinking this thing out smart, I said, "I'm gonna do this right, I want to get that seven. I know I can do it, but without getting injured, I'm not gonna have, I don't want to do 2/3 contests a year because I'll burn myself out. I'll get stale, I'll get hurt." So I planned it out well and um, I, the extension, the leave of absence continued you know for well the next year, 1985. And that's when I did it - March 3, 1985 in Hawaii. The third time I was out there, the Hawaiian International Powerlifting Championships. SY: So tell me about that day. TA: Yeah there's a sign right up there. That was the first one I did when I --you can see the--it was April 5, 1983. That's when I was on my leave of absence, not leave of absence I was doing my qualifications, my general, my studies for prerequisites for Tufts. And the next year I was in dental school. And then that was only like, I don't know four months, then I got out. So yeah he took it, he took it hard but I--it's like okay, I'm getting ready for this meet. So what I did was I ah…. SY: Did he not get the powerlifting thing too? What did he think? TA: I can't blame him because no one makes a living lifting weights, you know? There's no money in that. SY: Was he was he Polish? Was he the Polish? TA: He's Italian. SY: He's Italian. TA: Oh yeah. SY: Is he an immigrant? TA: Ah son of an immigrant. SY: Son of an immigrant so…. TA: It's in that category, that culture still you know - someone's gonna take your spot you know you're not gonna come back, and you know they think the worst, they're alarmists. That's the beauty of the man, he saw down the road. He wants to see not just the next ten years, you know, but what happens later because it goes by quick you know, time. So he ah, he was worried. I said, "Listen, if I don't get the record, I'm going back to school." I ended up getting the record. And wrestling was big and then the Globe like I said yesterday, the Globe did a big article on me and um… SY: So once that started happening did he stop worrying? TA: No. He assumed that I was going back to dental school. But he was the first one to find out that I wanted to get into pro-wrestling by reading the article. And I had that tape recording with the old machines, the voice machines, the uh telephone machines, answering machines, and I kept it for the longest time: "Ted, I just saw the Boston Globe article. If you even harbor a thought of joining that circus I'm changing the locks." Click. He didn't talk to me for several months. SY: Really? 10 TA: Yeah, I could see you know he's like, "What the hell are you doing now?" And I told him, I said, "Wrestling is really big now." And I went down to see Vince McMahon, you know he had contacted me and he heard of what I did and stuff. And Ken Patera who was a big wrestler back then who happened to be in the Olympics, in Olympic lifting, that's how he got in there like years before me. He was in jail because him, there was this big thing during WrestleMania, him and this other wrestler Saito they, they broke into a McDonald's. The guy was closing he said, "No I see the hambuger's here." They went in and then he had to do some time, so they needed another strongman. So timing is everything. He was like the strongest Olympic lifter at the time, silver medalist anyway. But was legit because people want to see a real strongman in wrestling. I don't care what they, you still see that today. Excuse me, hold that thought. [phone vibrates] SY: Holding that thought, holding that thought. Interview pauses and resumes. Okay so we were in the middle of you, you were talking about you were talking about '85. TA: Yeah, okay, so where was I? Um yeah, obviously still on my leave of absence. Is this before I set the record? SY: This is, well okay, we're talking about your dad, your dad's voice mail. TA: So I set the record, yeah and uh… SY: We still haven't gotten to the day of the record…. TA: and I'm hopping on the wrestling thing you know. SY: Right. TA: I want to make some money with this body. I mean I'm right there, I'm bigger than the wrestlers, you know? SY: But you hadn't done any wrestling? TA: No. No. And I knew I had to go camp, wrestling camp, so they put me in wrestling camp for six months down the WWF in Orange, Connecticut. And at the time now I started my vitamin company while I was student teaching in 1984, May of '84. And… SY: So you're back to phys ed? TA: Well I was, I was not student teaching, I was working as a sub and sometimes the full time teacher too like filling in and stuff because I was still um--yeah I was I was… SY: Because it's less time than dental school? TA: Yeah, yeah, yeah. Because let me see now, when did? Yeah I lasted until January and done with school, January of '84. So I had to make a living. And I got back into, I got into teaching. I was always like subbing even while I was doing my prerequisites. I was subbing while I was going to Northeastern, Middlesex. And I did, I had a good name subbing, kids liked me, you know. And I was doing mostly sciences, I loved science because you know, biology, physical science, and I got paid the same money and I didn't have to run around in a sweat suit and stuff. Hell I wanted to save my energy for lifting you know? So at the time I was substituting and filling in as teachers, so I, at the same time I started my vitamin company in May of '84 with like four or five products out of Powerlifting USA. It was a magazine for powerlifters that got about maybe 15,000 subscribers but it was enough to start [sneezing from interviewer] --bless you, must have been the horse -- ah enough to like generate money selling 11 products you know? It was only vitamins I had. The basic ones - amino acids, um mega packs, protein, couple of other little things like orchic, glandulars, carbo fuel. And there's an interesting twist on this how I got into that. Because at the time I was letting somebody use - you know how you get endorsements, small endorsements - out of that magazine because I was up an coming and I had set some records in the 275 pound weight class. And I was a super heavy weight so everyone's, you know, they want you to advertise their products. And this guy was John Buckley out of out of Plymouth, I'd like to say, down that way Plymouth, Mass. He wanted me to endorse some vitamin pills. I didn't know much about it, I said, "Yeah, as long as I can get some free vitamins and give me some money," you know. It wasn't a lot but I figured hey I can get free training supplies and vitamins. So I didn't have a contract. I just "yeah, sure." And I found out because I went down to visit him and his wife and him are like, this like from a little ad in Powerlifting USA, I went down unannounced just to pick up some vitamins you know some amino acids, throw me a few bottles, you know. And they're wrapping boxes. There must have been like twenty or thirty boxes. Those were orders that came in every day. So the mechanism starts turning, and I'm like, "What is this guy? I can do what he does, and it's my name." I didn't have a contract I got out of it. He was bullshit. I started my own. I went to the same supplier too. SY: There you go. TA: Yeah because I saw it. It was on the label - distributed by or manufactured by and I said, "Listen, I'm the guy. I've been endorsing this thing for a year and I want to do it my own." And it worked out great. And after teaching I would come home and there would be a couple of blinks on the answering machine and they could be catalogs or orders. I was doing pretty good. I was doing like, I don't know, started out light that, that ah, that spring. But as my, as I got out there and people knew it was my company and I would talk to them on the phone about their progress in lifting and stuff, which is good like a lot of vitamin companies are not gonna do that, you just buy their stuff through GNC. But I was giving them programs, telling them how to do things, how to take the supplements, and I built up a hell of a fan base and business, you know. So that kept me going. I didn't have to do any teaching anymore as I got into that, and then that culminated into ah, once I got the record I had two things. The vitamin company got really big. I was in a guy's basement and you could smell vitamins. It was boxes and boxes of vitamins. I'd go to the ah, I had a box company deliver there. On this neighborhood in Newton, Mass., an eighteen wheeler would pull up where he's not supposed to and, and give me mail order supplies. And the owner was cool, Neil Todd, and he liked it. He thought it was pretty cool. He was a professor at BU but he knew I was getting big with the supplements because you walk down there and I had it down. I had my computer. It was an old Apple. Type out the labels. I had like a thing I got at Vista--I don't think they had it back then, Vista print, a little catalog on how to take the supplements, ah prices. And UPS came every day and it was the balls. It was great. And I was training. I was like okay this like being a professional athlete. I'm endorsing my own stuff, which was different. A lot people didn't know about doing that. SY: So you kind of made it? TA: Yeah, yeah and but I did it. I marketed myself which was good, you know. All because of that visit that I had: "Hey I can do what he's doing, and its mine, my name. Let me do it." you know? SY: So you turned yourself into a brand? You branded yourself? TA: Yes. I branded myself, yeah. SY: That's interesting. 12 TA: And then after I set the record in '85, the world record, the 705, man I'd go to the PO boxes I'd get like fifteen orders a day. And I had to get out there because it was just getting too big. SY: Let's talk about making that record that day because I want to know what you remember. TA: Ok yeah, March 3, 1985. I flew out there a week -- I was really smart about this too and I think like I said it goes back to my education and you know my instinct, sensing my body, of what I needed to do to just have that peak performance for literally two seconds. That's it, two seconds. So I get there a week ahead, get acclimated, ate good food, relaxed. You're not getting any stronger. I did a light, light, super light workout. Oh God it was maybe 225 for a set of ten, light triceps, real light just to stimulate the nerves, you know. Did some like light jogging, you know. And I ate really good. I stayed with Hawaiian out there who was also competing with his family and so I hung out with him but we'd go out and have steaks and eat well and just relax until the meet, which is kind of serene. It's kind of a good feeling because whatever happens, happens. That record, whether it's gonna happen or not, that happened back at home in the mainland doing all those reps. God, my last workout set before I left, ten days before the actual meet I did six, thirty-five for two sets of three reps; and then I did six, fifty for two and a half reps. I knew I was ready. Because then when I do my warm-ups for the stage and stuff and you got the adrenaline out there I knew if I'm on I'm gonna get this son-of-a-bitch. SY: So you walk out and there's a whole crowd there? TA: Two thousand people. Because they knew me already from the two previous years because I'm always setting records out there in different weight classes, you know? SY: Are you nervous, you don't get nervous? TA: Nah, nah you don't get it. SY: Just adrenaline? TA: It's, it's you just psy--you got be to be controlled, you know. And I think that's on YouTube, my world record, you can see it. Yeah it's on YouTube, along with some clips from acting. SY: So you walk out there and you, you know, you get started…. TA: Well I open up, I'm like when you, you have three attempts in the bench, in any lift: bench, squat, dead lift. And I would do a token, when I did this they start with squats. I just did a token 500 pounds. It was just to get on the board because you have to do three lifts, you have to compete in three lifts in order to get a world record it has to be official. Comes to the bench, you get the lightweights, it all starts light you know, people weighing 100 pounds - lightweights, mediumweights, heavy, all the way up to heavyweights. And I warm up and my first attempt was 608 and it was like me and one other guy left. He was going for 600 maybe, or mid-sixes, or early sixes like 620. So it was just me and him and people loved this, you know. Because this is now the heaviest weight of the whole meet, and everybody loves the bench press. I don't care what you say, it's not how much you can squat. You look at somebody, "What do you bench man, like the state of Rhode Island?" you know. So I opened up with 608. It flew, it flew. Remember I told you that thing about in the locker room, in the warm up room I felt a twinge? If I'm gonna go, let me go, you know? I'm going back to dental school, you know. 608 flew. That kid ended up trying like 630. He bombed and now it was just me. Next attempt: 650. Blew it up [snaps finger]. Could have done four reps with that thing. Everything was clicking. It's just like one of those times you know? And then they said, "He's gonna go for a world record, 678." That means a 661, 71 that's like what? Sixteen pounds, fifteen pounds more. I ultimately wanted to go out for 7 but jeez, God forbid if something 13 happened I got to get away with a world record anyway. That went up. Put the bar down, and then you could hear the announcer Aand the crowd's going crazy. They want seven." I'm out there, "Seven, you want seven?" you know. And they went shithouse. And then, "He's gonna go for seven, load it up, this is history folks! This is history!" And the way it's set up because it's, it's kilos, the metric system, 699 and three quarters, now what's the next number? 705.5, set it up. Set that goddamn thing up. And uh they show me resting in between chalking me, TV cameras and on, I said, "I'm just focused, whatever it is God it's in your hands," you know? I just get emotional thinking about it you know? So uh I got out there and it's like, it's almost like surreal. I could just feel the, [pause] I didn't hear anything, you know. And I got the lift off, I brought it down, and I heard the judge. You could see the picture out there she's yelling, "Rack!" because you have to hold it on your chest for like a minute, not a minute, a second but it's the longest second in the world. But I didn't care and I locked it up and it was just, it was unbelievable. The place went shithouse. And ah, I threw my belt in the crowd and I just knew like it's gonna open up so much, you know? So… SY: And you also knew you'd done something no human…. TA: Oh yeah, "Strongest Guy on the Planet," you know, "Strongest Guy on the Planet." SY: What does it feel like to be the "Strongest Guy?" You know literally every single person you walk past, you know, "Oh I'm stronger than him, I'm stronger than him." TA: Oh yeah, well you're flying to Hawaii and you're looking at the world. You know I mean just puts it in perspective but it was just like, because it's so hard to get there you know. And it was great. It was like ah it just changed it everything overnight, you know? Then I got the calls from the wrestling, more endorsements and stuff and then the vitamin company grew like a bastard. But I wanted to focus on wrestling because I wanted to get into the wrestling. And yeah they sent me to camp. They all knew about the record. It was everywhere. And even some of the wrestlers they knew I was coming in with the World: "Well we can do seven too!" but it's just a joke you know? But I did it and they were lifters too and they respected that. I would talk to them and stuff. It was, it was great, yeah. I went to wrestling camp after that, I, my brother helped me with the company, vitamin company in that basement there and then I had somebody else, we moved it up to Concord, New Hampshire. One of the kids, one of the lifting friends, had a place up there and we did it out of at his house for a while. Then I just moved into like an industrial park because it was just getting bigger. Then I moved here, fast forwarding, in '88. SY: Oh you've been here since '88? TA: I've been here since '88 yeah but that was phenomenal. SY: And so that was the beginning. TA: That was the beginning, yeah. SY: And then um… TA: I can still picture it. SY: Yeah? TA: Yeah it's like - SY: What's the image? 14 TA: It's dark on the side and ah, it went up easy, it went up unbelievable. It was unbelievable. It went up so, I think I could have done two reps with it, I swear to God, or at least one and a half which is absurd, you know? SY: That's amazing. TA: Oh yeah the crowd helped. I mean how can you not? You see why like in football and stuff they go crazy, they're running that extra yard. You got the crowd too. I mean it's insane, you're like a gladiator, you know. But it was just that record it was all due to the training I did by myself you know? Didn't have a coach. And I had the right formula just watching my ass, you know, don't over train and eat well, and sleep well. Sounds simple but you gotta have good workouts too. You gotta really work out hard when you're doing your work outs. You gotta really try to work your triceps and your shoulder presses and your bench presses, but that can only be done if you have the other two. So if you screw up there's always one of those triads that you mess up. Yeah. SY: And so you didn't get hurt before then you haven't gotten hurt since? TA: Never, never. Ah just from training yeah just from training. I, I think I should have just--I came back and I did the record again in '91 and that's when they had those bench shirts, those real heavy bench shirts and they were so easy I trained for six months and I got 725. But I was getting problems with my elbows. I couldn't lock them out. So they disqualified that. But you know I should have gotten out at least by 1990 because for some reason I was just building up a lot of bone calcification in my shoulders and in my elbows to the point that you couldn't extend and I'm thinking, you know I'm not gonna tell, even though you could tell the judge that's as far as your go, you look like shit because you only go up like halfway or three quarters and people are saying, "lock it out," you can't lock it out. SY: And this is a performance, right so you need to give the people what they want? TA: Yeah, yeah but I just knew my time, you know, I just I just concentrated on the vita--I still do exhibitions and stuff but I had to get my elbows operated on. And they did a great job, they took all the calcification out so I can unlock my elbows and I had to wear a brace. I still wear a brace to this day on both arms just to keep it stretched so it doesn't get that way because I lift light but that's what I should have done more was stretching I think, then I wouldn't have that problem. I didn't stretch enough and that's what builds up like barnacles because your body has so much pressure and its bones on a joint, on the bone matter, that it reacts by building more bone even if it's like like bone spurs and things like that. It will find a way. SY: Was it hard to let go of competing? I'm just thinking…. TA: Not really because you know I started getting sore. When your work outs get hard and your wrists hurt because of the elbows, and then you have all this other index pain it hurts. It's time to get out. And I'm glad I did. I think I did my last heavy workouts I did a rep record for reps in '96, this is after the surgery. And I did ten clean reps with 500, which was easy. I did it for an exhibition in Boston but I knew that was it, you know move onto other things so yeah. SY: And that was okay? TA: That was good. I did the biggest lift, it's still the biggest lift ever, pounds over body weight. SY: It's still the biggest lift ever?15 TA: For a super heavyweight. They're breaking it now like 727-30 but they're weighing 400 pounds. I weighed 293. SY: What about the pressure? The steroids pressure. How can, how can, because that takes a toll on the body? TA: Ah yeah but you got to be methodical about that too, you know. I went and had a doctor I didn't want to take the shit off the street. I went to a real doctor. I had blood tests. And what was beautiful, the beautiful thing was I was cycling once a year for heavyweight and that was smart. Because I'd be off for a lot of the year and just get on for a few months. SY: Did it affect your personality? TA: No. No not at all, didn't affect my health at all, not at all. It gets a bad rap. It's medicine if you take it the right way. It's, it's fine but if you overdose on that. SY: What about the 'roid rage and all that stuff? TA: Yeah I…maybe those people didn't know how to contain themselves and they didn't cycle. I think it's overdrawn because I still think it's their ego that's hidden and they just get more boastful and arrogant assholes, you know. SY: Sort of like a mean drunk usually is-- TA: Yeah exactly, is usually mean prick anyway, yeah absolutely. SY: You learn a lot from people. TA: Oh yeah and you see that in gyms and stuff. But I did get some knowledge from bodybuilders, the ones that were really really good like Olympias. They would only do one show a year, Olympia. And they took a lot of stuff, I mean they took diuretics and everything else but they wouldn't put their body through that three or four times a year. You'd die. Do it once a year. That was the greatest thing just doing one meet a year that last two years. SY: Interesting. TA: Yeah. SY: Yeah. TA: Peaking is everything, everything peaking. SY: Hm. What do you mean? TA: Your body peaking. If you do two or three, four meets, your body doesn't have enough sufficient rest, it gets stale. If you focus on one meet and you train naturally for like three quarters of that year, nothing, you're building up your tendons and then you're building up into a heavier weight. So it's still fresh and your body reacts and it welcomes that. It's not getting beaten toward uh catabolism and anabolism. Catabolically is when you're breaking down and anabolically is when you're building up. So you want to make sure that the circumstances and your surroundings are favorable for that type of genesis, you know. And it is, it was and its it's pretty simple. Luckily as I said I had this science background. I mean when I went out I was dumbfounded. I mean there were some other competitors, there was some strong kids out there, strong guys, one from Alabama - what's he eating the night before? McDonalds. He, he died. I mean he didn't die, he couldn't even get his opening attempt. You don't eat 16 McDonalds food. So they didn't have the knowledge, they didn't have the knowledge, and the knowledge is power. SY: Alright so let's talk about wrestling. So what was it like to be part of as your father called it - TA: The circus. SY: That crazy circus. TA: Yeah, yeah. I ah, I went to wrestling camp in July and I was on TV in December. Starting with the interviews and stuff like that they're building me up you know I was the "World's Strongest Man," so they gave me all squash matches and stuff like that just to build me up. And that was awesome, it's on national TV. Every morning they showed the world record bencher in Hawaii, so like this guy's legit. So whenever I would go to a match they liked me because I would bring asses into the seats you know? I didn't have the greatest technique in wrestling but I still can throw people around, you know. SY: Which is pretty much what they want in wrestling. TA: Yeah, yeah, and there's theater and I started off as a good guy and all the way to WrestleMania I was a good guy, and then they wanted, I wanted to change, I wanted to go to, I liked the drama of being a bad guy. And they wanted me to be a heel because I had that persona, so I went to a couple different territories to wrestle, just to build that up, to build up your craft you know, to work your system. And I went to Calgary and worked up there after. I did, I was in the WWF for like a year and then I went to Calgary for maybe three months, and then I went, I got recruited down to World Class Wrestling with the Von Erich's and that's where I really became a good heel. And the vitamin company still growing; I got people working in the vitamin company. And I ended up falling in love and just going back to work and I had a kid on the way and I didn't go back to WWF. I went back to here, I went here. It changes you know when you have a kid. And the road is--plus I mean I had a great income on the side. It wasn't on the side, that was even making more than wrestling. At the time I was in GNC's. I'd do the demonstrations too. Immediately they order thousands and thousands of dollars especially if they knew I was gonna come in and do a demonstration and sign autographs which is great. Anytime a fan to this this day from TV or from this how it's tied into together - they want an autograph I give an autograph. They paid me. I can't fathom these people that just won't give them the time of day and stuff. It's very sad. SY: So you came back here and you've been running this company and helping develop this building and then now you're doing acting. So tell me about that. TA: Yeah I um, after I did that rep record in Boston for WHDH sports - it was like a big thing down in Boston, promote something. It was on TV and stuff. It was good. I wanted to do something, I always wanted to get into acting. Some of my fellow wrestlers would be in acting and they were doing thug stuff and I'd like to try that you know? And I'm glad I did it the right way. I went to acting school in Boston for a couple of years and I started doing a lot of student films. Those are the best because these are kids as you know Emerson College, BU, this is a mecca here. And all these student films, graduate films, they can use as much tape and free cameras. I mean it's in their tuition. And all I wanted to get was my best scenes where I can a reel together to send to New York. Because I knew I, you know I ended up scoring some decent commercials that made national, made area commercials. You know CVS was one of my first ones. Nevada Bob's - remember them? Nevada Bob's, that was a sporting goods store. Um… SY: Was this as Ted Aricidi or as? 17 TA: As Ted Aricidi, yeah. And I would go in and they knew I lifted but they, it didn't make that crossov-- and I didn't want it to. I wanted to make as an actor you know, just the bones, the chops. But I did a ton of student films and one of the student films went to Sundance which is cool SY: What film? TA: Bobby Loves Mangos. SY: Gotta write it down I haven't seen it. And what do you like about acting? TA: I love getting int different personas. I'm a character actor. I love it and now I'm getting. Yeah it's just, you start out with a character and you bring what you can bring to the table. They want to see you, they don't want to see you act like somebody else. And I get that for auditions and stuff. SY: Do you think that your time, because your body was, you know your body was a tool when you were a weightlifter, right? And when you're an actor your body is an instrument that's the word I'm looking for. Do you think there's a parallel? TA: I think there is. I think I got my work ethic still. I mean I still go to New York a lot and I'll take classes with other actors, other working actors. Because you always want to hone your craft you know like workshops and stuff with casting directors. I do that all the time, even when I'm busy. It just keeps you sharp, it just keeps you on your thing and they'll throw you a scene and sometimes it's cold read and stuff. I love it. It's very instinctive, very instinctive. SY: Do you feel like you get typecast or you? TA: Ah not anymore. I lost a lot of weight you know I can wear a long shirt. I can be a detective, I could be a blue collar guy. Last one I did I owned a bowling alley, Donald Cried,that should be coming out probably in another year I would think. We just finished that. I had some really good scenes in that. And then I was with Rosanna Arquette in a movie too, Born Guilty. That was just filmed a couple months ago. And I played a deli owner, like her friend. She shoots the shit with me. [Laughs] that was cool. So yeah I like all the different ones and I'm glad I did lose though a lot of weight because I don't want to be typecast as just a thug. I could do that, you know I'll do if I have to, you know. But like in the movie the Family I did that as a bodyguard, no as a hit man trying to kill Deniro and his family. Me and six other hit men from New York. And ah, but they gave me a subst--a decent role in that too so it wasn't just a guy with a gun and just say a couple of words. I had, I had some decent stuff. SY: You got to be more nuanced. TA: Yeah, yeah and they throw stuff at you, and then like there's the fighter too. How could I forget that! I played an ESPN fight promoter, a matchmaker, you know? And they hide me for who I was. They, he didn't know and I never tell you know? Let them find out later, you know. So yeah character acting is great. I love it. It's just such a, it's a different, it's different than lifting. But it's something that I know I'm good at and, and I love doing it. I'll do it until the day I die. I'm very lucky to be able to jump into a, into another field like this. SY: And the vitamin business makes that possible? TA: Yeah well the vitamin business is no longer because when I got out of the competitive thing I figured I had a good trailing, I had a good following but it's almost like hmmm mid-nineties, that was about it, you know. 18 SY: Bit this sports equipment business-- TA: Yeah that's doing well, that's doing very well downstairs. And we sell new fitness equipment - the stations, multi gyms, the single stations, weights, and everything. And then what's really big though is the cardio business: treadmills, ellipticals, bikes, steppers. But I get them from Precorp, I get them used and I have a tech care, and we refurbish them and we end up having a good niche on the market. I mean, these things go for - the kind you see in the gyms, the real good ones like, like Life Fitness, Precorp's a big name - they'll go for six/seven thousand dollars. I'll get them through this distributor who distributes for Precorp in all the schools, colleges. And I get 'em from them and I have a good tech and we basically refurbish them back to like new standards. And we, and they and they we sell them at half the price. There's only two of us in New England - me and this other guy in Rhode Island. And that's doing great, yeah. SY: So. TA: And then I got the building too. SY: The building to. So I'm just thinking, you know when I - wresting and weightlifting were not on my radar as a kid growing up, definitely it just wasn't. But when I mentioned to my husband who I was gonna interview, and he grew up in the '80s, and he was like, "Ted Arcidi! Holy shit, da da da da, right?" TA: Lot of people know, yeah. SY: And he, this is not like, he doesn't follow wrestling, he doesn't follow. But you, when he was a kid you were a big deal, right? So what do you think represent to people? What do you think you represented to like you know eight-year-olds when you were um…? TA: Oh I was like a super hero to them, absolutely, especially when wrestling was getting catapulted like that. Wrestling peaks and valleys, crests, and troughs, and I hit it at a, I hit it at a crest. And oh yeah especially when you're in the WWF and that's when there wasn't a lot of cable. People watched WWF religiously. Hulk Hogan - I mean I trained with him. We're in matches together. I mean it was phenomenal. That's why I think it was easier to transcend into acting because I was with these guys. It's not like, "Okay I'm working with Mark Wahlberg -whoo!" You know who gives a shit? He's an actor, he's a good actor, I'm gonna work with him. I could hold up my own against him and they come up to you after and they and they talk to you and stuff and shoot the shit because they get it from all angles, at that level it's insane. SY: And did--I bet Mark Wahlberg grew up with you? TA: He probably saw me. Yeah, I didn't pick his brain. He wanted to go golfing. If I'd golfed that day, we were gonna go golfing I didn't golf. I go, "My father golfed, so" [laughs]. SY: I'm just wondering if I have any concluding thoughts. So do you, yeah let's go back to Norwich because this is about Norwich. So do you think about your time at Norwich? Do you feel like you? TA: That was instrumental. I don't think I would have been in the right environment to be as diligent and committed and ambitious in my weight training in my weight lifting to be the best in the world if I was somewhere else. Because there would be too many distractions. I mean I was a big fly fisherman, trout fisherman, so all's I did was eat, lift, do my studies, plenty of time to do the studies, and I would go fishing. I'd be fishing every weekend. SY: So it provided you with the environment where you could? 19 TA: Conducive to do that. And you're with other guys that look up to you too. Every workout was like a show there. And they were just pushing me. I'm representing the school so that was really good after that by junior year yeah it was like, I don't want say the big man on campus but they knew what was going on. They read articles and stuff and it's great for Norwich I mean the president, "hey I gave him extra food" [laughs]. But they see an article in the Globe and they see Norwich, that's great for the school and I think they started a weight lifting club with me there. SY: Did you contemplate going into the military at some point or did you know? TA: No. I just wanted to do my two years mandatory up there, yeah. SY: And then you knew you were done? TA: Yeah. But you have to do the two, you know, because you are technically I mean it says they could call you in those two years. That's when we had that static with the Iran hostages and all that. I could have got called in because I was still commissioned for two years at, in ROTC, you know. But there's a thing there, they could still call you in. SY: Were you worried about it at the time? TA: Nah, no because I didn't think we were gonna get called in. They had Marines ready to go in there you know SY:Yeah. What are they gonna call you in for. I don't know if I have any other questions. TA: Well if you have any more call me. Scott Norton! write it down! SY: Scott Norton! TA: Scott Norton! SY: We got it on tape. TA: Okay great. SY: You remembered it! TA: Yeah, yeah. He was instrumental big time, Scotty. SY: Yeah, how? TA: Just helped me when I was benching over 550 he was giving me lift offs. That's insane. That's when I bent two bars, two of Mynter's bars [laughs]. Oh I should tell you about this though. No one really knows about this but before when I was training for Hawaii, the big lift 1985, I had a bad lift off in the gym in Waltham, Mass. The kid gave me the lift off and this is when I was doing 635, 630. This is like, no this is in '84. It was like 630 for two I was at time then. This is in 1984 this is…April-May? I got the lift off, this is 630. He gives me the lift off but when he rolls it off he twists his hand like that and it made the weight go down like that and it just went, free falled on my chest up and down, 630 pounds. People thought I was dead. I'm in shock and they had me there. They were gonna call the ambulance. I could kill 20 somebody. It bounced up and down. I must have tensed up. And he felt like shit. I felt so sorry I said, "Listen it could happen to anybody, you know?" But they had me sit down, rest, because I could have internal bleeding, I could be dying there. It's like when people have a stroke or an aneurysm, they're talking to you and then all of a sudden they're out you know? That could have been it down there. I could have blown a valve or something. And I felt like a pain, a twinge, but it wasn't that bad. If it was you know it wasn't swelling up or nothing. And I finished my fucking workout. I went back there and I did 630 for three. I had a seminar in Iowa that weekend to do behind the neck presses, and I couldn't even bring my hands back. I couldn't sneeze. It was bruised, a bruised sternum. I had an X-ray done that night. Not broken, nothing. I mean that's just testimony to like how strong and how well developed with tendons and muscles just doing an instinctive freeze that it just literarily bounced up and down. That would kill somebody. That would kill them. SY: I think it would kill, it would've killed any other human. Alright so let's have a big reflective question. TA: Yeah. SY: What lesson have you learned or can you impart from having been the strongest man in the world? What does that teach you? TA: Never give up. If you know you, I mean people have to have a perception of what they're capable of. I still think that a lot of people are over stroked today, "you can do anything." No you can't do everything but there's something you can do good. And if you think you can do good, and if you think you can do better than others, that's the whole idea behind competition, and I knew that the way I was making the gains I'm gonna stick this thing out and be smart about it, you know? SY: So everybody should just find their thing. TA: Find their thing, yeah. I think everyone could do something and if they work out hard enough -whether that's acting or you know pushing a broom or running a company, there's something there's some trait everyone has and just follow that and don't get dismayed. I had a lot, you get backstabbers everybody gets backstabber you know, jealously. The guy's record I broke, Bill Kazmaier. Oh God he was sending people to buy supplements from me saying they got sick. He called the FDA on me he was trying to say the lift wasn't legal. I said, "Hey, get over it man. I broke your fucking record. I broke it by forty-six pounds you know?" SY: Deal with it. TA: Yeah. yeah, so yeah. You get the, they call deterrers, yeah you get them. You know [laughs] it's jealousy. It's jealousy. It's basically a reflection on them, you know, what they're inadequate of doing something. SY: So did your dad ever forgive you for not being a dentist? TA: Oh yeah. Yeah, yeah, he saw I was doing well. But even when I--I bring him here and he realized that I could probably do this for the rest of my life if I stuck with it, with the vitamins but I got into the equipment and then I started a women's gym here, women's only fitness. And he was such a great guy he, like I say he's still around, this building was a distressed building, we bought it from the FDIC together 21 and I developed it. This whole mill building it's like a huge horseshoe. We got this this wing and the half of the wing on the riverfront. Then there's a middle section guy who owns it and then you have another people, another owner on the other side. But he was really proud what I did because I never had to take a loan. I made it with my money, you know, with my businesses and that was phenomenal. SY: You were, it's really interesting you were very smart in terms of you were like, "I have this skill, I have the science background, I'm developing my body, and then I'm turning myself into a brand…" TA: I could make products, vitamin products but with more potency for weightlifters you know with my name on it because I'm proven. There's a poster out there - "owner tested, owner approved." I mean that sticks in people's heads. Not that your gonna bench 700 but this guy knows what he's talking about. And I would do seminars and talk about science and muscle recuperation and stuff and you know people. I'm not trying to impress people I'm just telling like it was. But that's because of that great education at Norwich you know? Um hmm…what else? SY: I don't know that's a lot. We've talked a lot. TA: Yeah it goes by quick huh? SY: This was great. TA: Thank you for coming up.
Anadolu, bin yıllar boyunca birçok medeniyete ev sahipliği yapmış, birçok kültürü, birçok dili bünyesinde barındırmış, prehistorik dönemlerden günümüze insanlara yurt olmuş toprak parçasıdır. XIX. yüzyılın başlarından itibaren Batılı arkeologların ilgisini çeken bu topraklar, XX. yüzyılın ortaları ile Sualtı Arkeologlarının ilgisini çekmeye başlamıştır. Özellikle sualtı araştırmaları Anadolu'nun güney ve batı kıyılarında yoğunlaşmıştır. Marmara Denizi'nde Marmara Adası etrafında, Küçükçekmece Gölü'nde sualtı araştırmaları yapılırken, Güney Marmara kıyılarında sadece 2008 yılında Kyzikos (Erdek)'te sualtı çalışmaları gerçekleştirilmiştir. Marmara Denizi, özellikle günümüzden 7100 yıl önce Ege ve Karadeniz ile birleşmesinden sonra önemini arttırmıştır. Bu tarihten sonra, Karadeniz'in kuzeyindeki medeniyetler ile Akdeniz medeniyetleri arasında bir köprü vazifesi görmüştür. Neolitik dönemden itibaren çevresinde yaşam izleri tespit edilen Marmara Denizi, özellikle kolonizasyon hareketlerinden sonra bir çok kente ev sahipliği yapmıştır. Çanakkale Boğazı üzerinden Marmara Denizi'ne giren Akdeniz medeniyetleri Marmara Denizi kıyılarında koloni kentleri kurmuşlardır. Marmara Denizi'nin güney kıyıları uzun yıllar araştırmacıların dikkatini çekmeyi beklemiştir. Anadolu topraklarının diğer bölümleri ile karşılaştırıldığında, Güney Marmara kıyılarının ne kadar boşlandığı daha net anlaşılmaktadır. Bu sebep ile, bu çalışmanın alanı olarak Güney Marmara bölgesinin antik limanları seçilmiştir. Güney Marmara kıyılarında dört farklı ilin (Çanakkale, Balıkesir, Bursa, Yalova) sınırları mevcuttur. Bakanlık her çalışma döneminde bir il için çalışma izni vermektedir. Bir dönemde bir ilin kıyı şeridinin araştırılması imkansız olduğu için çalışmamız yalnızca Bursa il sınırları içerisindeki antik limanlar ile sınırlandırılmıştır. Marmara Denizi'ndeki 135 kilometrelik Bursa kıyılarının yanı sıra İznik ve Uluabat göllerinin kıyıları da taranmıştır. Çalışmalarımıza başlamadan önce tüm antik kaynaklar, geç dönem seyyahları ve modern araştırmacılardan bölge ile ilgili bilgiler derlenmiştir. Strabon, Herodotos, Pseudo-Skylaks, Apollonius Rhodius, Xenephon, Yaşlı Plinius, Dio Chysostum, Claudius Ptolemy, Stephanos Byzantinos, Pomponius Mela ve Gaius Plinius Caecilius Secundus gibi bölge hakkında bilgi veren antik yazarlar incelenmiştir. Ayrıca, Seyyid Muradi, İbn Battuta, Polonya'lı Simeon, Evliya Çelebi, Jean Thevenot, Richard Pockocke ve Charles Texier gibi seyyahların bölge limanları ve liman kentleri üzerlerine yazdığı bilgiler toplanmış ve araştırmalar esnasında yol gösterici olarak göz önünde tutulmuştur. Tüm bu kaynaklarda, özellikle kıyı kentleri ve liman yapıları üzerinde durulmuştur. Özellikle deniz ticaretinin başladığı dönemlerden itibaren, antik limanlar kent bölünmesi içinde en önemli noktalar konumuna gelmişlerdir. Ticaretin kentte başladığı ilk yer olmaları nedeni ile yaşamın direkt içinde olmuşlardır. Limanlar, gemilerin barınmalarına, yük alıp boşaltmalarına, yolcu indirip bindirmelerine yarayan doğal veya yapay sığınaklardır. Kente gelen tüccarların ilk ve son gördükleri yer limanlardır. Fakat, bu kadar önemli bir konumda olmalarına rağmen, araştırmacılar tarafından hak ettiği önemi yıllar boyunca görmemişlerdir. Bugüne kadar Anadolu kıyılarında limanlar üzerine yapılan çalışmaların sayısı bunu göstermektedir. Çalışma konumuz olan Bursa ili kıyılarında bugüne kadar yapılmış bir çalışma bulunmamaktadır. İnsan elinden çıkmış olan bilinen en eski su taşıtı M.Ö. 6000 yıllarına tarihlenirken, bilinen en eski liman yapısı M.Ö. 3000'lere tarihlenmektedir. İnsanoğlunun artan ihtiyaçları doğrultusunda kullandıkları su taşıtlarının ebatlarının büyümesi neticesinde yerleşimlerde deniz taşıtlarını koruyacak güvenli alanlara ihtiyaç doğmuştur. Gemilerin karaya çekilemeyecek boyuta gelmelerinden ve sualtında inşa fırsatı veren hidrolik çimentonun kullanılması ile liman yapıları karşımıza çıkmaya başlamıştır. Limanlar, kentlerin kuruldukları yerlere göre farklı şekillerde inşa edilmişlerdir. Bulundukları yere göre ve işlevlerine göre limanları iki ayrı başlık altında gruplamak mümkündür. Bulundukları yere göre, Deniz Limanları ve Tatlı Su Limanları olarak adlandırılmışlardır. Deniz Limanları ise yine kendi içinde, kıyı şeridinin farklılık göstermesi nedeni ile doğal veya yapay limanlar olarak ikiye ayrılırlar. Göl, nehir gibi tatlı suların kıyı şeritlerinin düz olması nedeniyle bilinen tüm tatlı su limanları yapaydır. Bir limanın yapay veya doğal liman olmasını belirleyen faktör liman havzasının inşa şeklidir. Doğal limanlar, koylarda inşa edildiği için liman olarak koyun su havzası kullanılmıştır. Yapay limanlarda ise, su havzası dalgakıran veya mendirekler yardımı ile yapılmaktadır. Ayrıca antik limanlar fonksiyonlarına göre askeri limanlar, ticari limanlar ve özel limanlar olarak üç başlık altında toplamak mümkündür. Dünya üzerindeki liman araştırmaları XX. yüzyılın başlarında başlamıştır. Anadolu kıyılarında ilk araştırmalar ise 1960'dan sonra başlamaktadır. Anadolu kıyılarında bugüne kadar Phaselis, Limantepe, Myndos, Kyzikos ve Küçükçekmece göllerinde gerçekleştirilmiştir. Fakat son 20 yıl içerisinde üniversitelerde yüksek lisans ve doktora seviyelerinde liman araştırmalarının yapılması gelecek için umut vaat edicidir. Bursa kıyıları, Anadolu toprakları gibi birçok medeniyete ev sahipliği yapmıştır. Antik kaynaklardan bildiğimiz kadarı ile bölgede oturan en eski medeniye Bebrklerdir. Bölgede genel olarak yaşayan halk Trak kökenli halklardır. Mysialılar, Frigyalılar ve Bithynialılar arasında bölgede bir hakimiyet savaşı söz konusudur. Kimi zaman Bursa kıyı şeridi Mysialıların kontrolüne geçerken, kimi zaman Bithynialılar kontrolünde olmuştur. Kimi antik kaynağa göre Kios (Gemlik) Mysia kenti iken, kimine göre Phygia, kimine göre ise Bithynia topraklarındadır. Persler M.Ö. 547 yılında Lidya Krallığı'nı yok edince bölgeye hakim olmuşlardır. Perslerin tüm Anadolu'da uzun yıllar hakimiyetlerinden söz etmek mümkündür. Fakat, M.Ö. V. yüzyılın ortasından sonra Bursa kıyıları da dahil olmak üzere, Marmara Denizi'nin güney kıyılarında Yunanlıların hakim olduğu bilinmektedir. Büyük İskender'in M.Ö. 333 yılında Anadolu'ya girmesi ile Perslerin Anadolu'daki hakimiyetleri yok olmuştur. İskender, Bithynia üzerine saldırı yapsa da, burası ile fazla ilgilenmeyerek Anadolu içlerine yürüyüşüne devam etmiştir. M.Ö. 202 yılına kadar Bursa ilindeki Kios, Myrleia gibi önemli yerleşimler bu dönemde kent devletleri statüsünde gözükmektedir. M.Ö. 202 yılında Prusias tarafından yeniden inşa edilen şehirler Bithynia Krallığı hakimiyetine girmişlerdir. M.Ö. 75/74 yılında Bithynia toprakları miras yolu ile Roma İmparatorluğu'na devredilmiştir. Bu dönemde Mithradates ile Pompeius arasında bölge için önemli mücadeleler olmuştur. Bursa kıyılarında kısa bir süre Mithradates'in egemenliği söz konusu olsa da, M.Ö. 63 yılından sonra ise Roma İmparatorluğu hakimiyetindedir. M.S. 395 yılında Roma İmparatorluğu'nun ikiye bölünmesinden sonra Bursa ili kıyılarındaki yerleşimlerde Doğu Roma İmparatorluğu hakimiyetine girmişlerdir. Uzun yıllar Bizans (Doğu Roma) İmparatorluğu hakimiyetinde kalan kıyı şeridi yerleşimleri, M.S. 1320'den sonra Osmanlı İmparatorluğu hakimiyetine girmişlerdir. Kolonizasyon hareketleri sonrası Marmara Denizi'nde ticari bir hareketlilik söz konusu olmuştur. Çanakkale Boğazı üzerinden Marmara Denizi'ne giren halklar yeni koloni kentleri kurmuşlardır. Bu kurulan kentler ve siyasi olaylar hakkındaki bilgiler deniz ticaret rotalarını çizmemize yardımcı olmuştur. Antik dönemde denizciler istedikleri zaman sefer yapamıyorlardı. M.S. IV. yüzyılın sonlarında yaşamış olan antik yazar Vagetius denizcilerin sefer takvimi hakkında bilgi vermektedir. Vagetius'a göre Antik Dönem denizciliği için meteoroloji ve hakim rüzgarlar oldukça önemlidir. Gemilerin sefer yapmalarına uygun belirli tarihler mevcuttur. Denizin şiddeti ve durumu tüm yıl sefer yapılmasına imkan sağlamamaktadır. 27 Mayıs'tan 14 Eylül'e kadar sefer yapmak güvenli iken, bu tarihten itibaren yaklaşık 11 Kasım tarihlerine kadar sefer için hava şartları ve denizler şüpheli ve tehlikelidir. 11 Kasım'dan 10 Mart'a kadar ise denizlerin tamamen sefere uygun olmadığından bahsetmektedir. Denizciler, uygun hava şartları için sefer mevsimini beklemek zorundaydılar. M.S. XVII. yüzyılda da Vagetius'un verdiği tarihler sefer için geçerliliğini korumaktadır. 1775-1776 yılındaki Seyir Defteri'nde Osmanlı gemilerinin Nisan – Kasım ayları arasında sefer yaptığı anlaşılmaktadır. Vagetius'un bahsettiği tarihlerden günümüze yaklaşık 1500 yıl geçmesine ve gelişen gemi teknolojilerine rağmen, Marmara Denizi'nde Mudanya – İstanbul seferini yapan gemiler hava şartları nedeni ile en çok Kasım - Mart aylarında iptal edilmektedir. M.S. IV. yüzyıl ile M.Ö. VII. yüzyıl arasında coğrafyada ve iklim kuşaklarında çok fazla değişiklik olmadığına göre, Vagetius'un vermiş olduğu dönemlerin VII. yüzyıldan itibaren geçerli olduğunu düşünmek yanlış olmayacaktır. Antik kaynaklara göre, kurulan ilk koloni kentleri Marmara Denizi'nin güney kıyılarında kurulmuştur. M.Ö. 756 yılında Kyzikos, M.Ö. 709 yılında Parion, M.Ö. 712 yılında Astacus, Marmara Denizi'ndeki koloni kentlerinin ilk öncüleridir. Kios'un kuruluşu ise M.Ö. 627 yılına tarihlenmektedir. Marmara Denizi'nin kuzey kıyılarında yer alan, Chalkedon M.Ö. 685'te, Selymbria M.Ö. 668'den önce, Byzantium M.Ö. 668'te, Perinthos M.Ö. 602'de, Thracia Chersonesus (Gelibolu) M.Ö. 561'de kolonileştirilmişlerdir. Marmara Denizi'ndeki kolonizasyon hareketlerine baktığımızda Çanakkale Boğazı'ndan Marmara Denizi'ne girildikten sonra en erken koloni kentlerinin Marmara'nın güney kıyılarında kurulduğu görülmüştür. Bu da güney kıyılarında bir ticaretin olduğunu kabul etmemize nedendir. M.Ö. V. yüzyılda dönemin önemli deniz gücü Atina liderliğinde, Perslere karşı ortak mücadele etmek amacı ile Delos Birliği kurulmuştur. Birliğin ilk işi Çanakkale Boğazı'nı ve Marmara kıyılarını Perslerden temizlemek olmuştur. M.Ö. V. Yüzyıldaki deniz ticareti ile ilgili elimizdeki en önemli arkeolojik verilerin başında Atina Vergi Listeleri gelmektedir. Bu listelerde Attika-Delos Deniz Birliği'ne vergi veren kentler ve vergi oranları gözükmektedir. Buna göre Marmara Denizi kıyısında vergi veren birçok kentin adı ile karşılaşmaktayız. Bu kentlerden bazılarının vergi oranları da gözükmektedir. Bu listelere göre, Marmara Denizi'nin güney kıyılarında kurulmuş olan Parion 1 talent, Procennesos 3 talent, Kyzikos 9 talent, Kios 1000 drahmi, Astacus 1 talent 300 drahmi vergi verir iken, kuzey kıyılarındaki Perinthos 10 talent, Selymbria 6 talent, Byzantium 15 talent, Chalcedon 7 talent vergi vermektedir. Vergi oranlarının şehirlerin ekonomik durumu ile doğru orantılı olduğu düşünülürse, M.Ö. V. yüzyılda kuzey kıyılardaki kentlerin güney kıyılarındaki kentlerden daha zengin olduğunu ortaya koymaktadır. Bu gelişmiş ekonomi bize dönemin deniz ticaret rotalarını da vermektedir. Marmara Denizi'nin ticaret rotaları M.Ö. VIII. yüzyıl içerisinde güney kıyılarında daha aktif iken, M.Ö. V. yüzyıl ile birlikte ana ticaret rotası kuzey kıyılarına kaymıştır. Bu dönemde, Marmara Denizi'nin hakimiyeti tamamen Perslerin elinde gözükmektedir. Bu dönem Persler ile Yunanlıların büyük mücadeleleri vardır. Marmara Denizi'nin bir Pers gölü haline gelmesi nedeni ile Pers satraplığına bağlı tüm kıyılarda özgürce bir dolaşımdan söz etmek olasıdır. M.Ö. V. yüzyılın ortasından sonra Marmara Denizi de dahil olmak üzere Ege Denizi kıyılarında Attika Delos Deniz Birliği'nin etkisi gözükmektedir. Fakat Anadolu'daki Pers varlığı Marmara Denizi'ndeki ticaret yollarını güney kıyılarından uzak tutmuş olmalıdır. M.Ö. IV. yüzyılın sonlarında özellikle Kios'un bastırdığı altın sikkeleri kentin ekonomisinin iyiliğine işaret etmektedir. Bu da, Bursa ili topraklarındaki kentlerinde bu dönemde ticaret yolları üzerinde bulunduğunu göstermektedir. Roma Dönemi'nde tüm Marmara Denizi kıyıları Roma İmparatorluğu güvencesi altına alınmıştır. Kuzeyde Perinthos, bölgenin en önemli limanı ve Via Egnatia yolunun başlangıç noktasıdır. Ayrıca kent, Roma ordularının geçiş istasyonu ve toplanma noktası olarak oldukça önemli bir konumda bulunmaktadır. Roma dönemi kentlerine ve bölgedeki siyasi olaylara göz attığımızda Marmara'nın güney kıyıları çok daha problemlidir. Özellikle Mitridates VI'nın Bithynia kıyılarında Romalılara üstünlük kurması ve Nikaia (İznik), Mryleia (Mudanya) ve Kios (Gemlik) gibi kıyı kentlerini ele geçirmesi nedeni ile bu bölge Romalılar için ticarete elverişsiz duruma gelmiştir. M.Ö. 74 yılında Bithynia topaklarının vasiyet yolu ile Roma İmparatorluğuna bağlanmış ve M.Ö. I. yüzyılın ikinci yarısında Apameia, "Colonia Iulia Concordia Apamea" ismi ile bir Roma kolonisi olmuştur. Güney kıyıları da güvenlik altına alındıktan sonra tüm Marmara Denizi kıyıları ticarete elverişli duruma gelmiş olmalıdır. Perinthos'ta bulunan ve M.S. III. Yüzyıla tarihlenen bir yazıt Roma döneminde Perinthos ile Apameia'nın iyi ilişkiler içinde olduğunu, hatta Perinthos'ta "Apameia'yı Sevenler Cemiyeti" olduğunu göstermektedir. Bu dönemde bütün Marmara Denizi sınırları içerisinde bir ticaretin olduğu görülmektedir. Ayrıca Romalıların Marmara Denizi'nin iki yanında birer koloni kurması ve bu kolonilerin irtibatta olmaları bir tesadüf olmamalıdır. Perinthos'un Via Egnatia ile Roma ve Trakya kentlerine bağlandığı gibi, Colonia Iulia Concordia Apameia'nın da Anadolu içleri ile Prusa üzerinden bağlantısı vardır. Tüm bu veriler ışığında, M.Ö. 6000'lerde insanoğlu Marmara Denizi'ni besin sağlama amacı ile kullanmaya başlamıştır. M.Ö. VIII. yüzyıl ile birlikte Marmara Denizi deniz ticaretinde ismini duyurmuştur. Arkaik, Klasik, Helenistik, Roma, Bizans ve Osmanlı dönemleri boyunca siyasi etkiler nedeni ile farklı deniz rotaları oluşmuştur. Her dönemde, değişen deniz rotaları kentlerin gelişmelerini etkilemiştir. Marmara Denizi deniz rotası üzerindeki kentler, gelişmeye sürekli devam etmiştir. Perinthos Antik Kenti ile Via Egnatia örneğinde olduğu gibi, limanlar bir yol ağı ile iç bölgelere ulaşıma sahip olmalıdırlar. Bu nedenle bölgede yol ağları üzerine de bir çalışma gerçekleştirilmiştir. Liman kentleri ile iç bölgeleri bağlayan yollar tespit edilmeye çalışılmıştır. Antik kaynaklardan bildiğimiz Prusa – Apameia bağlantısına ait arkeolojik bir veri ile karşılaşılmamıştır. Fakat yazıtlar ışığında Nicaea'dan Kios'a ulaşan bir yolun varlığı bilinmektedir. Bursa ili kıyıları kıyı yapısı, kayaç ve toprak yapısı ile antik kentlerin konumları karşılaştırılmıştır. Bu karşılaştırma sonucunda kıyı şeridi, kayaç ve toprak yapısı ile antik kentlerin konumları arasında bir bağlantı bulunamamıştır. Tarım toprakları haritası incelendiğinde ise, tüm önemli antik kentlerin (Myrleia, Kios, Daskyleion ad Mare) günümüzde zeytin dikim alanlarında kurulduğu ve verimli topraklara sahip olduğu anlaşılmıştır. Plakia Antik Kenti'nin konumu bazı antik kaynaklar tarafından verilse de, yeri hakkında soru işaretleri mevcuttur. Kent hakkında bilinenler, Rhyndakos Nehri'nin batısında, Pelasg kolonisi ve kıyı yerleşmesi olmasıdır. Yaptığımız araştırmalar esnasında, Kurşunlu/Karacabey'de sualtında oldukça tahrip edilmiş dalgakıran yapısı ile karşılaşılmıştır. Araştırma sahamızın başladığı alandan itibaren Rhyndakos Nehri'ne kadar tespit edilen tek liman kalıntısı burasıdır. Liman'ın üst kısmında bulunan manastır ve mimari parçalar bölgenin tarihini çok daha eskiye götürmektedir. Tespit ettiğimiz limanın, erken dönemlerde Plakia halkı tarafından kullanılan bir liman, Geç Antik Çağ'da ise Manastır Limanı olarak görev yaptığı düşünülmektedir. Burasının kesin olarak Plakia Antik Kenti'ne ait bir liman demek için en azından yazıtlar ile desteklenmesi gerekmektedir. Bu nedenle, bölgede başka bir liman kalıntısı bulunmamasından dolayı burasını Plakia Antik Kenti'nin limanı olarak tanımlamak uygun görülmüştür. Liman, iki dalgakıran yardımı oluşturulmuş, yapay deniz limanıdır. Dalgakıranlar iri düzensiz taşların yığılması ile meydana getirilmiştir. Daskyleion ad Mare ile Eşkel Limanı eşleştirilmesi XX. yüzyılın başlarında yapılmıştır. Bu nedenle, kentin limanını aramaya yönelik çalışmalar yapılmıştır. Eski fotoğraflardan kentin limanı tespit edilmiş, modern yapılaşmanın dalgakıran ve liman üzerindeki tahribatı belgelenmiştir. Kentin bir tek limanı olduğu ve bunun da koyun içinde inşa edildiği anlaşılmıştır. Dalgakıranı iri, düzensiz taşların yığması ile meydana getirilmiştir. Ketendere'nin gerek konumu, gerekse buluntuları nedeni ile bir kent olarak algılanmaması gerektiği anlaşılmıştır. Ketendere deresinin batı kısmında iri düzensiz taşların yığılması ile meydana getirilmiş bir dalgakıran yapısı tespit edilmiştir. Antik limanlar ve tatlı su kaynaklarının bağlantısı göz önüne alınarak burasının çok küçük deniz taşıtları için kullanıldığı ve Caesarea Germanica kentine ait olması gerektiği görüşü bildirilmiştir. Kapanca Limanı'nda yapılan çalışmalarda 2 adet dalgakıran yapısı tespit edilmiştir. Bu dalgakıranların, iri düzensiz taşların yığılması işe meydana getirildiği anlaşılmıştır. Yüzyıllardır yeri tartışma konusu olan Caesarea Germanica Antik Kenti ile Kapanca Limanı'nın ortak yönleri gösterilerek, burasının Caesarea Germanica olması gerektiği ifade edilmiştir. Trilye kıyılarında yapılan araştırmalar neticesinde ne yazık ki antik döneme tarihleyebileceğimiz hiç bir liman yapısı ile karşılaşılmamıştır. Trilye kıyı şeridindeki modern yapılaşma ve liman tahribatın en büyük sorumlularıdır. Trilye'de yapılmış olan çalışmalar incelendiğinde, burasının bir yerleşim yerinden çok bir kült olanı olarak algılanması gerektiği anlaşılmıştır. Mudanya sınırlarında yaptığımız araştırmalar daha önceden yeri tespit edilmiş olan akropol çevresinde yoğunlaştırılmıştır. Roma Dönemi'nden itibaren Bursa için çok önemli bir liman şehri olan Mudanya'da kıyı şeridinde antik döneme tarihlenebilecek herhangi bir liman kalıntısı tespit edilememiştir. Eşkel, Trilye gibi Mudanya kıyı şeridinin de yoğun olarak doldurulduğu ve yapılaşmaya gidildiği anlaşılmıştır. 1860'lı yıllarda kıyı şeridinde sözü edilen dalgakıran yapılarının bu yapılaşma nedeni yok olduğu tespit edilmiştir. Mudanya – Gemlik arasındaki araştırmalar neticesinde Sırakayalar Mevkii'nde liman yapısı tespit edilmiştir. Dalgakıranlar iri düzensiz taşların dizilmesi ile meydana gelmiştir. Limanın fonksiyonunu anlamak için çevrede yaptığımız araştırmalarda limanın yamaçlarındaki tepe üzerinde yol yapımı ve taş ocağı nedeni ile yoğun tahribatın olduğu gözlenmiştir. Hangi kente ait olduğunu tespit etmek için yaptığımız araştırmalarda, ismi bilinen fakat yeri hakkında soru işaretleri olan Bryllion Antik Kenti ile ortak noktaları tespit edilmiştir. Bu limanın yaklaşık olarak üç kilometre iç kısmında bulunan Gündoğdu'da bulunan antik kent ile bağlantısının olduğu anlaşılmıştır. Bazı bilimadamlarının Paladari olarak isimlendirdiği kentin erken dönemleri hakkında hiçbir bilgi yoktur. Antik yazarlardan bölgede olması muhtemel kentler araştırılmış ve eşlenen tek yerleşim ile filolojik eşleştirilme yapılmaya çalışılmıştır. Tüm veriler göz önünde tutulduğunda Gündoğdu'daki antik kentin Bryllion, limanın arkasındaki tepe üzerinde de Bryllion'un epineonu olan Tereia'nın bulunması gerektiği düşünülmüştür. Bu nedenle kayıp kent Bryllion ile Gündoğdu yakınındaki Çiftekayalar'ın aynı yer olduğu ifade edilmiştir. Özellikle M.S. X. yüzyıldan sonra bölge için önemli bir gemi üretim merkezi olarak bilinen Gemlik'te yapılan araştırmalar neticesinde antik döneme tarihlenebilecek herhangi bir liman veya tersane yapısı ile karşılaşılmamıştır. Kıyı şeridinin tamamen dolduğu ve yeniden yapılaşmanın olduğu anlaşılmıştır. İznik Gölü'nde yapılan araştırmalar esnasında dört farklı noktada iskele kazıkları tespit edilmiştir. Bu kazıkların yerleri ile, bölgede yerleri tahmin edilen antik kentler karşılaştırıldığında birebir örtüşme söz konusudur. Ahşapların tatlı sularda binyıllar boyunca bozulmadan kalabildiği bilinmektedir. Bodrum, Myndos, Antalya, Plakia, Eşkel, Gemlik örneklerinden de bildiğimiz gibi limanların olduğu yerler binyıllar boyunca aynı işlevde yaşamlarını sürdürmüşlerdir. Bu durum göllerde de söz konusu olmalıdır. İznik kenti çevresinde yaptığımız araştırmalarda dalgakıran benzeri bir yapı ile karşılaşılmamıştır. Kentin göl kısmında yoğun dolgu bulunmaktadır. Göl Kapı önünde tespit edilen kazıklar muhtemelen antik kentin iskelesini işaret ediyor olmalıdır. Yüzyıllar boyunca aynı mevki, eskiyen ahşapların yenilenmesi ile kullanılmış olmalıdır. Uluabat Gölü'nde yaptığımız çalışmaların sonuçları İznik Gölü'nde yaptığımız çalışmaların sonuçları ile benzerlik göstermektedir. Her iki gölde de dalgakıran veya mendirek yapısına rastlanmamıştır. Gölyazı (Apollonia ad Rhydakos)'ta yaptığımız çalışmalar neticesinde insitu şeklinde bulunan bağlama taşı limanın tam yerini bize göstermektedir. Bağlama taşı gölden yaklaşık 16 metre içeride bulunmaktadır. Aradan geçen yol ile, olması muhtemel kalıntılar tahrip edilmiştir. Antik kaynaklardan Miletopolitis Gölü kıyısında kurulduğunu bildiğimiz Miletopolis kenti günümüzde tamamen karasal bir alandadır. En yakın göl Uluabat Gölü olup, arasındaki mesafe kuş uçuşu 20 kilometredir. Strabon'un bahsettiği gölü bulmak için çevre topografyası ve coğrafyası üzerine yapılan araştırmalar ile kuruyan gölün sınırları tespit edilmiştir. Müze Müdürlüğü'nün yaptırdığı kazılar neticesinde ortaya çıkan yapılar ve topografya ışığında limanın nerede olması gerektiği açıklanmıştır. Rhyndakos Nehri'nin Uluabat Gölü ve Marmara Denizi arasında kalan kısımdaki çalışmalarda herhangi bir liman yapısı bulunamamıştır. Buradaki çalışmalarda orta boyda balıkçı teknelerinin bile günümüzde bu nehirde yolculuk ettiği ve kıyıda herhangi bir liman yapısına gereksinim duymadan demirleyebildiği anlaşılmıştır. Bu alandaki çalışmalara, herhangi bir buluntu olmaması nedeni ile ayrı bir başlık açılmamıştır. Kıyı şeridindeki ve göllerdeki çalışmalar göstermiştir ki, Bursa il sınırlarında tespit edilen tüm deniz limanlarında dalgakıranlar iri, düzensiz taşlar yardımı inşa edilmiştir. Tatlı sularda ise, herhangi bir dalgakıran yapısı ile karşılaşılmamaktadır. Tatlı sularda liman için ekstra yapılaşma gerekmemektedir. 135 kilometrelik kıyı şeridinde üç adet dalgakıran yapısı tespit edilmiştir. Eşkel, Trilye, Mudanya, ve Gemlik gibi halen yaşamın sürdüğü yerleşim yerlerinde limanların tahrip ve yok edildiği anlaşılmıştır. Kıyı şeridinin düz olması nedeni ile doğal liman hiç yoktur. Tespit edilen limanların hepsi yapay deniz limanıdır. M.Ö. VII. yüzyıldan itibaren deniz ticaretinde aktif olan Marmara Denizi kıyılarındaki limanları tarihlemek için yeterli veri mevcut değildir. Dalgakıranların yapım şeklinden tarihleme yapılamamaktadır. Fakat buluntular ışığında; Plakia Antik Kenti M.Ö. IV. yüzyıl; Daskyleion ad Mare M.Ö. IV. yüzyıl; Caesarea Germanica M.S. I. yüzyıl; Apameia/Myrleia M.Ö. IV. yüzyıl; Bryllion ve Kios M.Ö. V. yüzyıl'a tarihlendirilmektedirler. Plakia – Daskyleion ad Mare arasındaki mesafe 33 kilometre; Daskyleion ad Mare – Caesarea Germanica arası 5 km; Caesarea Germanica – Apamia/Myrleia arası 14 km; Apameia/Myrleia – Bryllion arası 9 km ve Bryllion – arası 17 kilometredir. Aralarındaki mesafeler bakımından bir ortaklık gözükmemektedir. Bu nedenle, bölgede liman kentleri kurulurken aralarındaki mesafeden çok coğrafya şartlarına dikkat edilmiştir. ; From prehistoric times to modern times, Anatolia has been home to many civilizations. It has hosted many cultures and many different languages have been spoken on this very piece of land. Since the 19th century, these lands attracted the attention of western archaeologists. Then, in the middle of the 20th century, it started to attract the attention of underwater archaeologists. Underwater research is particularly concentrated on the south and west coasts of Anatolia. While underwater research has been carried out around Marmara Island, at the lake of Küçükçekmece at the Marmara Sea, the only underwater research carried out in 2008 happened at Kyzikos (Erdek) at the south coasts of Marmara Sea. Around 7,100 years ago, after the Aegean Sea and the Black Sea connected, the importance of the Marmara Sea increased. After this period, it had officiated as a bridge between the civilization of the Northern Black Sea and the Mediterranean Sea. With the Neolithic Period, signs of life started to be detected around Marmara Sea and then with the colonization movements, the area hosted many cities. Mediterranean civilizations entering the Marmara Sea through the Dardanelles started to establish colonial cities at the coasts of Marmara. The south coasts of the Marmara Sea waited to attract the attention of researchers for long years. This can be seen clearly when, compared with the other parts of the Anatolian lands, the Marmara coasts were neglected. For this reason, the southern Marmara region's harbors were chosen as the area of this research. Four different provinces (Çanakkale, Balıkesir, Bursa, Yalova) had borders at the coasts of the Marmara Sea. The Turkish Ministry is providing a working permission for each province, at each period. As it was impossible to investigate the coastline of a province at a period, the research was limited to ancient harbors with the border of Bursa Province. Apart from the 135m areas at the coastline of Marmara Sea, the coasts of İznik and Uluabat lakes were also investigated. Information about the area was gathered from ancient resources, late antique travelers and modern research. The writing of the ancient authors, who gave information about the harbors of the region and harbor cities (including Strabo, Herodotus, Pseudo-Skylaks, Apollonius Rhodius, Xenophon, Pliny the Elder, Dio Chrysostom, Claudius Ptolemy, Stephanos Byzantinos, Pomponius Mela and Gaius Plinius Caecilius Secundus) were examined. Moreover, writing of the travelers such as Seyyid Muradi, İbn Battuta, Polish Simeon, Evliya Çelebi, Jean Thevenot, Richard Pockocke and Charles Texier were collected and considered as an adviser during the research. In all these resources, particular emphasis was laid on coastal cities and harbor structures. Since the period when maritime trade began, harbors become the most important points in the segmentation of the cities. Because they are the places where trade originated in the city, they were directly integrated into daily life. Harbors are natural or artificial places where the ships find shelter, load and unload goods, and board and drop off passengers. The first and last thing that a merchant coming to the city saw was the harbor. However, despite being in such an important position, they have not received enough attention from researchers over the years. The number of studies on the harbors of Anatolian coasts demonstrates that thus far. At the Bursa Province coastline, no research was held until today. The earliest sea-faring vessel made by humans dates back to 6000 BC, and the earliest harbor structure dates back to 3000 BC. According to the growing needs of people, water vessels also grew in size, and people needed places to protect these vessels. As a result of the size of the vessels becoming too big to be pulled to the coast easily, as well as the invention of hydrophilic cement allowing constructions underwater, harbors structures were constructed. Harbors were constructed in different ways depending on where they were found in the city. It is possible to divide harbors in two groups, according to the places where harbors were constructed and their respective functions. According to location, harbors are divided into sea harbors and freshwater harbors. Because of the diversity of coastline, sea harbors can be further categorized into natural and artificial harbors. Because lake and river coastlines are flat, all the freshwaters harbors are artificial. The main factor that determines whether the harbor is artificial or natural is the construction form of harbor's basin. Because natural harbors were constructed at bays, the natural basin of the bay would be used to form the harbor. Artificial harbors are constructed with the support of water basins, breakwaters and moles. Additionally, ancient harbors are divided even further, according to their functions: military harbors, trade harbors and private harbors. Harbor research around the world started in the 20th century AD. ; Bursa Metropolitan Municipality
0 ORGANIZZAZIONE DEL PROGETTO: "Analisi degli ambiti prioritari di domanda e offerta di tecnologie per la "Fabbrica Intelligente"" 0.1 Cenni Teorici sull'attività di Project Management La parola "Progetto" è utilizzata per indicare compiti e attività in apparenza molto diverse tra loro, basti pensare ad un progetto di ricerca e ad un progetto di costruzione di un edificio: due attività assai diverse e formalmente senza punti in comune. Al fine di approfondire i concetti legati al progetto in esame, sarebbe utile definire in maniera più precisa cosa si intende con la parola "progetto". Sin dai primi studi di Taylor e Gantt ad inizio del 1900 si è cercato di dare una definizione chiara del termine, arrivando a definirlo come: "Un insieme di persone e di altre risorse temporaneamente riunite per raggiungere uno specifico obiettivo, di solito con un budget determinato ed entro un periodo stabilito" (Graham, 1990) "Uno sforzo complesso, comportante compiti interrelati eseguiti da varie organizzazioni, con obiettivi, schedulazioni e budget ben definiti" (Russel D. Archibald, 1994) "Un insieme di sforzi coordinati nel tempo" (Kerzner, 1995) "Uno sforzo temporaneo intrapreso per creare un prodotto o un servizio univoco" (PMI – Project Management Institute, 1996) "Un insieme di attività complesse e interrelate, aventi come fine un obiettivo ben definito, raggiungibile attraverso sforzi sinergici e coordinati, entro un tempo predeterminato e con un preciso ammontare di risorse umane e finanziarie a disposizione." (Tonchia, 2007) È da notare che, a prescindere dall'organizzazione e dal settore di riferimento, un progetto è caratterizzato da alcuni elementi distintivi: • un obiettivo da raggiungere con determinate specifiche; • un insieme di attività tra loro coordinate in modo complesso; • tempi di inizio e fine stabiliti; • risorse normalmente limitate (umane, strumentali e finanziare); • carattere pluridisciplinare o multifunzionale rispetto alla struttura organizzativa. La specificità dell'obiettivo determina l'eccezionalità del progetto rispetto alle attività ordinarie e quindi l'assenza di esperienze precedenti. Le organizzazioni, siano esse imprese, enti pubblici o Università, svolgono appunto due tipologie di attività con caratteristiche distinte: 1. funzioni operative; 2. progetti. Talvolta le due categorie presentano aree comuni e condividono alcune caratteristiche: • sono eseguiti da persone; • sono vincolati da risorse limitate; • sono soggetti a pianificazione, esecuzione e controllo. Nonostante queste caratteristiche comuni, progetti e funzioni operative hanno obiettivi diversi tra loro: il progetto infatti è di natura temporanea e ha lo scopo di raggiungere il proprio obiettivo e quindi concludersi, la funzione operativa invece è di natura ripetitiva e fornisce un'azione di supporto continuativo all'azienda. Un progetto indipendentemente dal settore e dall'organizzazione nel quale si sviluppa, ha 3 vincoli fondamentali tra loro in competizione: • qualità o prestazioni; • tempo; • costo. Per di più se il progetto è commissionato da un cliente esterno sarà presente un quarto vincolo, ovvero le buone relazioni tra l'organizzazione e il cliente, è chiaro infatti che è tecnicamente possibile gestire un progetto rispettando i primi tre vincoli senza coinvolgere il cliente, ma così vengono pregiudicati i futuri business. Le principali caratteristiche di un progetto sono: 1. Temporaneità: Ogni progetto infatti ha come detto una data di inizio e di fine definite, e quest'ultima viene raggiunta quando: a. gli obiettivi del progetto sono stati raggiunti; b. è impossibile raggiungere gli obiettivi; c. il progetto non è più necessario e viene chiuso. Temporaneità non significa che un progetto ha breve durata, i progetti infatti possono durare anche diversi anni, l'importante è comprendere che la durata di un progetto è definita con l'obiettivo di creare risultati duraturi. La natura temporanea dei progetti può essere applicata anche ad altri aspetti: - l'opportunità o finestra di mercato è generalmente temporanea; - come unità lavorativa, raramente il gruppo di progetto sopravvive dopo il progetto, il gruppo infatti realizzerà il progetto e alla conclusione di questo verrà sciolto, riassegnando il personale ad altri progetti. 2. Prodotti, servizi o risultati unici: Un progetto crea prodotti, servizi o risultati unici. I progetti solitamente creano: - un prodotto finale o un componente di un prodotto; - un servizio; - un risultato, come degli esiti, dei documenti e report. L'unicità è un'importante caratteristica degli output di un progetto. 3. Elaborazione progressiva: con questa espressione si intende lo sviluppo in fasi, organizzate attraverso una successione incrementale per tutto il ciclo di vita del progetto, infatti man mano che un Project Team (Gruppo di Progetto) approfondisce la conoscenza del progetto è anche in grado di gestirlo ad un maggiore livello di dettaglio e sarà in grado di arricchirlo di maggiori dettagli via via che il Team sviluppa delle conoscenze sul settore. L'attività di Gestione del Progetto o Project Management è l'applicazione di conoscenze, abilità, strumenti e tecniche alle attività di progetto al fine di soddisfarne i requisiti, dove il Project Manager (PM) è la persona incaricata del raggiungimento degli obiettivi di progetto. La gestione di progetto include: • identificare i requisiti; • fissare obiettivi chiari e raggiungibili; • adattare specifiche di prodotto, piani e approccio alle diverse aree di interesse e alle diverse aspettative dei vari stakeholder. • individuare il giusto equilibrio tra le esigenze di qualità, ambito, tempo e costi, che sono in competenza tra di loro. Nella gestione dei progetti infatti, è costante lo sforzo atto a bilanciare i tre vincoli (qualità e prestazioni, tempi e costi), poiché i progetti di successo sono quelli che consegnano il prodotto, il servizio o il risultato richiesti nell'ambito stabilito, entro il tempo fissato e rimanendo entro i limiti del budget definito, infatti la variazione anche di uno solo dei tre vincoli implica che almeno un altro ne risulta influenzato. Il PM si occupa inoltre di gestire i progetti tenendo conto dei rischi intrinseci di un progetto, ossia eventi o condizioni incerte che, se si verificano, hanno un effetto o positivo o negativo su almeno uno degli obiettivi di progetto. Una Gestione dei Progetti efficace ma allo stesso tempo efficiente, può essere definita quindi come il raggiungimento degli obiettivi del progetto al livello di prestazioni o qualità desiderate, mantenendosi nei tempi e nei costi previsti e utilizzando senza sprechi le risorse disponibili. Tutto ciò è fondamentale che sia conforme al desiderio del cliente, infatti nei casi in cui un progetto è commissionato da un cliente esterno, le relazioni con quest'ultimo diventano un ulteriore vincolo di progetto e quindi Il successo di un progetto si raggiunge con quanto detto sopra e con l'accettazione da parte del cliente. Raramente i progetti vengono completati rispettando l'obiettivo originale, spesso infatti con l'avanzamento del progetto alcune modifiche sono inevitabili, e se non gestite in maniera opportuna possono anche affossare il progetto e il morale di chi ci lavora. Perciò è necessario un accordo reciproco tra PM e cliente relativo ai cambiamenti degli obiettivi, che comunque devono essere minimi e sempre approvati. È da ricordare infine che i PM devono gestire i progetti in base alle linee guida dell'azienda a cui fanno riferimento, rispettando procedure, regole e direttive dell'organizzazione, altrimenti si rischia che il PM venga considerato come un imprenditore autonomo, finalizzato esclusivamente al raggiungimento dei suoi obiettivi, rischiando così di modificare il flusso di lavoro principale dell'organizzazione. 0.2 Scopo del Progetto Sotto il suggerimento della Commissione Europea, tutte le Regioni degli Stati membri dell'UE, sono state invitate a stilare un documento nel quale si definisca la propria Smart Specialisation Strategy SSS , al fine di favorire lo sviluppo delle politiche di coesione delle regioni e degli stati membri, da finanziare con i Fondi Strutturali per il periodo 2014-2020. Il concetto indica Strategie d'innovazione concepite a livello regionale ma valutate e messe a sistema a livello nazionale con l'obiettivo di: • evitare la frammentazione degli interventi e mettere a sistema le politiche di ricerca e innovazione; • sviluppare strategie d'innovazione regionali che valorizzino gli ambiti produttivi di eccellenza tenendo conto del posizionamento strategico territoriale e delle prospettive di sviluppo in un quadro economico globale. In linea con le direttive comunitarie e in coerenza con quanto indicato nella SSS della Regione Toscana, IRPET Regione Toscana ha incaricato quindi il Consorzio QUINN a redigere un report denominato "Analisi degli ambiti prioritari di domanda e offerta di tecnologie per la "Fabbrica Intelligente"", affinché venga delineato il panorama delle imprese regionali che fanno uso di queste tecnologie, al fine di erogare in una seconda fase dei finanziamenti per la ricerca e lo sviluppo, in particolare quelli gestiti nell'ambito dei fondi strutturali che svolgono un ruolo rilevante come promotori dell'innovazione tecnologica. La "Fabbrica Intelligente" infatti rappresenta una delle 9 aree tecnologiche individuate dal Bando «Cluster Tecnologici Nazionali» presentato dal MIUR il 30 maggio 2012, e definita come strategica per la competitività del Paese. Nella SSS regionale, l'ambito prioritario legato alle tecnologie per la Fabbrica Intelligente si rivolge alle tecnologie dell'automazione, della meccatronica e della robotica. Ai fini degli obiettivi della SSS queste tre discipline concorrono in maniera integrata a sviluppare soluzioni tecnologiche funzionali all'automazione dei processi produttivi, in termini di velocizzazione, sicurezza e controllo, della sostenibilità ed economicità degli stessi, nonché dell'estensione della capacità di azione. Per un più semplice inquadramento definitorio, le tecnologie di questi tre settori vengono di seguito approfonditi e descritti in maniera distinta. 1. AUTOMAZIONE : Per "automazione" si intende lo sviluppo di sistemi, strumentazioni, processi ed applicativi che consentono la riduzione dell'intervento dell'uomo sui processi produttivi. L'automazione in tal senso si realizza mediante soluzioni di problemi tecnici legati all'esecuzione di azioni in maniera ripetuta, nella semplificazioni di operazione complesse, nell'effettuazione di operazioni complesse in contesti incerti e dinamici con elevato livello di precisione. Il concetto di automazione assume un carattere estensivo di integrazione di tecnologie e di ambiti applicativi (dal laboratorio, alla fabbrica intelligente), mantenendo il focus sul controllo automatico dei processi. 2. MECCATRONICA : La "meccatronica" è una branca dell'ingegneria che coniuga sinergicamente più discipline quali la Meccanica, l'elettronica, ed i sistemi di controllo intelligenti, allo scopo di realizzare un sistema integrato detto anche sistema tecnico. Inizialmente la meccatronica è nata dalla necessità di fondere insieme la meccanica e l'elettronica, da cui il nome. Successivamente l'esigenza di realizzare sistemi tecnici sempre più complessi ha portato alla necessità di integrare anche le altre discipline per applicazioni industriali robotiche e di azionamento elettrico. 3. ROBOTICA : Come ramo della cibernetica rivolto alle tecniche di costruzione (ed i possibili ambiti di applicazioni) dei robot, la robotica è la disciplina dell'ingegneria che studia e sviluppa metodi che permettano a un robot di eseguire dei compiti specifici riproducendo il lavoro umano. La robotica moderna si è sviluppata perseguendo principalmente: a) l'autonomia delle macchine; b) la capacità di interazione/immedesimazione con l'uomo e i suoi comportamenti. 0.3 Stakeholder del Progetto La definizione stakeholder o portatori di interesse fu elaborata nel 1963 al Research Institute dell'Università di Stanford da Edward Freeman, definendoli come i soggetti senza il cui supporto l'impresa non è in grado di sopravvivere. Gli stakeholder di un progetto sono persone o strutture organizzative coinvolte attivamente nel progetto o i cui interessi possono subire effetti dell'esecuzione o dal completamento del progetto, possono quindi avere influenza sugli obiettivi e sui risultati del progetto. Ignorare gli stakeholder può portare a conseguenze negative sui risultati del progetto, il loro ruolo infatti può avere sia un impatto negativo che positivo sul progetto: gli stakeholder positivi sono quelli che traggono vantaggi dalla buona riuscita del progetto, è quindi vantaggioso supportarne gli interessi, mentre i negativi sono quelli che vedono risultati sfavorevoli dalla buona riuscita del progetto, gli interessi di questi ultimi avrebbero la meglio con un aumento dei vincoli sull'avanzamento del progetto. Solitamente gli stakeholder principali in un progetto sono rappresentati da: • Project Manager: persona responsabile della gestione del progetto; • Cliente/utente: persona o struttura organizzativa che utilizzerà il prodotto del progetto; • Membri del Team di progetto: membri del gruppo incaricati all'esecuzione del progetto; • Sponsor: persona o gruppo che fornisce le risorse necessarie al progetto; • Soggetti influenti: persone o gruppi che sono non direttamente collegati con l'acquisto o l'uso del prodotto ma che, a causa della posizione ricoperta nella struttura organizzativa del cliente, possono influire positivamente o negativamente sul corso del progetto. Il compito di gestire le aspettative degli stakeholder va al Project Manager, spesso ciò non è semplice a causa dei differenti e contrastanti obiettivi degli stakeholder. Nel presente progetto gli stakeholder coinvolti nelle varie attività possono quindi essere ricondotti a quattro soggetti o gruppi: • Ente Committente: IRPET; • Ente Incaricato: Consorzio QUINN; • Team di Progetto; • Regione Toscana. 0.3.1 IRPET: ISTITUTO REGIONALE PER LA PROGRAMMAZIONE ECONOMICA DELLA TOSCANA L'IRPET, nato nel 1968 come organo tecnico-scientifico del CRPET (Comitato regionale per la programmazione economica della Toscana) con la finalità di compiere gli studi preliminari all'istituzione dell'ente Regione, è diventato Ente pubblico con legge della Regione Toscana nel 1974. L'Istituto è ente di consulenza sia per la Giunta che per il Consiglio regionale per lo svolgimento di compiti di studio e ricerca in materia di programmazione. Sono compiti dell'Istituto, in particolare: a) lo studio della struttura socio economica regionale e delle sue trasformazioni, degli andamenti congiunturali e dei relativi strumenti analitici; b) lo studio della struttura territoriale regionale e delle sue trasformazioni e dei relativi strumenti analitici; c) lo studio delle metodologie di programmazione, di valutazione e di verifica delle politiche; d) gli studi preparatori per gli atti della programmazione regionale e per il piano di indirizzo territoriale regionale in ordine ai problemi economici, territoriali e sociali; d bis) elaborazione dei documenti o rapporti di valutazione dei programmi nazionali e dell'Unione europea gestiti dalla Regione Toscana, di cui agli articoli 10, comma 5, e 12 della legge regionale 2 agosto 2013, n. 44 (Disposizioni in materia di programmazione regionale). e) la circolazione delle conoscenze e dei risultati di cui alle lettere a) b) e c). L'Istituto, nell'ambito delle medesime materie, può altresì svolgere altre attività di studio, ricerca e consulenza su committenza di soggetti pubblici e privati diversi dalla Regione, e inoltre: • stabilisce relazioni con enti di ricerca, anche esteri, istituti specializzati, dipartimenti universitari; • assume iniziative di formazione specialistica nelle discipline oggetto dell'attività dell'Istituto. 0.3.2 QUINN: CONSORZIO UNIVERSITARIO IN INGEGNERIA PER LA QUALITÀ E L'INNOVAZIONE Istituito nel 1989 su iniziativa dell'Università di Pisa con l'adesione di numerose grandi imprese italiane e riconosciuto dal MURST (oggi MIUR) con Decreto del 1991, l'attuale QUINN: Consorzio Universitario in Ingegneria per la Qualità e l'Innovazione viene costituito inizialmente con il nome "Qualital" allo scopo di far collaborare un gruppo di grandi imprese nella ricerca applicata e nella formazione manageriale in una disciplina in forte crescita, il Total Quality Management ed in particolare l'ingegneria dei processi aziendali. Nel 2005 alla missione originaria se ne affianca un'altra: l'innovazione. Cambia il nome: Quinn, Consorzio Universitario in Ingegneria per la Qualità e l'Innovazione, ma resta l'approccio rigoroso: sviluppare metodologie e strumenti di supporto ai processi innovativi derivanti dalla migliore ricerca e dalle esperienze più avanzate a livello internazionale. Il Consorzio con sede a Pisa, non ha fine di lucro; esso mira a creare sinergie tra le competenze del suo staff e dei partner accademici e le capacità operative delle Imprese industriali, delle Organizzazioni pubbliche e private operanti nella produzione di beni e servizi, allo scopo di promuovere e svolgere: • ricerca applicata e sperimentazione on field di metodologie e strumenti per il miglioramento della qualità di prodotti e servizi; • progetti di rilievo nazionale ed internazionale finalizzati allo sviluppo scientifico e tecnologico dell'ingegneria della qualità e dell'innovazione. Per quanto concerne la ricerca applicata le linee strategiche seguite riguardano: • Metodiche, strumenti per l'innovazione, la qualità, il miglioramento delle performance aziendali; • Gestione per Processi sviluppata in contesti diversificati; • Sistemi Integrati Qualità, Ambiente, Sicurezza, Sostenibilità. Il Consorzio QUINN è una struttura professionale con al vertice un rappresentante della componente accademica dell'Università di Pisa (discipline ingegneristiche) e gestito dal Direttore operativo con comprovata esperienza manageriale. QUINN opera quindi con un pool di professionisti che, con background multidisciplinare e approccio per «commessa», presidiano i principali ambiti di intervento: • il recupero di efficienza dei processi organizzativi; • la capitalizzazione dell'ascolto dei clienti e delle lessons learned; • il miglioramento continuo delle performance di unità operative e key people; • l'evoluzione dei sistemi di gestione Qualità, Ambiente e Sicurezza verso la sostenibilità. I componenti del pool, oltre ad operare personalmente sul campo, attivano collaborazioni con esperti del mondo della ricerca e delle professioni, per portare a termine progetti e ricerche che creino valore tangibile per i Committenti. Gli incarichi di QUINN si caratterizzano per la relativa non convenzionalità degli obiettivi assegnati, dei metodi di lavoro utilizzati e per l'interdisciplinarietà delle competenze richieste; costante è la flessibilità di approccio per rispondere ad esigenze che evolvono anche durante l'iter progettuale e l'attenzione a coinvolgere le risorse del Cliente che possono contribuire al risultato finale. Tra le linee di intervento a supporto dell'Innovazione attivate da QUINN negli ultimi 15 anni evidenziamo i "Servizi di supporto alle Policy pubbliche", che per la realizzazione di interventi di supporto alle policy regionali toscane (2010-2014) per l'innovazione delle imprese si sono articolate in: • Organizzazione e gestione di un percorso d'incontri per i centri servizi e di trasferimento tecnologico aderenti alla Tecnorete della Regione Toscana; • Revisione catalogo dei servizi avanzati e qualificati, sua estensione all'internazionalizzazione; • Analisi del concetto e di esperienze di Dimostratore Tecnologico; • Linee guida per la Divulgazione Tecnologica nel Trasferimento Tecnologico; • Linee guida per la valutazione della performance dei laboratori di ricerca e trasferimento tecnologico e laboratori di prova/analisi; • Linee guida alle attività di Business-Matching / Matchmaking; • Studio di fattibilità per una società di seed capital per Toscana Life Sciences e collaborazione con le attività di incubazione di Siena (2006); • Studi di fattibilità per le policy di sostegno alla nascita di nuove imprese innovative - CCIAA Lodi, ARTI/Regione Puglia (2007- 2008); • Indagine sul sistema dei Parchi Scientifici e Tecnologici Italiani (2010); • Studio di fattibilità dell'incubatore universitario di Sesto Fiorentino (2009); • Progettazione condivisa con gli attori territoriali del progetto Innovation Building a Prato (2009); • Ricerca sulla nuova imprenditorialità e attrazione di investimenti nel distretto della nautica della Spezia (2007-2008); • Attività di supporto all'Incubatore tecnologico di Firenze finalizzate alla ricerca e accoglimento di nuove imprese (2007); • Analisi di opportunità di nuove imprese innovative derivanti dalla costruzione di un nuovo ospedale (2006-2007). 0.4 Fasi del Progetto La Pianificazione del Progetto, nell'ottica di un'efficace Project Management, è stata svolta suddividendo il progetto in fasi al fine di poter effettuare un miglior controllo. I passaggi da una fase all'altra del progetto, che rappresentano il ciclo di vita del progetto, comportano generalmente una forma di trasferimento tecnico o comunque un passaggio di consegne, dove gli output ottenuti da una fase a monte, prima di essere approvati per procedere alla fase a valle vengono analizzati per verificarne completezza e accuratezza. Quando si ritiene che i possibili rischi sono accettabili, può essere che una fase venga iniziata prima dell'approvazione dei deliverable della fase precedente. Per fasi si intendono sequenze identificabili di eventi composti da attività coerenti che producono risultati definiti e che costituiscono l'input per la fase successiva. Le fasi standard identificabili nella maggior parte dei progetti sono: • Concezione e Avvio del Progetto; • Pianificazione; • Esecuzione e Controllo; • Chiusura. In sostanza il ciclo di vita del progetto definisce quale lavoro tecnico deve essere svolto in ciascuna fase, quando devono essere prodotti i deliverable in ciascuna fase e come ciascun deliverable deve essere analizzato, verificato e convalidato, chi è coinvolto in ciascuna fase e come controllare e approvare ciascuna fase. Le fasi che hanno portato alla redazione del report, nel quale le informazioni raccolte sul campo sono state organizzate in modo tale da consentire l'inquadramento del fenomeno della Fabbrica Intelligente in Toscana, sono così individuabili: • FASE 0: Fase Preliminare Dopo aver ricevuto l'incarico da parte di IRPET per la redazione del report, il QUINN ha analizzato la fattibilità del progetto, in modo da prevenire un rischio di insuccesso e dare concretezza all'idea progettuale, e una volta verificata ha redatto la propria Offerta Tecnica. Dopo l'accettazione dell'Offerta da parte dell'Ente Committente, QUINN ha costituito il Team di Progetto incaricato a svolgere le attività progettuali, assegnando a ciascun componente le proprie responsabilità e mansioni. Grazie all'utilizzo di tecniche efficaci per la pianificazione, sono state programmate nel dettaglio tutte le attività da svolgere, al fine di completare il report entro il termine fissato. • FASE 1: Comprensione del Contesto di riferimento In questa fase l'obiettivo centrale era rappresentato dalla comprensione del contesto del progetto, il Team di Progetto rispetto al contesto imprenditoriale italiano ha svolto un'analisi interna e una esterna, che hanno permesso di inquadrare il tema della "Fabbrica Intelligente". Partendo dalle origini prettamente letterarie del concetto, è stata illustrata l'evoluzione industriale che ha preceduto questo fenomeno, successivamente sono stati analizzati i macro trend socio-economici che hanno maggiore impatto sull'industria che stanno caratterizzando l'attuale scenario industriale, concludendo infine con la presentazione delle varie iniziative comunitarie e nazionali a sostegno della ripresa manifatturiera attraverso la "Fabbrica Intelligente". • FASE 2: Esplorazione del Concetto nel Panorama Internazionale Durante questa fase, svolta quasi in parallelo con la precedente, sono state analizzate le varie declinazioni al concetto di Fabbrica Intelligente e congiuntamente ricercati i trend e le tecnologie abilitanti. Attraverso un esercizio di Forecasting Tecnologico, osservando molteplici studi condotti da un altrettanto numero di esperti, sono stati identificati i trend attuali e quelli emergenti connessi alla Fabbrica Intelligente, con i conseguenti impatti sulle aziende e sulla forza lavoro. Alla fine sono stati ricercati alcuni casi di Fabbrica Intelligente, o di Industria 4.0 che dir si voglia, sviluppati da diverse aziende nel mondo. • FASE 3: Studio dell'Applicazione del Modello nella Regione Toscana Nello svolgimento di questa fase, si è passati allo studio degli ambiti prioritari della domanda e dell'offerta di tecnologie per la Fabbrica Intelligente nella Regione Toscana, per come identificata all'interno della SSS, focalizzandoci sulle tecnologie connesse all'automazione, alla meccatronica e alla robotica. Successivamente si è passati ad individuare possibili legami tra gli ambiti tecnologici analizzati e lo sviluppo di soluzioni tecnologiche funzionali ai processi produttivi, "in termini di velocizzazione sicurezza e controllo dei processi, della sostenibilità ed economicità degli stessi, nonché dell'estensione della capacità di azione". Si è arrivati infine a delineare il panorama della diffusione del modello della Fabbrica intelligente nelle imprese del sistema produttivo toscano, grazie all'analisi della diffusione fra le aziende produttrici e utilizzatrici delle tecnologie correlate, attraverso il merging di due DB di imprese Toscane stilati da enti qualificati, interviste in profondità e telefoniche, e infine attraverso l'organizzazione di due Focus Group. • FASE 4: Realizzazione Conclusiva del Report La quarta e ultima fase ha portato alla redazione finale del report, nel quale le informazioni sia di carattere quantitativo, ma soprattutto qualitativo raccolte sul campo sono state elaborate in maniera tale da evidenziare la diffusione del fenomeno nel tessuto produttivo toscano. I risultati conseguenti all'elaborazione di tali informazioni risultano essere: - la descrizione di casi studio sia di utilizzatori che di sviluppatori, con la presentazione delle peculiarità di adozione delle tecnologie che prefigurano possibili modelli di adozione alla Fabbrica intelligente; - la mappatura della diffusione delle tecnologie abilitanti della Fabbrica intelligente in Toscana con riferimento alle imprese utilizzatrici; - inquadramento del livello di maturità dei diversi settori produttivi toscani rispetto alle tecnologie target identificate dal Cluster Fabbrica Intelligente; - raccomandazioni di policy. 0.5 Strumenti e Tecniche utilizzate nell'ambito del Progetto Per una più facile comprensione dei contenuti, in questo paragrafo vengono descritti in forma teorica gli strumenti e le tecniche gestionali, che il Team di Progetto ha utilizzato per lo svolgimento delle attività progettuali, elencandoli in funzione dell'impiego nelle diverse fasi del progetto. Nel proseguo del lavoro, dove verranno presentati i contenuti del report, saranno illustrate le modalità operative realmente avviate nell'applicazione dei vari strumenti. 0.5.1 FASE 0: FASE PRELIMINARE In questa fase preliminare il PM detiene la responsabilità della pianificazione, integrazione ed esecuzione dei piani. La pianificazione, ovvero il P nella logica PDCA, è fondamentale a causa della breve durata del progetto e per l'assegnazione delle risorse. L'integrazione risulta altrettanto importante, altrimenti ogni soggetto sviluppa la propria pianificazione senza tener conto degli altri. La pianificazione è la definizione di cosa fare, quando va fatto e da chi; è destinata in linea teorica a: • "acquisire" gli obiettivi del processo; • individuare le fasi o meglio processi, diretti ed indiretti, che consentono di raggiungere gli obiettivi prefissati ovvero stesura della "mappa" di processi e delle interazioni; • scegliere metodi per il do, il check e l'act, il personale, i materiali e/o le informazioni, le macchine/tecnologie e/o attrezzature per ogni processo operativo aggredibile; • provare, sperimentare, verificare là dove non si sa; • emettere specifiche, standard; • occuparsi delle eventuali attività di comunicazione e addestramento. Per un PM è fondamentale utilizzare tecniche di pianificazione efficaci, e di seguito sono descritte quelle utilizzate durante tutte le fasi del progetto: • Work Breakdown Structure (WBS); • Matrice RACI; • Diagramma di Gantt; • Flow Chart (FC). 0.5.1.1 Work Breakdown Structure (WBS) La WBS (Work Breakdown Structure) è una forma di scomposizione (o disaggregazione secondo una struttura ad albero) strutturata e gerarchica del progetto che si sviluppa tramite l'individuazione di sotto-obiettivi e attività definite ad un livello di dettaglio sempre maggiore. Scopo della WBS è di identificare e collocare all'ultimo livello gerarchico pacchetti di lavoro (Work Package) chiaramente gestibili e attribuibili a un unico responsabile, affinché possano essere programmati, schedulati, controllati e valutati. La WBS è uno strumento di fondamentale importanza nel Project Management, infatti fornisce le basi per sviluppare una matrice delle responsabilità e successivamente effettuare lo scheduling . Attraverso la suddivisione dei deliverable in componenti più piccoli definiti "work package" si semplifica la gestione del progetto. Il work package infatti rappresenta il gradino più basso della gerarchia WBS ed è tramite questo che si possono definire in maniera più affidabile schedulazione dei tempi e costi. La suddivisione per livello procede riducendo ampiezza e complessità fino a quando non perviene a una descrizione adeguata e inequivocabile della voce finale. La Work Breakdown Structure (WBS), ha permesso di individuare, ai vari livelli, tutte le attività di sviluppo del progetto. La logica di scomposizione utilizzata è stata quella del processo di lavoro, questa logica consiste nel suddividere il progetto in relazione alla sequenza logica delle attività realizzative che verranno messe in opera, e ci ha permesso di individuare, per ogni pacchetto di lavoro: • scopo del lavoro con obiettivi e vincoli; • il processo di lavoro e le sue interfacce; • le risorse assegnabili e assegnate; • i limiti di tempo. 0.5.1.2 Matrice RACI La Matrice RACI è uno strumento che viene utilizzato per l'individuazione delle responsabilità all'interno di un progetto. Essa indica alle risorse umane coinvolte le mansioni e il grado di responsabilità all'interno del progetto, inoltre fornisce indicazioni specifiche su come comportarsi nel gestire le relazioni e responsabilità di altre persone coinvolte, rappresentando un forte elemento di motivazione per le stesse. La matrice di responsabilità nella sua intersezione indica il tipo di persona a cui è delegata una persona o un'unità organizzativa. Generalmente vengono utilizzate delle sigle che esprimono le responsabilità, le più utilizzate sono quelle corrispondenti all'acronimo RACI: • R: "Responsabile": è il ruolo di colui che è chiamato ad eseguire operativamente il task (per ogni task è possibile avere più Responsabili); • A: "Approva": è aziendalmente il ruolo a cui riporta il Responsabile o che comunque dovrà svolgere un ruolo di supervisione del lavoro del/dei Responsabili(ci può essere un solo A per ogni attività); • C: "Coordinamento": è il ruolo di chi dovrà supportare il/i Responsabile nello svolgimento del task fornendogli informazioni utili al completamento del lavoro o a migliorare la qualità del lavoro stesso • I: "Informato": è il ruolo di chi dovrà essere informato in merito al lavoro del/dei Responsabile e che dovrà prendere decisioni sulla base delle informazioni avute. 0.5.1.3 Diagramma di Gantt La complessità sempre maggiore di molti progetti, la gestione di grandi quantità di dati e le scadenze rigide incentivano le organizzazioni verso l'utilizzo di metodi per la pianificazione delle attività su scala temporale. Le tecniche di scheduling più comuni sono: • Diagrammi a barre o di Gantt; • Tecniche reticolari: - PDM (Precedence Diagram Method); - ADM (Arrow Diagram Method); - PERT (Program Evaluation and Review Technique); - CPM (Critical Path Method). • Approccio della Catena Critica CCPM (Critical Chain Project Management). La tipologia di rappresentazione utilizzata nel presente report, è il diagramma a barre (di Gantt), un mezzo molto semplice e intuitivo per visualizzare le attività o gli eventi tracciati in relazione al tempo, come nel nostro caso, o al denaro. La rappresentazione utilizzata riguarda l'evoluzione del progetto su scala temporale, dove ogni barra rappresenta un'attività la cui lunghezza è proporzionale alla durata dell'attività stessa, la quale è collocata sulla scala temporale. Il diagramma di Gantt permette perciò di definire cosa fare in una determinata quantità di tempo, e stabilisce inoltre eventi o date chiave (milestone) di progetto e un riferimento per il controllo dell'avanzamento. Il vantaggio che ha apportato sta nell'ottimizzazione delle risorse, attraverso una contemporanea visualizzazione delle attività, delle tempistiche e dei soggetti coinvolti. Ha comunque tre limitazioni principali, infatti non illustra: • le interdipendenze tra le attività; • risultati di un inizio anticipato o tardivo nelle attività; • l'incertezza inclusa nell'esecuzione dell'attività. 0.5.1.4 Flow Chart (FC) o Diagramma di Flusso Il Diagramma di Flusso, detto anche Flow Chart, rappresenta una modellazione grafica per rappresentare il flusso di controllo ed esecuzione di algoritmi, procedure o istruzioni operative. Esso consente di descrivere in modo schematico ovvero grafico: • le operazioni da compiere, rappresentate mediante forme convenzionali (ad esempio : rettangoli, rombi, esagoni, parallelogrammi, .), ciascuna con un preciso significato logico e all'interno delle quali un'indicazione testuale descrive tipicamente l'attività da svolgere; • la sequenza nella quale devono essere compiute, rappresentate con frecce di collegamento. Tale strumento permette pertanto di visualizzare tutto o parte del processo e di capire il collegamento delle sequenze necessarie a svolgere una funzione. In particolare permette di individuare i punti del processo in cui si verifica l'effetto che si vuole analizzare e di risalire il flusso fino alle origini delle cause potenziali. 0.5.2 FASE 1: COMPRENSIONE DEL CONTESTO DI RIFERIMENTO Tutti i progetti si interfacciano con il mondo reale, quindi occorre considerare i diversi contesti in cui il progetto converge. Alla luce di questo il PM ha incaricato i componenti del Team di Progetto di effettuare, un'analisi del contesto di riferimento, svolgendo un esercizio di Forecasting Tecnologico, attraverso la Ricerca sul Web, allo scopo di realizzare: • un'Analisi Interna; • un'Analisi Esterna; • l'Analisi SWOT. 0.5.2.1 Ricerca sul Web Lo strumento che normalmente viene utilizzato per effettuare una ricerca sul web è il cosiddetto motore di ricerca, il quale è basato sull'inserimento di una o più parole-chiave le cui occorrenze vengono cercate all'interno dei vari documenti presenti in rete. Bisogna dire che il processo di ricerca e di selezione delle informazioni è molto più complesso di quanto si possa pensare, per l'appunto possiamo differenziare la ricerca delle fonti in due modi: • Fonti Istituzionali (es. Regolamenti Comunitari, EUROSTAT, ISTAT, etc.); • Fonti Pubbliche (es. Unioncamere); • Enti di natura scientifica (es. società di consulenza). La conoscenza precedente dell'argomento influenza e da maggiori garanzie di successo nella ricerca, in questo modo l'utente è in possesso di termini specifici che può utilizzare direttamente come keywords. Gli elementi per impostare una soddisfacente ricerca sul web possono essere riassunti in: • chiarezza dell'oggetto, quesito o obiettivo della ricerca; • tempo e capacità dell'utente che effettua la ricerca; • qualità delle risposte in termini di: - adeguatezza, completezza ed esaustività; - affidabilità e autorevolezza della fonte; - grado di aggiornamento. 0.5.2.2 Forecasting Tecnologico Il Forecasting Tecnologico è un settore dei Technology Future Studies che racchiude varie strumenti volti ad anticipare e a capire la direzione potenziale, le caratteristiche e gli effetti del cambiamento tecnologico. Sono identificabili 9 cluster: 0.5.2.2.1 Expert Opinion Questa famiglia comprende tecniche basate sull'opinione di esperti, e include la previsione o la comprensione dello sviluppo tecnologico attraverso intense consultazioni tra vari esperti in materia. Uno dei metodi più diffusi è sicuramente il Metodo Delphi. Questo metodo combina richiesta di pareri riguardanti la probabilità di realizzare la tecnologia proposta e pareri di esperti in materia dei tempi di sviluppo. Gli esperti si confrontano e si scambiano pareri in base alle proprie previsioni tecnologiche, in modo da arrivare a una linea comune. 0.5.2.2.2 Trend Analysis L'Analisi del Trend comporta la previsione attraverso la proiezione dei dati storici quantitativi nel futuro. Questa analisi comprende modelli sia di previsione economica che tecnologica. Una tecnologia di solito ha un ciclo di vita composto di varie distinti fasi. Le tappe includono tipicamente • una fase di adozione • una fase di crescita • una fase di sviluppo • una fase di declino. L'analisi cerca di identificare e prevedere il ciclo della innovazione tecnologica oggetto dello studio. 0.5.2.2.3 Monitoring and Intelligence Methods Questa famiglia di metodi (Monitoring e le sue variazioni: Environmental Scanning and Technology Watch) ha lo scopo di fare acquisire consapevolezza dei cambiamenti all'orizzonte che potrebbero avere impatto sulla penetrazione o ricezione delle tecnologie nel mercato. 0.5.2.2.4 Statistical Methods Fra i metodi statistici, i più diffusi sono l'Analisi di Correlazione e l'Analisi Bibliometrica. • L'Analisi di Correlazione anticipa i modelli di sviluppo di una nuova tecnologia correlandola ad altri, quando lo stesso modello è simile ad altre tecnologie esistenti. • L'Analisi Bibliometrica si concentra sullo studio della produzione scientifica (pubblicazioni, etc.) presente in letteratura. In particolare risulta utile al fine di: - sviluppare conoscenza esaustiva del tema oggetto di studio; - analizzare i database da usare, da cui trarre informazioni e dati; - acquisire conoscenza sulle informazioni dei brevetti, fonte importante per acquisire informazioni uniche dal momento che spesso i dati e le informazioni rintracciabili nei brevetti non sono pubblicati altrove; - definire la strategia di ricerca; - utilizzare gli strumenti di analisi, attraverso software di data e text mining efficienti; - analizzare i risultati, grazie alle informazioni di vario tipo da cui gli esperti possono estrarre informazioni strategiche. 0.5.2.2.5 Modelling and Simulation Per "modello" si intende una rappresentazione semplificata delle dinamiche strutturali di una certa parte del mondo "reale". Questi modelli possono mostrare il comportamento futuro dei sistemi complessi semplicemente isolando gli aspetti essenziali di un sistema da quelli non essenziali. Tra i principali metodi: • Agent Modeling, tecnica che simula l'interazione dei diversi fattori in gioco; • System Simulation, tecniche che simulano la configurazione di un sistema a fronte dell'azione di possibili variabili aggiuntive. 0.5.2.2.6 Scenarios Costituiscono rappresentazioni alternative delle tecnologie future, sulla base di considerazioni e condizioni ulteriori a seguito di possibili cambiamenti delle condizioni al contorno inizialmente ipotizzate. 0.5.2.2.7 Valuing/Decision/Economic Methods Tra i metodi il più popolare è il "Relevance Tree Approach": le finalità e gli obiettivi di una tecnologia proposta sono suddivisi tra: • obiettivi prioritari; • obiettivi di basso livello. Grazie ad una struttura ad albero è possibile identificare la struttura gerarchica dello sviluppo tecnologico. In base ad esso viene eseguita la stima delle probabilità di raggiungere gli obiettivi ai vari livelli di sviluppo tecnologico. 0.5.2.2.8 Descriptive and Matrices Methods In crescente affermazione in questa famiglia di metodi è la definizione di Roadmap dello sviluppo di tecnologie, che consiste nel proiettare i principali elementi tecnologici di progettazione e produzione insieme alle strategie per il raggiungimento di traguardi desiderabili in modo efficiente Nel suo contesto più ampio, una Roadmap tecnologica fornisce una "vista di consenso o visione del futuro" della scienza e della tecnologia a disposizione dei decisori. 0.5.2.3 Analisi SWOT L'analisi SWOT è uno strumento di pianificazione strategica semplice ed efficace che serve ad evidenziare le caratteristiche di un progetto o di un programma, di un'organizzazione e le conseguenti relazioni con l'ambiente operativo nel quale si colloca, offrendo un quadro di riferimento per la definizione di strategie finalizzate al raggiungimento di un obiettivo. La SWOT Analysis si costruisce tramite una matrice divisa in quattro campi nei quali si hanno: • Punti di Forza (Strengths); • Punti di Debolezza (Weaknesses); • Opportunità (Opportunities); • Minacce (Threats). L'Analisi SWOT consente di distinguere fattori esogeni ed endogeni, dove punti di forza e debolezza sono da considerarsi fattori endogeni mentre minacce e opportunità fattori esogeni. I fattori endogeni sono tutte quelle variabili che fanno parte integrante del sistema sulle quali è possibile intervenire, i fattori esogeni invece sono quelle variabili esterne al sistema che possono però condizionarlo, su di esse non è possibile intervenire direttamente ma è necessario tenerle sotto controllo in modo da sfruttare gli eventi positivi e prevenire quelli negativi, che rischiano di compromettere il raggiungimento degli obiettivi prefissati. I vantaggi di una analisi di questo tipo si possono sintetizzare in 3 punti: • la profonda analisi del contesto in cui si agisce, resa possibile dalla preliminare osservazione e raccolta dei dati e da una loro abile interpretazione si traduce in una puntuale delineazione delle strategie; • il raffronto continuo tra le necessità dell'organizzazione e le strategie adottate porta ad un potenziamento della efficacia raggiunta; • consente di raggiungere un maggiore consenso sulle strategie se partecipano all'analisi tutte le parti coinvolte dall'intervento. 0.5.3 FASE 2: ESPLORAZIONE DEL CONCETTO NEL PANORAMA INTERNAZIONALE Anche in questa fase, dove l'obiettivo era quello di ricercare nella letteratura le varie declinazioni al concetto di "Fabbrica Intelligente" e le tecnologie attuali ed emergenti connesse ad essa, è stata svolta un'analisi degli organismi specializzati nel Foresight Tecnologico e di profondi conoscitori del settore dell'automazione industriale, per studiare le tendenze tecnologiche per i prossimi anni. 0.5.4 FASE 3: STUDIO DELL'APPLICAZIONE DEL MODELLO NELLA REGIONE TOSCANA Durante lo svolgimento di questa fase, si è intrapreso un percorso di raccolta delle informazioni legate al tema della "Fabbrica Intelligente" nel tessuto produttivo toscano, che è stato strutturato in 3 diverse attività: • Mappatura della Diffusione delle Tecnologie in Toscana attraverso il merging dei DB "Osservatorio sulle imprese high-tech della Toscana" e delle "Aziende eccellenti" dell'IRPET con l'estrapolazione dei dati da Fonti Aziendali: questa attività verrà discussa nel dettaglio nel proseguo del lavoro; • Interviste in Profondità e Interviste Telefoniche; • Focus Group. 0.5.4.1 Intervista L'intervista semi-strutturata è l'equivalente del questionario, con domande predefinite dal ricercatore in fase di preparazione dello strumento; a differenziare i due metodi è il modo di presentazione, orale nel caso dell'intervista, scritto nel caso del questionario, che assicura maggiore capacità di adattamento all'interlocutore e di valorizzazione di tutte le opportunità di raccolta d'informazioni "non strutturate". L'intervista ha quindi il vantaggio di essere un metodo versatile, che è possibile utilizzare in ogni stadio della progettazione, dalla fase di esplorazione a quella di validazione ex post delle informazioni. A differenza dei questionari, la presenza del ricercatore allontana l'eventualità che il soggetto interpreti in maniera errata le domande o che si trovi in imbarazzo perché non comprende quanto gli viene richiesto; inoltre, nel caso di una risposta non attinente, il ricercatore può riformulare la domanda. Il vantaggio maggiore rispetto al questionario consiste nel fatto che l'intervista non registra la stessa alta percentuale di mancati recapiti da parte dei soggetti contattati; di conseguenza, i dati raccolti godono di maggiore validità . A differenza dell'intervista personale, l'intervista telefonica appare concepibile nell'ambito di un sondaggio, offrendo vantaggi legati soprattutto al costo e al tempo di esecuzione, nonostante la mancanza di un'interazione faccia a faccia limita la "competenza comunicativa" () dell'intervistatore e dell'intervistato. Durante l'intervista telefonica l'intervistato non può prendere visione diretta del questionario, come accade nel sondaggio tramite intervista personale, e non consente all'intervistatore il ricorso a tecniche che comportano strumenti da sottoporre visivamente all'intervistato, come forme di gadgets o scale auto-ancoranti. Dal punto di vista dell'intervistatore, si dispone di meno informazioni per valutare se l'intervistato ha capito davvero la domanda; di conseguenza tenderà a ridurre gli interventi opportuni per chiarire il testo. Non è possibile integrare il resoconto dell'intervista con informazioni relative all'ambiente fisico in cui essa ha luogo e al comportamento non verbale dell'intervistato. 0.5.4.2 Focus Group Interviste rivolte a un gruppo omogeneo di 7/12 persone, la cui attenzione è focalizzata su di un argomento specifico, che viene scandagliato in profondità. Un moderatore (spesso definito: 'facilitatore') indirizza e dirige la discussione fra i partecipanti e ne facilita l'interazione, anche attraverso la predisposizione di un "sceneggiatura" finalizzata a fare emergere le peculiari conoscenze ed esperienze, nonché finalizzata a favorire il confronto "creativo". Ogni partecipante ha l'opportunità di esprimere liberamente la propria opinione rispetto all'argomento trattato ma nel rispetto di alcune "regole del gioco" introdotte dal facilitatore; la comunicazione nel gruppo è impostata in modo aperto e partecipato, con un'alta propensione all'ascolto. Il contraddittorio positivo che ne consegue consente di far emergere i reali punti di vista, giudizi, pre-giudizi, opinioni, percezioni e aspettative del pubblico di interesse in modo più approfondito di quanto non consentano altre tecniche di indagine . Nella tabella seguente, sono riportati i metodi di Forecasting Tecnologico , suddivisi nei 9 cluster definiti dal "MIT- Massachusetts Institute of Technology", indicando quali sono stati impiegati nelle attività progettuali e in che fase. 0.5.5 FASE 4: REALIZZAZIONE CONCLUSIVA DEL REPORT Durante la fase conclusiva di redazione finale del report, il Team di Progetto si è concentrato nell'elaborazione dei dati raccolti durante le fasi precedenti attraverso strumenti grafici che hanno facilitato l'attività di capitolazione delle informazioni, tra cui: • Istogrammi; • Diagramma a Torta; • Mappatura con metrica a "semaforo" : questa tecnica di rappresentazione è stata ideata dal Team di Progetto. Le sue peculiarità saranno illustrate più nel dettaglio successivamente. • Modello di Maturità (Maturity Model). 0.5.5.1 Istogramma L'istogramma è la rappresentazione grafica di una distribuzione in classi di un carattere continuo. Un istogramma consente di rappresentare i dati attraverso rettangoli di uguale base ed altezza differente a seconda dei dati stessi, ed in un solo colpo d'occhio permette di capire se una "quantità" è maggiore, minore o uguale di un'altra semplicemente guardando l'altezza dei rettangoli. 0.5.5.2 Diagramma a Torta Un Diagramma a Torta è una tecnica di rappresentazione che in un modo semplice e diretto è evidenzia il peso delle varie componenti di una grandezza. In questo modo la grandezza in questione viene rappresentata sottoforma di cerchio i cui spicchi hanno un angolo e di conseguenza, un arco, proporzionale alle varie componenti. 0.5.5.3 Modello di Maturità Tale modello definisce il livello di maturità di un'entità. L'aspetto caratteristico di tale rappresentazione è il fatto di essere organizzato per livelli. Il modello definisce diversi profili di maturità crescente, indicando implicitamente anche una strategia molto generale di miglioramento che si basa sull'introduzione di quelle pratiche che permettono solitamente ad un'azienda, di muoversi da un livello di maturità al successivo.
The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. ; MILITARY VETERAN EXPERIENCE 2 Acknowledgements I would like to thank my parents, Robert E. and Janice D. Czech, for their sound example, for instilling proper values, and for exemplifying good character. Without them and who they were, I would not be where I am or who I am today. I would also like to express appreciation to my family and friends for their unwavering support to me during the process of completing my graduate degree. Without their support I do not believe I would have endured my many struggles to meet this goal. My appreciation to Dr. Peggy Saunders for her guidance throughout this process, and to my many professors for their patience and understanding throughout each semester. Their wisdom and intuition allowed me to flourish as a non-traditional student, in an environment that seemed foreign. I would like to acknowledge the foundation of hard work, leadership, and service that I learned during my 22 years in the United States Anny. It was not always easy, but the lessons learned have helped me to endure this graduate degree process. Finally, thanks to my graduate committee chair Dr. Natalie Williams. She was my guide, advisor, and champion during this final project. Without her outstanding patience, understanding and depth of knowledge I would have never made it to my goal. MILITARY VETERAN EXPERIENCE 3 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 9 Introduction . 9 Historical Foundations . 10 WWII Era GI Bill® (Original) . 10 Korean Era GI Bill® . 11 Vietnam Era GI Bill® . 12 Post-Vietnam Era Veterans Education Assistance Program (VEAP) . 12 Montgomery GI Bill® and Reserve Programs . 13 Post 9/11 GI Bill® (Current) . 13 GI Bill® Use (as of Fiscal Year 2013) . 14 Effects of the Post 9/11 GI Bill® on Higher Education . 15 Veterans with combat related disability issues . 19 Accommodating veterans with disabilities on campus . 20 Veterans' with disabilities . 25 Reintegration into Society . 28 Higher education: Weathering the perfect storm . 30 Summary . 32 PURPOSE . 34 METHOD . 36 Participants . 37 MILITARY VETERAN EXPERIENCE 4 Instruments . 38 Procedure . 3 8 Data Analysis . 41 RESULTS . 43 Demographic Data . 43 Overall Experience in Higher Education . 44 Website Navigation . 44 Admissions . 45 Enrollment Services . 46 Veterans Services Office . 47 Faculty Awareness, Classroom Environment, and Campus Life . 48 Service-connected Disability . 51 DISCUSSION . 53 Implications of Results . 55 Limitations . 61 Future Research . 62 Summary . 63 REFERENCES . 65 APPENDICES . 69 Appendix A: Veterans Survey . 70 Appendix B: IRB Approval . ; . 74 Appendix C: Survey Results Spreadsheet. . 76 MILITARY VETERAN EXPERIENCE 5 List of Tables Table I. Respondents by branch and years of service, and by branch and gender . 37 Table 2. Summary of Survey Responses by Section, with Totals by Section and Response Type . 52 MILITARY VETERAN EXPERIENCE 6 Abstract The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. MILITARY VETERAN EXPERIENCE NATURE OF THE PROBLEM With the passing of the Post 9/11 Veterans Educational Assistance Act (2008), also known as the Post 9/11 GI Bill®, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009), and the intricacies and implementation of this new GI Bill® has caused confusion and frustration for both the veterans and university staff. After WWII, the Servicemen's Readjustment Act of 1944 (or GI Bill®) granted unprecedented educational and economic benefits to veterans. Other GI Bill® programs and adjustments have been made over the years, but the Post 9/11 version was said to be the most generous since the WWII era GI Bill® (Radford, 2009). 7 With the most recent changes to the GI Bill®, veteran presence was expected to grow on campuses across the country and therefore schools have had to adjust to meet the new demand (Cook & Kim, 2009; Rumann & Hamrick, 2009). Many of the veterans, active military and active military reservists (92%) currently enrolled in university indicated that education should play a role in post-service transition (Zoli, Maury, & Fay, 2015). Many veterans currently enrolled in higher education were exposed to direct and indirect conflict and suffer from Post-Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other physical and psychological challenges. Church (2009) said that "returning veterans will have a wide range of medical diagnoses and related health problems that will have a temporary or chronic impact on their living, working, learning, MILITARY VETERAN EXPERIENCE and relationship functions" (pg. 44). These issues make it difficult for veterans to adjust to a higher education setting, and cause tangible problems for their academic progress. 8 Although there are many positive qualities that veterans bring to an institution of higher education, many also bring with them these battle related issues. These issues make it difficult for veterans to adjust to this setting. The American Council on Education (ACE) found that veterans reported problems meeting academic expectations, while managing service connected injuries, including PTSD and TBI (Steele, Salcedo, and Coley, 2010). Not all veterans will openly disclose the visible and invisible injuries they have, so it is incumbent on colleges and universities to develop welcoming programs that meet these challenges (Church, 2009). This lack of self-disclosure could lead veterans to underutilize traditional campus disability services and therefore not receive the accommodations that may make their experience more manageable. Unfortunately, most post-secondary schools are ill prepared to meet the needs of these Veterans, creating lost opportunities for both the Veteran and the institution. Schools that are slow in meeting the challenges that the veterans present, find they are reacting rather than being proactive in meeting veteran needs. If institutions of higher education do not work to understand this veteran population, then it is likely to lead to an unsuccessful experience for the veteran and the institution (Brown & Gross, 2011). There are areas where higher education is generally meeting the needs of veterans, like including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits. But there are many areas that still show MILITARY VETERAN EXPERIENCE room for improvement including assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Literature Review Introduction This literature review will first establish some historical background relating to the GI Bill®, including changes that have taken place since its establishment following WWII. It will highlight the benefits of each version, especially the original version and the most recent version known as the Post 9/11 GI Bill®, and demonstrate the problems caused by the large influx of new veterans in higher education. Next, it will highlight some of the issues veterans have in a higher education setting related to their combat related disabilities and experiences, and the lack of preparation and forethought by colleges and universities related to these new veterans. Historical IFoundation~1office1] 9 The relationship of higher education and the military dates back to the 1862 Morrill Act, which established military training programs at land-grant institutions (Rumann & Hamrick, 2009, 2010). Subsequently, just prior to WWI, Congress passed the 1916 National Defense Act (NDA) which provided colleges a leading role in training soldiers. The NDA also established the three components of the military: the active duty military component, the military reserve component, and the state National Guard component. In addition, it created the Reserve Officers' Training Corps (ROTC) that standardized what had been solely independent military training programs at colleges and MILITARY VETERAN EXPERIENCE 10 universities. These were the fotmdations of the relationship between the military and higher education. Even though the NDA was established prior to WWI, many veterans were unsatisfied with the benefits offered to them, which resulted in significant economic and social unrest. This dissatisfaction prompted the writing of Servicemen's Readjustment Act of 1944 (Rumann & Hamrick, 2009). WWII Era GI Bill(RJ (Original). With the large numbers of military veterans returning home after WWII the Servicemen's Readjustment Act of 1944 (i.e., GI Bill®) granted unprecedented educational and economic benefits to these veterans. After much strnggle, this act was passed by congress and signed into law by President Roosevelt on June 22, 1944 (Rumann & Hamrick, 2009). When signing the GI Bill®, President Roosevelt said "It gives emphatic notice to the men and women in our armed forces that the American people do not intend to let them down" (Department of Veterans Affairs, 2013, para. 24). This trnly generous WWII era GI Bill® provided many financial and educational benefits to veterans and their families. Additionally benefits included living stipends, Veterans were given loan guarantees for homes, farms and businesses (e.g., nearly 2.4 million loans from 1944 to 1952), as well as unemployment pay and employment assistance (Department of Veterans Affairs, 2013). By the time the original GI Bill® had ended in 1956, 7.8 million of the nearly 16 million WWII veterans had used education benefits to some extent. In the peak year of 1947, veterans made up 49% of all college admissions. One interesting fact is that although there was an unemployment benefit available, less than 20% of the funds set aside for this benefit was used by the veterans. The total cost of this original version of MILITARY VETERAN EXPERIENCE the GI Bill® was $14.5 Billion (Department of Veterans Affairs, 2013; Military.com, 2006). 11 Many names have been given to this generation of veterans that served in WWII, such as the Greatest Generation, the G .I. Generation, and the Civic Generation. Regardless of the label, the impact of this generation due in large part to the GI Bill® education benefits, is immeasurable and can be felt to the present. In her book, Mettler (2005) stated that ''.just as the G.I. Bill transformed the lives of veterans who used it, they in tum helped change America" (p. 11 ). This GI Bill® opened up educational opportunities to those other than the privileged in America. Higher education that had previously been reserved for mainly white, native-born, Protestant Americans prior to WWII, was now a possibility for those that were Jewish, Catholic, African American, immigrants, and the working class. This changed the landscape of America forever (Mettler, 2005). Korean Era GI Bill.® The Veterans Readjustment Assistance Act of 1952, or Korean Conflict GI Bill®, was instituted to carry on the tradition of taking care of those who served and fought for their country. It was approved by President Truman on July 16, 1952. It was available for use by veterans who served between June 27, 1950 and Febrnary 1, 1955. Although this GI Bill® still provided education benefits and living stipends, as well has loan guarantees, it left the employment assistance up to the individual states. By the time this program ended in 1955, some 43% of the over 5.5 million veterans of the Korean Conflict had used their education benefits to some extent. Total cost to the country was $4.5 Billion and over 1.5 million loans were guaranteed, meaning the MILITARY VETERAN EXPERIENCE government guaranteed a portion of the loan to the lien holder in case of default (Department of Veterans Affairs, 2013; Military.com, 2006). Vietnam Era GI Bill.® 12 The Veterans Readjustment Act of 1966, or Vietnam Era GI Bill®, was signed by President Johnson on March 3, 1966. It retroactively covered post Korean Conflict veterans who served after February 1, 1955 and continued for veterans who served until May 7, 1975. It again provided education benefits, for the first time including active duty military members, and again loan guarantees. Between 1966 and 1989, 6 million Vietnam veterans, 1.4 million Post-Korean veterans, and 7 51,000 active duty military used this education benefit to some extent. More than $42 Billion was spent on this version of the GI Bill®, and 4.5 million loans were guaranteed (Military.com, 2006). Post-Vietnam Era Veterans Education Assistance Program (VEAP). VEAP was a transitional program that bridged the gap between the Vietnam Era GI Bill®, and the Montgomery GI Bill®. Veterans, who entered after December 31, 1976 were eligible for education benefits under this version, but unlike the previous versions this one required a contribution by the military member and they had to choose to participate upon enlistment. The participant contributed through payroll deductions up to $2700 and the government then matched two dollars for every dollar contributed for a maximum of $5400. If one chose not to participate, then they had no money for education available at the end of their service. In addition to this money for education, the loan guarantees continued (Military.com, 2006). MILITARY VETERAN EXPERIENCE 13 Montgomery GI Bill® and Reserve Programs. The Montgomery GI Bill®, named for its sponsor Representative G.V. (Sonny) Montgomery, was established in 1984. Representative Montgomery was the chairman of the House Veterans' Affairs Committee and worked to support veterans. For the first time a version of the GI Bill® also included education benefits for those serving in the reserve components, although at a reduced benefit to their active duty counterparts. A reserve member had to enlist for 6 years, and after serving 6 months they could begin using their education benefit. It again required the active military member to contribute toward their future education, with matching funds by the military. An active duty veteran was eligible if they served after 30 June, 1985 and had to enlist for a minimum of 2 years. This program continues to be used by veterans up to this day, and overlaps with the new Post 9/11 GI Bill® (Department of Veterans Affairs, 2013; Military.com, 2006). Post 9/11 GI Bill® (Current) The newest of the GI Bill® education and benefit programs is called the Post 9/11 Veterans Educational Assistance Program (Post 9/11 GI Bill®). It was signed into law in July of2008, and became effective August 1, 2009. The Post 9/11 GI Bill® is the most comprehensive bill since the original in 1944. It provides benefits to service members, both active and reserve, who served at least 90 aggregate days of active military service after September 10, 2001. This means that an active duty member and a reserve component member serving the same amount of active duty time will receive the same benefit. The benefit can be used while still in the active military or reserve component and after discharge (Post 9/11 GI Bill Overview, n.d., Department of Veterans Affairs, 2014). MILITARY VETERAN EXPERIENCE 14 The Veterans Administration (VA) pays up to 100% of the student's tuition and fees for their education, based on the amount of service after the date of eligibility. The tuition and fees provided under this version of the GI Bill® are sent directly to the educational institution. This GI Bill® also includes up to $1000 per year for textbooks, a living stipend while emolled in school, based on cost ofliving which averages $1368 per month nationally, a one-time relocation payment of $500 for those relocating from a rural area to attend school, and for those still on active duty in the military the opportunity to transfer some or all of the benefit to their children (Post 9/11 GI Bill Overview, n.d.; Department of Veterans Affairs, 2014). The benefit is tiered depending on how much active duty service was rendered after September 10, 2001. For instance if the member served at least 36 months of active duty service, then they receive 100% of the benefits. For 30-36 months it is 90%, 24-30 months is 80%, 18-24 months is 70%, 12-18 months is 60%, 6-12 months is 50%, and 90 days to 6 months is 40% (Post 9/11 GI Bill Overview, n.d.). GI Bill® Use (as of Fiscal Year 2013). With the increased benefit of the Post 9/11 GI Bill® came a new wave of college bound military veterans and reserve members, and in some cases their family members to whom they have transferred benefits. The higher educational institutions around the country will need to prepare for this new wave, just as they had to prepare and react to the wave of veterans entering school following WWII. The Institute for Veterans and Military Families, at Syracuse University, conducted a multi-pronged study to gain a better understanding of social, economic, and wellness concerns of the newest generation of veterans. There are over 3.9 million MILITARY VETERAN EXPERIENCE 15 veterans identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents in that study 58% reported a service related disability. Of those in the survey that reported service-connected disability, 79% said that the disability created obstacles for them when they transitioned to civilian life. In fact, 12% indicated the disability hindered starting higher education, and 28% said the disability created obstacles in completing their higher education. These same veterans indicated that of the many motivations to join the military, 53% said that educational benefits were a reason they joined, followed by a desire to serve their country at 52%. In the research 92% of respondents indicated that education should play a role in post-service transition. The response to this particular question indicated how overwhelmingly important education is to the most recent service members and veterans, and showed intent to further their education. A study of GI Bill® usage by veterans was published providing data through fiscal year 2013. The study indicated that in the Fiscal Year (FY) of2009 the Veterans Benefits Administration (VBA) reported just 34,393 students using the Post 9/11 GI Bill®, but in FY 2013 the total was up to 754,229 students. If all of the current GI Bill® benefit programs are included, there were 1,091,044 students (FY 2013) using benefits. Payments from the Post 9/11 GI Bill® in FY 2013, to students and colleges, was over $10 billion, with the total from all GI Bill® programs being over $12 billion (Department of Veterans Affairs, 2014). Effects of the Post 9/11 GI Bill® on Higher Education. Military veterans are likely to enroll or reenroll in higher education following military service. It is incumbent upon these institutions to be prepared, in order to make MILITARY VETERAN EXPERIENCE 16 the veterans' transition easier (Rumann and Hamrick, 2009). This is especially the case with the advent of the generous benefits of the Post-9/11 GI Bill®. The researchers further pointed out that because of generational and societal perspectives, many current administrators and faculty have most likely not experienced military service. This has caused issues with how faculty and staff at institutions relate to veterans. Rumann and Hamrick (2009) suggested that building relationships with outside veteran organizations could bridge the gap that may exist. In addition, they suggested that campus administrations could provide opportunities for students, staff, and faculty to better understand aspects of military service, complimenting a broader focus on diversity on campuses. In their more recent study, Rumann and Hamrick (2010) focused on a small group of National Guard and reserve veterans who had returned from wartime deployments to re-enroll in school. The veterans experienced things such as lingering high stress levels related to their deployments, a maturity gap that had developed between them and traditional undergraduate students, personal relationship issues, and identity related issues. Cook and Kim (2009) took a broader look at easing the transition of service members on campus. Their study involved surveys returned by 723 institutions across the country. The study found that there was a varied approach to serving veterans, with no obvious pattern as to which programs and services were provided, or what entity on campus was responsible, and reported that nearly two thirds of colleges and universities that did offer veteran services have increased those services since September 11, 2001. MILITARY VETERAN EXPERIENCE 17 In the same study, researchers came to the conclusion that there were areas where higher education was generally meeting the needs of military students, and areas where institutions could improve. Some examples of areas where institutions met veteran needs were including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits (Cook & Kim, 2009). Areas that needed improvement included helping veterans transition to a college environment, providing professional development to faculty and staff on veteran transition issues, training of staff on meeting the needs veterans with brain injuries and other military related disabilities, streamlining of administrative procedures for veterans enrolling or re-enrolling, and providing opportunities for veterans to connect with peers on campus. With the expected influx of students using the Post-9/11 GI Bill®, institutions need to address these areas of weakness when it comes to veteran services and programs. In their report, Brown and Gross (2011) stated that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. Part ofthis management includes understanding the characteristics of veteran and active military students. Radford (2009) detailed many characteristics of veterans and military undergraduates. The study states that: Slightly more than 3 percent of all undergraduates enrolled during the 2007-08 academic year were veterans, and slightly more than 1 percent were military service members. Among these military undergraduates, about 75 percent were MILITARY VETERAN EXPERIENCE veterans, 16 percent were military service members on active duty, and almost 9 percent were military service members in the reserves. (p. 6) 18 The researcher also detailed issues faced by military undergraduates who wished to attend college: Difficulty transitioning to life after military service; experiencing psychological and/or physical post-war trauma; readjusting to personal relationships; and adapting to a new lifestyle. Radford also highlights that veterans can face bureaucratic red tape from the Department of Veterans Affairs (VA) relating to their education benefits as well as from the college or university staff who were often not well versed in the details of those benefits. Many veterans face obstacles and challenges in using the Post-9/11 GI Bill® and transitioning to college (Steele, Salcedo, & Coley, 2010). Challenges noted included expectations different from their military experience, balancing academics and other responsibilities, relating to non-veteran students, managing service-connected injuries and disabilities. They also noted institutional efforts to adapt to the new GI Bill® benefits. Schools reported increased staff workloads of 50% to 200% related to the new influx of veteran students. The researchers (Steel, Salcedo, & Coley, 2010) noted some of the reasons behind this influx were, increases in total GI Bill® enrollment over previous years, lack oflmowledge in details of the new law, coordination with student accounts offices with respect to receipt of payments, the need to submit enrollment verification of each veteran student, and the need to assist veteran students in understanding their benefits. Institutions could more effectively serve veteran students according to the results ofa focus group study (Steel, Salcedo, & Coley, 2010). Institutions that encourage MILITARY VETERAN EXPERIENCE 19 veterans to self-identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The institutions should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). Veterans with Combat Related Disability Issues One challenge America faces as the more recent conflicts wind down, is that there will be more veterans with disabilities returning from military service, and these veterans will be seeking higher education. It will be important for staff and faculty of associated schools to be prepared to assist these veterans with disabilities in their transition (DiRarnio & Spires, 2009). The veterans that find it especially difficult to adjust to higher education are those with combat related disability issues, including hidden issues such as Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI). Survivability from combat injury has increased and therefore an increase in veterans with disabilities on campus is inevitable. In the most recent conflicts, nearly 85% of those receiving combat injuries are surviving due to advances in protective body annor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). The Veterans Administration (VA) reported that in 1986 there were 2,225,289 military veterans with service-connected disabilities. By 2013 the number of veterans with service-connected disabilities had climbed to 3,743,259, mainly due to exposure to the MILITARY VETERAN EXPERIENCE 20 most recent conflicts in Iraq and Afghanistan and the increased survivability from combat injury (Department of Veterans Affairs, 2014b). Researchers from a study of veterans with three major conditions (e.g., PTSD, TBI, and major depression) reported that 18.5% of those returning from the most recent conflicts had PTSD or depression, and 19.5% reported experiencing TBI during their deployment. Of the veterans responding to the study, 11.2% reported PTSD or depression but no TBI, 7.3% reported PTSD/depression and TBI, and 12.2% reported just TBI (Tanielian & Jaycox, 2008). More recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). Colleges and universities across the country need to find ways to accommodate these new military veterans that may be coming to their institutions, but especially those with these sometimes unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. Accommodating Veterans with Disabilities on Campus. In a study of the role of the DS staff in accommodating veterans with disabilities, 237 members of the Association on Higher Education and Disabilities completed a survey, responses indicated that only 33% were comfortable or knowledgeable about campus efforts to serve these wounded warriors. Additionally, only 17.3% felt they had above average ability to serve these veterans (Vance, Miller II, 2009). There is a need to develop veteran friendly programs that reduce red tape, and have a designated point person or office. Other recommendations were to have an ongoing campus dialogue MILITARY VETERAN EXPERIENCE 21 which includes members of the DS staff, work on collaboration with other campus professionals, and work to collaborate in educating faculty and staff on the unique needs of these veterans (Vance & Miller II, 2009). There have been many discussions on how to accommodate veterans with disabilities on college and university campuses. The American Council on Education (ACE), with support from the Kresge Foundation and the Association on Higher Education and Disability and America's Heroes at Work conducted a "Veterans Success Jam" in May of2010. The "Veteran Success Jam'', was a three-day online collaboration that brought together thousands of veterans and their families, active service members, campus leaders, nonprofit organizations, and govermnent agencies from around the country. Recommendations were generated for colleges and universities accommodating veterans with PTSD and TBI (American Council on Education, 2010). During discussions at the Veterans Success Jam it was determined that overall veterans bring a lot of good qualities with them to campus, such as a higher degree of maturity, experience and leadership qualities, familiarity with diversity, and a level of focus not seen in their peers. Unfortunately, these qualities have been earned at great personal expense, and may well affect their educational goals. Campuses that are prepared to handle these challenges will rnake the transition of these veterans much easier, and the schools will benefit from being seen as veteran friendly (American Council on Education, 2010). Part of preparing to properly serve and accommodate these veterans is to understand what PTSD and TBI are, and what effect they may have on the academic MILITARY VETERAN EXPERIENCE 22 progress of these students. It is imperative that faculty and staff be educated and aware of these possible challenges (American Council on Education, 2010). Traumatic Brain Injury (TBI) in veterans usually involves a blow or concussion to the head which may include a penetrating head injury, which disrupts the function of the brain itself. These are most often associated with contact with an improvised explosive device (IED). Generally TBI can result in long and short-term issues, but most people get better over time. For those with mild cases of TB I, about 80% of the cases from the most recent conflicts, the recovery time can be as little as 3-6 months (American Council on Education, 2010). Post-traumatic stress disorder (PTSD) is a psychological injury that develops in response to exposure to an extreme traumatic event or events over time. PTSD trauma may include threatened death of oneself or others, serious injury, and even just the constant threat of personal injury. This creates a feeling of fear and helplessness that actually changes the brains chemical and hormonal balance. For some victims the symptoms will disappear when they are no longer exposed, yet for others they persist over a long period of time. Flashbacks or reliving events can happen in PTSD cases, which bring the stresses back to the forefront. These victims can sometimes avoid these feelings by avoiding events or situations that may trigger them. Usually PTSD symptoms manifest themselves within a few months, but they can take years to appear (American Council on Education, 2010). Staff and faculty may find it helpful to know what cognitive difficulties may be manifested in a veteran with PTSD or TBI. Each person manifests symptoms differently, so it hard to generalize. These symptoms can be things such as: difficulty in MILITARY VETERAN EXPERIENCE 23 concentration and attention; challenges processing infonnation; learning and memory deficits; sluggish abstract reasoning; and slowed executive functioning including problem solving, planning, insight, and sequencing. These veterans may also experience stressors outside the classroom involving home life, work, sleep disturbances, trouble managing time, and panic attacks (American Council on Education, 2010). When considering how to accommodate veterans with these types of disabilities it is best to understand that PTSD and TBI .symptoms are expressed in very unique ways. Standard procedures for accommodating a student with disabilities may not work with these veterans. In addition, in extreme cases, PTSD and TBI may also lead to depression and suicidal thoughts. These symptoms can be aggravated by academic pressure, health concerns, relationship issues, sleep problems, and substance abuse issues. Some factors that may have a positive effect on these veterans are social support by other veterans, professional medical treatment, good health and eating habits, and participation in recreational activities (American Coimcil on Education, 2010). Institutional faculty and staff should also be aware that not all veterans with PTSD or TBI will require disability accommodations to be successful in education, while others may. If they do require and qualify for special accommodations they will normally fall under either the Americans with Disabilities Act of 1990, or Section 504 of the Vocational and Rehabilitation Act of 1973. So adjustments may be made for these veterans, as they are with others with disabilities, as long as the accommodations do not change the overall academic program in question (American Council on Education, 2010). MILITARY VETERAN EXPERIENCE 24 Another factor to consider is that these veterans are less likely than their peers on campus to access special accommodations for which they may qualify. There are many reasons this may occur such as pride, lack of understanding campus resources on their part, or the feeling that faculty and staff do not understand PTSD or TBI. It is necessary to realize that most staff and faculty have not experienced anything close to what these veterans have been exposed to in combat (Rumann & Hamrick, 2009). Faculty and staff must be informed in other ways because of the lack of exposure to military experiences and lifestyle. Increased awareness by faculty and staff can also meet the needs of broader commitment to diversity on campus (American Council on Education, 2010; Rtunann & Hamrick, 2009). Faculty and staff should know that the manifestation of symptoms, and even the diagnosis of these conditions, may not occur until well after they leave the military. Therefore, they may come to the campus undiagnosed. Becoming aware of the outward signs of PTSD and TBI could present opportunities to counsel veterans on possible accommodations, for those that have not already made arrangements with the DS office on campus. Of course, veterans must be willing participants and never be coerced (American Council on Education, 2010). Faculty and staff would also find it useful to become aware of other veteran resources on campus and in the community that may be helpful in the veterans' transition to the college or university setting. These could be resources such as the Veteran Student Services office, Veterans Upward Bound (VUB), the local Student Veterans of America chapter, or various community veteran resources like the Veteran Service Organizations (American Legion, Veterans of Foreign Wars (VFW), and Disabled American Veterans MILITARY VETERAN EXPERIENCE 25 (DAV)), the Veterans Administration (VA) hospital, and others. Partnering with outside organizations would help university staff in handling veteran specific issues (American Council on Education, 2010; Rumann & Hamrick, 2009). In general faculty and staff should understand that most veterans are new to their disabilities as well and may be unaware of their rights as disabled students to receive accommodations for an identified disability. The process of getting and accepting help can take time for these veterans. Sometimes their military background can hinder them, mainly due to the stigma of weakness that can be placed upon someone in the military with disabilities or shortcomings. Faculty and staff should also be aware that there are many other disabilities that veterans may bring to campus in addition to PTSD/TBI such as loss oflimb(s), severe burns, deafness, vision issues, and general learning disabilities (American Council on Education, 2010). Veterans with Disabilities. In a study published in 2012, focus groups were held involving 31 veterans who had self-reported PTSD symptoms. Transcripts of the sessions were analyzed to establish dominant themes in the responses of these veterans. Findings indicated that veterans with PTSD. needed services in a variety of different areas, and they also had some specific recommendations for easing their transition (Ellison, et al., 2012). The veterans in the study found it important for the schools to provide services for educational planning, including helping them to prepare for the rigors of higher education. The reality is that many of these veterans went into the military because they felt they were not ready for college. The veterans felt they needed help with counseling on the educational goals, and in choosing an appropriate major (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 26 Another concern for these recent veterans is being able to reintegrate into society after their military service. Many of them left from their parents' homes right after high school without learning to live civilian life on their own. The veterans indicated the sudden change in social, psychological, and environmental norms from the military to civilian life created concerns. These concerns included homelessness, lack of family support, medical and/or addiction needs, physical disability needs, financial difficulties, and the how to balance their education and living needs (Ellison, et al., 2012). One theme that manifested itself across the veterans was the need for guidance and counseling regarding their GI Bill® and VA benefits. The veterans indicated that when calling veterans services they had difficulty reaching an actual person who could answer questions for them. When they did reach an individual, this person lacked proper knowledge of benefits, or could not properly cotmsel them on the pitfalls of choosing one educational benefit over the other. The staff at these offices need to be knowledgeable and infonnative (Ellison, et al., 2012). These veterans were concerned over the impact that their PTSD would have on their educational attainment. They indicated high anxiety dnring classes which could be triggered by things such as loud and sudden noises, hypervigilance while traveling to school, or anything that might remind them of their combat experience. Some indicated that they coped with these difficulties by using medication, positioning themselves at the back of the class, trying to choose classes with fewer students, or even evening or online classes. The veterans also expressed concern with perceived difficulties in memory and concentration in class, and the need for special accommodations (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 27 The veterans provided some possible ways that institutions could mitigate some of the difficulties that they face. They indicated the need for on campus outreach services from VA facilities where the veterans normally gather. The younger veterans also expressed a need for more outreach by veterans their own age and not just by groups of what they perceived to be veterans old enough to be their fathers (Ellison, et al., 2012). Peer support was another area where they felt services could be utilized to their benefit. The veterans felt that being able to interact with veterans who have had similar experiences, would help them to navigate the difficulties of the environment. There is an unseen trnst bond that fellow veterans feel from each other, especially if they know they have each served in similar combat situations. The veterans thought that a program of veterans providing counseling to veterans would be ideal and that one-on-one service settings would be best (Ellison, et al., 2012). These veterans also suggested that there should be some coordination between services received with their VA education benefit and with the clinical services related to their PTSD treatment. Veterans were concerned with the logistics of managing their schooling and the case management involving their treatment. The veterans suggested that there be some coordination between the schools and the VA to have school representatives available at the VA facilities for question and answer sessions related to higher education, as well as maybe some workshops related to college preparation. The veterans also wondered if it were possible to have individual advocates that would walk them through the processes such as admissions, financial aid, and enrollment (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 28 The veterans also suggested that there is a big change between the structured life of the military and the less structured civilian culture. Veterans felt in the military they had less autonomy and flexibility, and were concerned that their dependence on the military structure could hinder them in college persistence. Veterans felt that the process on campus needed to be streamlined and clear in order for them to better cope with the process. A one-stop-shop for veteran student services was suggested (Ellison, et al., 2012). Another concern was the perceived disconnect from the social networks the veterans relied upon prior to serving in the military. Having experienced many traumatic combat related experiences, and feeling a veteran no longer fit into groups or social settings that veterans may have been included in prior to their service. The veterans' social networks had become those that were fonned in the military and the transition back to civilian social networks was difficult. Veteran student groups on campus and national student veteran organizations could help ease these concerns (Ellison, et al., 2012). Reintegration into Society As veterans return from conflicts they have difficulties reintegrating into work environments, educational environments, social interactions and relationships, general physical functions, and sound emotional well-being. This is especially true for veterans that return with disabilities such as PTSD and TBI (Ostovary & Dapprich, 2011). As related specifically to (re)integration in education, veterans find both challenges and opportunities await them. The challenges come in many different forms and veterans need help navigating them upon entering the higher education environment. MILITARY VETERAN EXPERIENCE The opportunities depend on the approach to veterans established in each school (Ostovary & Dapprich, 2011). 29 One of the challenges faced in educational (re )integration is the loss of the direct benefits veterans were used to receiving in the military. Veterans are used to their day to day needs being taken care of for them with relative ease for the most part. Veterans' educational benefits can sometimes be delayed. The veterans are encouraged to apply for their GI Bill® benefits soon after discharge, yet the process of receiving these benefits is not immediate. This urgency in using the education benefit may cause the veteran to feel rushed into college enrollment and amplify things such as anger, irritability, and poor concentration in school. Classroom settings can also be a challenge and veterans may be affected by class size and noise, placement in the room, and attention and concentration issues. The veterans themselves report problems with the rigors of the curricuhun, social interaction with other students, and their perceived limits to services on campus (Ostovary & Dapprich, 2011). Educational satisfaction of veterans relates to how the respective institution of higher education works to become veteran friendly. Colleges and universities need adapt to the needs of new veterans as they transition. A veteran friendly campus is one that collaborates all services related to the (re)integration of veterans with disabilities. The services should include veteran centers on campus, veteran specific orientations, intramural programs for disabled students, and a campus-wide focus on veteran services. In addition, a student veteran organization should be established on campus. These organizations may improve interaction between veterans and traditional students, and between veterans and faculty and staff (Ostovary & Dapprich, 2011). MILITARY VETERAN EXPERIENCE 30 As has been the pattern of past generations, social and political change has occurred when veterans return from the fight, including those that return with disabilities. Following WWI the change came in the form of what was called the Commission on National Aid to Vocational Education and Disabled Veterans Act. Following WWII the change was known as the Serviceman's Readjustment Act. Then after Vietnam the program was called Veteran's Readjustment Assistance Act. Our newest veterans with disabilities are covered under the provisions of the Americans with Disabilities Act Amendment Act (AD AAA) of 2008 (Ostovary & Dapprich, 2011 ). Higher Education: Weathering the Perfect Storm. It has been said that the return of veterans from recent conflicts in Iraq and Afghanistan, along with the passage of the ADAAA, and the comprehensive benefits of the new Post 9/11 GI Bill® have created a so-called perfect storm that higher education has to overcome (Grossman, 2009). How higher education reacts will detennine how well they navigate the storm. Veterans with disabilities have historically been seen as assertive when it comes to their civil rights and educational benefits earned during their service. Many have been through traumas of the battlefield and will have been diagnosed with PTSB, TBI, and other issues (Grossman, 2009). Institutions of higher education will have to adapt to and learn to accommodate these veterans. Postsecondary institutions can become overwhelmed by this new influx of veterans with disabilities, or it could see this as an opportunity for positive changes. These new veterans could become the wakeup call that higher education needs, or a stumbling block. To weather the storm they will need to look at this challenge from a MILITARY VETERAN EXPERIENCE 31 new perspective and come up with new solutions that include a campus-wide response to accommodating veterans, and a Universal Design (UD) approach to their education (Burnett & Segoria, 2009; Grossman, 2009). The researcher (Grossman, 2009) lays out the challenges that come along with this perfect storm, and that higher education institutions will have to decide how they meet the challenges. First, they have to decide to prepare for this new population of veterans, of which they have had little if any experience dealing with. This will require training of faculty, staff, and DS staff on the characteristics and needs of these veterans. Although the AD AAA makes it clear that institutions are not required to fundamentally change their programs, but when it comes to veteran accommodations they may need to determine what really is fundamental. Veterans with PTSD and TBI require adjustments (accommodations) to the status quo, yet at the same time they do not want to be coddled (Grossman, 2009). The second challenge for colleges and universities is to develop veteran outreach activities that encourage them to enroll in college, take advantage of earned accommodations, and persist to graduation. They will need to address veterans with disabilities that hesitate to self-identify, that bristle at even being called or considered disabled, but that still need to be informed of campus benefits. Outreach activities should take place at locations where veterans may congregate (on and off campus), on social media cites, and at local military base education centers where possible. Veteran-specific student organizations, clubs, and fraternities may also be developed to inform veterans. For the most part these veterans are not used to the academic culture surrounding MILITARY VETERAN EXPERIENCE 32 disability accommodations and need help reviewing their documented disabilities or help obtaining proper documentation (Grossman, 2009). The next challenge noted is that veterans need someone on campus that can support them when the challenges and rigors of academic life arise. Ideally this would be someone with military experience generally similar to the individual veteran experience. Veterans with disabilities need to have someone they know can relate to their specific needs, and challenges, and be sympathetic to their cause (Grossman, 2009). Finally, colleges and universities need to be up to the challenge that this is an ongoing opportunity to help these current veterans and those that may come in the future. The higher education institutions should realize that America has made a commitment to these veterans and that part of that commitment is to their proper education. The commitment to this opportunity has to stay consistent, perpetual, and always focused on meeting the needs of these veterans with disabilities (Grossman, 2009). Summary There has been a long history established of federal assistance for veterans leaving military service, especially since WWII concluded. The GI Bill® has become a major part of those benefits. The original GI Bill® was a very generous benefit that provided an educational opportunity to millions of veterans following WWII, and literally changed society for generations. The newest version, the Post 9/11 GI Bill®, once again offers a tremendous benefit to veterans transitioning from the military and entering higher education environments around the country. This new GI Bill®, along with the large number of veterans leaving service following the wars in Iraq and Afghanistan, have facilitated the need for change MILITARY VETERAN EXPERIENCE 33 and adaption of student services at these institutions of higher education. Some of these colleges and universities have done better at adapting than others, but the need for all to make the change is required. Reintegration of these veterans into society, and more specifically into education, is critical for their well-being. These veterans almost always need help navigating the challenges faced in a higher education environment. Colleges and universities must change and adapt as society does in relation to veterans. Many of these new veterans coming to higher education have been exposed to combat and may have disabilities, including PTSD and TBI, which will need to be accommodated. Adjustments will need to be made by faculty and staff in order to address the educational needs of these veterans with disabilities. How these adjustments are made, and how effective they are in helping the veterans transition, will impact the experience of both the institutes of higher education the veterans they serve. MILITARY VETERAN EXPERIENCE 34 PURPOSE With the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). This new GI Bill® benefit is the most generous since the end of WWII (Radford, 2009) which has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. In research by Zoli, Maury, and Fay (2015) of more than 8,500 military members and veterans, 92% said that education should play a role in post-service transition. Unfortunately most colleges and universities were inadequately prepared to meet the needs of this new influx of veterans and have been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Many of these new veterans have returned with disabilities related to their wartime experiences, such as PTSD and TBI, which require additional considerations and accommodations. These veterans with disabilities have both temporary and chronic health issues that have affected their educational experience (Church, 2009). Faculty, staff, and related student services offices need to work together to meet the needs and special accommodations of these veterans with disabilities. The purpose of this study was to detennine veterans/veterans with disabilities perspectives on how well they have been integrated and accommodated at the community college and university level in a western state. The study sought to determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. MILITARY VETERAN EXPERIENCE 35 The primary research questions were: 1. To what extent do veterans feel that their respective college or university has developed a veteran friendly campus by streamlining the admission, enrollment, and veteran services processes? 2. To what extent do veterans feel faculty and staff have an adequate understanding of the experiences of military veterans and are faculty and staff aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general? 3. To what extent do veterans perceive that colleges or universities adequately understand and accommodate veterans' with disabilities, specifically those disabilities related to combat related issues such as PTSD and TBI? MILITARY VETERAN EXPERIENCE 36 METHOD To address the purpose of this study, a needs analysis through survey research was conducted using the perspectives of veterans at both a university and community college in a western state. Veteran attitudes and perspectives were gathered related to their experiences during the admissions and emollment processes at their institutes of higher / education. Additionally the participants considered disabled, due to PTSD or TBI, were further queried relating to their specific experiences on campus. The study was conducted using a survey consisting of 4-point Likert scale questionnaire (Appendix A), with follow-up open-ended questions. The Likert scale questions were used to measure the overall perception of veterans' experiences in higher education. The open-ended questions were used to identify common themes and opinions from these same veterans. Additional survey questions were provided for veterans who self-identified as having PTSD and/or TBL The study was of particular interest to the researcher due to past experience in the military, work experience serving veterans on campus, and experience as a student having used GI Bill® benefits for graduate studies. The researcher served in the U.S. Army for over 22 years retiring in 2005, was grandfathered into the Post 9/11 GI Bill® benefits after retirement, and used those benefits in pursuit of a Master of Education degree at a university in a western state. Additionally the researcher is a service-connected veteran with disabilities. The researcher worked with veterans at a university as a staff member in a Department of Education program called Veterans Upward Bound (Department of Education, 2014), and was a member of a university committee of concerned faculty and staff, dedicated to creating a veteran friendly environment. MILITARY VETERAN EXPERIENCE 37 Participants The study surveyed veterans attending a university and a community college in a western state, who were associated with the Veterans Upward Bound (VUB) program at each campus. The survey was distributed to 158 veterans who participated in VUB between 2013 and 2015. Total respondents to the survey were 33, a 23% response rate. As with the military in general, it was anticipated that the majority of the respondents would be male (see Table 1). Part of the survey allowed the veterans to identify whether they had a serviceconnected disability for PTSD and/or TBI. Those that identified themselves as disabled due to PTSD/TBI were further queried, to gather information related to their particular experiences regarding disability accommodations and services on campus. Table I. Respondents by branch and years of service, and by branch and gender. 0-5 years 6-10 years 11-19 years Retired 20+ Male Female Army 4 4 1 1 8 2 Navy 2 1 NIA 1 3 1 Air Force NIA 4 NIA 4 5 3 Marine Corp 5 2 NIA NIA 6 1 Nat. Guard NIA NIA NIA 1 NIA 1 Reserve 1 2 NIA NIA 3 Total 12 13 1 7 25 8 MILITARY VETERAN EXPERIENCE 38 Instruments This research was conducted using a survey of questions related to the veterans' experiences and satisfaction level with campus services, including questions specifically for those veterans who identified themselves as having a service-connected disability (Appendix A). The questionnaire measured levels of satisfaction or dissatisfaction with each topic. No neutral response was offered to the respondents. The researcher's rationale being that the veterans were either satisfied or not with each aspect of their experience on campus. The open-ended questions required a written response that allowed the respondents to express deeper feelings related to the topics. These were used to further identify common themes. Procedure The study identified veterans enrolled in VUB using program specific database software known as Blumen® (Compansol, 2012). The database is used to track the progress of veterans in VUB and was readily available to the researcher. Although the researcher had access to the veterans in the VUB program, Institutional Review Board (IRB) permissions were requested in accordance with institutional procedures. The IRB request included all survey instruments and informed consent forms required for the study. Once approval of the study was given (Appendix B), the researcher obtained a current number ofVUB participants served between 2013 and 2015, and began the survey process. MILITARY VETERAN EXPERIENCE 39 An email was sent to 158 veterans emolled in VUB between 2013 and 2015. The initial email introduced the study and asked each veteran to participate in the survey. The email made clear that their participation in the survey was consent for their data to be used in the study. The veterans were instructed that these surveys would include descriptive information such as background, age, and sex, but that no identifiable information would be published in the results. Of the initial 158 emails sent, 15 were rejected due to invalid emails, and two veterans specifically requested not to be contacted further and were removed from the participant list. The final pool was 141 veterans. One week after the initial email, a second email was sent to each veteran with a link to the survey and they were asked to complete it as quickly as possible. After a two week response period the researcher sent the link again, to offer those veterans who have not yet responded the opportunity to participate. Due to minimal response, the survey link was then sent out two additional times before it was determined that the maximum voluntary response was likely reached. There were a total of 33 completed surveys received, or a 23% response rate approximately. Of those received, eight women veterans completed the survey, or 24%. Unfortunately researchers have found that response rates to online surveys are significantly lower than paper surveys, despite various practices used to lift total responses. It was reported that online surveys had response rates 23 % lower than that of paper surveys (Nulty 2008). Nulty suggests the following procedures as a way to boost response rates from online surveys such as: MILITARY VETERAN EXPERIENCE 1. "Pushing" the survey using an easy access URL sent directly to the participants. 2. Frequent reminders to the participants, at least 3, however some researchers in the study were concerned with irritating the survey population. 3. Involving academics with a vested interest, to remind possible participants. 40 4. Somehow persuading participants that the data from their responses will be used usefully and taken seriously. 5. Providing rewards of some sort, prizes, points, extra credit, etc. But some cautioned that students should do it because it is worth their time, versus extrinsic motivators that may skew the sample. 6. Help students to understand how to give constructive criticism, which can help their open-ended responses. 7. Create surveys that seek constructive criticism, which encourages participation and avoids the pitfalls of simple numerical rating surveys. During the data collection process, some of these tactics were employed to increase response rates. As indicated earlier in this research, multiple emails with an easy to access URL were used, providing frequent reminders, participants were informed that their data would be used to improve the situation of current and future veteran students, and the survey was constrncted in a way that would allow the veterans to provide constrnctive criticism using both a Likert scale survey and follow-up open-ended comments. MILITARY VETERAN EXPERIENCE 41 Based on the researcher's work with veterans for over 10 years prior to this study, the response rate for the current research was not a surprising. Most veterans have been reluctant to participate in extracurricular activities and assignments given through VUB, due to their busy life and their focus on the requirements of their education which effect their grades. In addition, female veterans seem more likely to participate than male veterans. Female veterans made up only 16% of the initial pool of veterans to whom the survey was sent, but responded at a rate of 24%. Additionally, of those who responded 33% indicated they had been diagnosed with PTSD and/or TBI. Data Analysis The survey was administered and gathered over the course of a semester and the results were analyzed. Data were reviewed on a regular basis as the surveys were returned by the respondents. The researcher reviewed the responses for overall concepts, emerging patterns, and overarching categorization. The data were described and interpreted to answer questions posed by the research on the military veteran experience in higher education in a western state. An ecological psychology approach was talcen to analyze the participant's perspectives related to their environment (Boudah, 2011). Ecological psychology is the study of the relationship of humans and their environments, and how that enviromnent affects the inhabitants. In this case the higher education environment and military veterans. The researcher collected the data over time and then coded the data for analysis. During coding the researcher worked to identify patterns, developed categories, and MILITARY VETERAN EXPERIENCE looked for common themes and trends. As new responses crune in, patterns categories and themes were changed and adjusted as necessary. 42 The researcher then moved beyond the patterns, categories and themes to develop a theory based on a review of the causes, consequences, and relationships of the veteran perspective. The researcher brought a theoretical sensitivity to the subject based on past experience in the military and current work with veterans on college and university crunpuses. MILITARY VETERAN EXPERIENCE RESULTS 43 The survey questions were broken down into demographic data, and seven survey sections: (a) overall experience in higher education, (b) website navigation, (c) admissions, (d) enrollment services, (e) veterans services office, (f) faculty awareness/classroom enviromnent/campus life, and (g) service-connected disability. Likert scale answers were gathered, and the respondents were also given the opportunity to comment on each section as well. See the Likert scale results (Appendix C). Demographic Data Based on the survey answers in this section, the researcher received a good mixture of military veterans. Of the respondents, seven indicated they were retired military (typically a minimum of20 years served), one had served 11-19 years, 13 had served 6-10 years, and 12 had served in the military 0-5 years. As to the question of how long each veteran had been out of the military before starting college, nine veterans had been out just 0-6 months, only three 7-12 months, seven had been out 1-2 years, three had been out 3-5 years, and 11 had been out of the military over five years. Of the veterans who responded, 25 were male and eight were female. Combat zone experience was high among respondents, which reflects the fact that the military has been involved in one conflict or another for over a decade. Of the 33 respondents 25 had been deployed to a combat zone, including six of the eight female veterans. There was a fairly even mixture of veteran students attending two or four year postsecondary institutions as well. Of the respondents, 10 were attending a 2-year institution and 13 were attending a 4-year institution. The rest were either imminently MILITARY VETERAN EXPERIENCE 44 graduating, starting school the following semester, or were just not enrolled in school at the time of the survey. The military branch breakdown of the respondents were 10 that had served in the Army, four from the Navy, eight from the Air Force, seven from the Marines, and four who had served in a reserve component. Overall Experience in Higher Education When asked iftheir overall experience in higher education had been positive, nearly 73% either agreed or strongly agreed with the statement, and the remaining 27% disagreed or strongly disagreed. As to whether their school was working to accommodate veterans, 66% either agreed or strongly agreed and the remaining 33% disagreed or strongly disagreed. And finally as to whether veteran programs/benefits have improved since they have been at school, nearly 56% either agreed or strongly agreed, while 44% either disagreed or strongly disagreed. Open ended comments from this section included one from a veteran who said, "Seems to be more difficult once you've been identified as a veteran." Another veteran commented, "Some departments are set up in such a way that Veterans who use their G .I. Bill do not get the full benefits. ([e.g.] the Automotive Department) Some of the classes have 25 hours of seat time for 1 week with homework and is considered part time." Website Navigation The respondents overwhelmingly agreed that their respective college/university website was easy to find online, with 100% that either agreed or strongly agreed. Once they found the site 75% either agreed or strongly agreed that the site was easy to navigate, MILITARY VETERAN EXPERIENCE 45 while 25% reported a negative experience and either disagreed or strongly disagreed that the website was easy to locate. When it came to veteran-specific webpages, 60% either agreed or strongly agreed that it was easy to locate veteran-specific webpages and that they were either in one location or easily linked. Yet 40% disagreed or strongly disagreed, and found the webpages more difficult to locate. The respondents that either agreed or strongly agreed that veteran webpages were clear and understandable was about 73%, with about 27% that disagreed or strongly disagreed. Finally, over 93% of the respondents either agreed or strongly agreed that contact information for Veterans Services was easy to find on the website. When asked to comment about website navigation, one veteran said, "Veterans Services website need[s] a complete makeover. Veterans Upward [B]ound need[s] some life to it, graphics. Still have very old pictures. Out of date. Its 2015 folks." Admissions A clear 100% of the respondents either agreed or strongly agreed that online admissions application was easily fotmd, clear, and understandable. Over 68% either agreed or strongly agreed that the application clearly asked them to identify as a military member or veteran, with approximately 31 % that either disagreed or strongly disagreed that the application clearly asked them to identify as a military member or veteran. The vast majority of the veterans, over 96%, either agreed or strongly agreed that the admissions office was easy to locate on their campus if needed. Approximately 63% either agreed or strongly agreed that the admissions staff was helpful, were able to answer MILITARY VETERAN EXPERIENCE veteran related questions, and understood veteran related procedures while over 36% disagreed or strongly disagreed. 46 Just over 53% of the veterans either agreed or strongly agreed that the procedure to transfer in credit for military experience was clear and understandable, while nearly 47% disagreed or strongly disagreed. As to whether their respective school offered veteran-specific orientations or information sessions, approximately 53% disagreed or strongly disagreed. Nearly 47% agreed or strongly agreed. When asked whether the overall admissions process was veteran friendly, nearly 70% either agreed or strongly agreed that it was, while about 30% disagreed or strongly disagreed that the process was veteran friendly. Comments on admissions included one veteran who said, [About the application] "the box that asks if you are a vet is a small box that most vets don't see." [As to whether the staff was helpful] "When you ask any questions on the phone, as soon as you say you're a vet, they transfer you to Veteran Services, even though your question is about admissions." [In reference to veteran orientation] "Some orientations include a portion for vets, but most don't." Another veteran commented, "I honestly can't remember if Veteran status was an option on the application. The local VA office had to add me as Veteran with school. There is a disconnect somewhere." Enrollment Services When asked about enrollment services, over 85% ofrespondents either agreed or strongly agreed that the online registration process was clear and understandable, with just over 14% disagreed or strongly disagreed. Nearly 94% of the veterans either agreed or strongly agreed that the registrar's office was easy to locate on their respective campus. MILITARY VETERAN EXPERIENCE 47 The veterans were also asked if they had access to an advisor for help planning and choosing courses, as well as assistance in enrolling. Approximately 74% of the respondents either agreed or strongly agreed, with just about 26% that disagreed or strongly disagreed. As to whether the registrar office staff were familiar with veteranspecific needs, only about 45% either agreed or strongly agreed, and 55% didn't feel their needs were met. Over 78% of the veterans surveyed either agreed or strongly agreed that enrollment deadlines, add/drop periods, and the semester schedules were made clear, while approximately 22 % disagreed or strongly disagreed. One veteran said concerning enrollment services, "I specifically had to ask for an adviser with a military background to assist me. It was difficult to process to figure out what classes I needed to finish my degree with the military. The other advisers gave a generic tutorial on general education classes which was helpful to a point. To be fair it was extremely difficult to get assistance from the military." Another veteran commented, "I could find no specific counselor to meet with to plan a course schedule. That was left up to the advisor for the degree you majored in. Getting a meeting with that person is absolutely ridiculous and time consuming. Not easy in the slightest." Veterans Services Office When it came to ease of locating Veterans Services on campus, almost 85% either agreed or strongly agreed that it was no problem, with the remaining 15% who either disagreed or strongly disagreed. Some 78% ofrespondents either agreed or strongly agreed that the staff was friendly, welcoming and knowledgeable on GI Bill® benefits, but the 22% remaining either disagreed or strongly disagreed. The majority of the veterans, just over 77%, either agreed or strongly agreed that procedures for certification of GI MILITARY VETERAN EXPERIENCE Bill® benefits clear and understandable, or they were explained adequately. The remaining 23% either disagreed or strongly disagreed. Nearly 81 % of the respondents either agreed or strongly agreed that the Veterans Services staff helpful in giving guidance for registration each semester, with the remaining 19% either disagreed or strongly disagreed. 48 When asked if problems with GI Bill® benefits were resolved for them in a timely manner, over 84% indicated that they either agreed or strongly agreed, with 16% that either disagreed or strongly disagreed. Comments about Veterans Services Office included one veteran who said, "The Veterans Student Services were very helpful, lmowledgeable and professional." While another commented, "The Veterans Services Office was able to answer my questions and refer me to the appropriate services I required, however, I wondered why other school officials hadn't referred me to Veterans Services first. I could have avoided a lot of confusion and wasted time." Faculty Awareness, Classroom Environment, and Campus Life When asked about whether their school had offered a reintegration program to help with transition, about 57% indicated that their school did not offer this type of program, and either disagreed or strongly disagreed. Only 43% either agreed or strongly agreed that a reintegration program was offered. Over 63% of the respondents either disagreed or strongly disagreed that their professors were aware of veteran resources on campus, with the remaining 3 7% who agreed or strongly agreed that professors were aware. Some 70% of respondents either agreed or strongly agreed that their instructors/professors interacted well with them, and MILITARY VETERAN EXPERIENCE 49 honored the veterans' confidentiality requests. The remaining 30% disagreed or strongly disagreed. When asked if veterans were aware of instructors being trained about what the military experience is like, over 60% either disagreed or strongly disagreed that the instructors had been trained, and only 40% agreed or strongly agreed that they were. As to whether the respondents felt they were treated fairly and respectfully on campus, almost 82% agreed or strongly agreed. The remaining 18% either disagreed or strongly disagreed. About 87% agreed or strongly agreed that they were allowed to share their military experiences when appropriate, while the remaining 13% disagreed or strongly disagreed. Of the veterans that responded, 80% agreed or strongly agreed that allowances were made for specific veteran seating needs. Nearly 82% agreed or strongly agreed that classroom populations are manageable in size and encourage learning, while the remaining 18% veterans disagreed or strongly disagreed. Peer mentoring programs allow veterans to get assistance with coursework, directly from other veteran students. Just over 64% of the respondents agreed or strongly agreed that their school had a peer mentoring program for support of veterans, while almost 36% disagreed or strongly disagreed. In addition, over 65% of the veterans agreed or strongly agreed that their school had a relationship with veteran service organizations, such as The American Legion, Disabled American Veterans, and the Veterans ofForeign Wars, that can assist veterans in obtaining further benefits, with the remaining respondents disagreed or strongly disagreed. Also, about 87% of the respondents agreed or strongly agreed that their school allowed the Veterans Administration (VA) to have a MILITARY VETERAN EXPERIENCE presence on campus to assist with things such as mental health counseling, education benefits, veterans with disabilities' benefits. 50 In regards to Student Veteran Organizations (SVO), about 47% agreed or strongly agreed that they were aware their school had a SVO on campus, but about 53% disagreed or strongly disagreed. Many colleges offer a "one-stop-shop" for any resource on campus related to veterans, such as Veteran Services, VUB, Admissions, Registration, and Disability Services. This helps the veterans by providing a streamlined process for administrative offices and support resources needed while applying for and attending college. Just 58% of veterans agreed or strongly agreed that their school offered such a resource, while the remaining 42% disagreed or strongly disagreed. When asked to comment on faculty awareness, classroom environment, and campus life, a veteran commented "A one-stop shop for veterans/military issues would be very beneficial." Another veteran commented, "The VA office was moved from the student services building to a building on the outskirt of campus. It should be co-located with other student services. Their current facilities are inadequate for study or parking. I pushed hard to assist and establish a veteran student organization with no luck. Finally, it was hard transition from the "military life" and it would have been nice to have a fellow Vet as a mentor." Another veteran said, "Veterans services are on opposite ends of the campus and not located "on campus" per se. The Veterans Services Office used to be located in the administration building on campus and it was more convenient to walk between the registrars, cashier, and Vet services when problems or questions arose, but MILITARY VETERAN EXPERIENCE last summer is was moved outside of the building and it now seems disconnected from the school." Service-connected Disability Of those that responded to this question of the survey, just over 35% (11) indicated that they had been diagnosed with PTSD, TBI, or a combination of the two illnesses. Nearly 83% of these veterans with disabilities agreed or strongly agreed that the staff of Disability Services, at their campus, were friendly, welcoming, and had an understanding of veteran-specific disabilities. 51 About 71 % of the veterans with disabilities agreed or strongly agreed that Disability Services staff had an understanding of the cognitive difficulties related to PTSD/TBI, and were trained to counsel veterans, while the remaining veterans with disabilities disagreed or strongly disagreed. As to whether Disability Services helped veterans deal with the stigma related to being "disabled", almost 74% agreed or strongly agreed, and the remaining 26% either disagreed or strongly disagreed. Over 82% of the veterans with disabilities agreed or strongly agreed that Disability Services coordinated with the VA to properly accommodate the veterans with disabilities on campus, while almost 18% disagreed or strongly disagreed. Just over 83% of veterans with disabilities agreed or strongly agreed that classroom accommodations are given to veterans with PTSD/TBI diagnoses, while nearlyl 7% disagreed or strongly disagreed. About 84% agreed or strongly agreed that test-taking and test location accommodations were given to veterans with these diagnoses, with the remaining that either disagreed or strongly disagreed. Finally, when asked whether Disability Services collaborates to educate other campus professionals MILITARY VETERAN EXPERIENCE 52 about veterans with disabilities' needs, 80% of the veterans with disabilities agreed or strongly agreed that they did, and 20% disagreed or strongly disagreed. Of those veterans that indicated they had either PTSD or TBI, one commented "If provisions are available at Weber State University for Disabled Veterans I am not aware of them." And finally, another commented "I experienced Sexual trauma in the military and received disability accommodations finally after three years at college. It would be helpful to have a female Psychologist for female veterans. I don't feel comfortable sharing my anxiety issues with a male." Table 2. Summary of responses by survey section, with the totals by section and response type. Section Strongly Agree Disagree Strongly Survey Sections Responses Agree Disagree a. Overall 93 27 34 14 18 Experience (3) b. Website 155 36 88 22 9 Navigation (7) c. College 224 48 111 43 22 Admissions (7) d. Enrollment 152 29 86 26 11 Services ( 5) e. Veteran Services 153 57 67 20 9 Office (5) f. Faculty 388 82 167 92 47 Awareness/ Classroom Environment (13) g. Service- 147 64 53 12 18 connected Disability (7) MILITARY VETERAN EXPERIENCE DISCUSSION 53 As seen in the review of previous research on this subject, the study found that with the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict, some 40 years ago (Cook & Kim, 2009; Rumann & Hamrick, 2009). In research by Zoli, Maury, and Fay (2015) of the more than 8,500 military members and veterans who participated, 92% indicated that education should play a role in post-service transition. This new GI Bill® has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. The previous research found that most colleges and universities across the country were inadequately prepared to meet the needs of this new influx of veterans and had been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Research also showed a need for improvement in areas related to veterans such as assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Previous research also suggested that institutions that encourage veterans to selfidentify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The university should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military MILITARY VETERAN EXPERIENCE training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). 54 The current study provided an opportunity to obtain the perspective of the veterans, in one western state, as to how their respective college or university was adapting to this change. The study sought to determine veteran/veterans with disabilities' perspectives as to what extent they have been integrated and accommodated at the community college and university level. In addition, the purpose of the study was to also determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. Specifically the study sought to determine to what extent the institutions of higher education have developed a veteran friendly campus, determine to what extent does the institutional faculty and staff have an adequate understanding of the military experience, are reintegrating veterans into the classroom and into higher education in general, and to determine to what extent do the institutions adequately understand and accommodate veterans with service-connected disabilities such at PTSD and TBI. What the current study demonstrated is that progress has been made in relation to this study group but there is still room for improvement, and that colleges and universities should continue to move in a positive direction. These institutions should focus on improving all aspects of interaction with military veterans to include improving the veteran experience through proper integration, user friendly web-based resources, veteran-specific admissions and registration procedures, proactive veteran services, faculty and staff awareness and training, developing a welcoming classroom MILITARY VETERAN EXPERIENCE environment, improved veteran integration in campus life, and also improved disability services and accommodations for veterans witb disabilities. Implications of the Results 55 There are very meaningful reasons why institutions should do tbe best job possible when serving, managing, and educating veterans. As pointed out in the previous research reviewed, Brown and Gross (2011) showed that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. The study sought to measure how the veterans felt that the institutions of higher education were doing in that respect. Overall, the results of tbe current research on the veteran perspective was quite positive. The survey results indicated that, in general, there were 949 (72 % ) positive responses to survey questions and 363 (28%) negative responses (Appendix C). This by no means indicates that there have been no negative impacts on veterans at the institutions involved, but it demonstrates tbat strides are being made in a positive direction when it comes to the veteran experience at the these schools. A portion of the survey addressed the research question related to how the veterans felt their respective college or university had developed a veteran friendly campus through streamlining the admission, enrollment, and veteran services processes. When it came to the admissions process, most of the survey participants felt that the admissions process was generally smooth and could be viewed as veteran-friendly, but over one-third of the veterans thought that the admissions staff was not helpful and lacked understanding of veteran-specific issues. Also a clear procedure for transferring credit for military experience is warranted, based on tbe nearly one-half of veterans MILITARY VETERAN EXPERIENCE 56 unsatisfied with that process. This would indicate that staff training related to veteranspecific issues and problems that arise could reduce that level of dissatisfaction. Another possible option would be to have a staff member with military experience available to assist veterans. The admissions process is likely the first stumbling block that these veterans have in starting their higher education journey, so it is incumbent on the institutions to ensure veterans are welcomed, treated fairly, and that veteran needs are being addressed. Once admitted to an institute of higher education, veterans must tackle the enrollment process and find coursework suited for their chosen academic major. This can be a daunting task for veterans, many of whom have never been in a higher education environment. Over one quarter of the veterans responding to the survey felt that they did not have access to an advisor that would work with them in choosing and enrolling in courses. It is critical that veterans are advised properly, given the fact that their GI Bill® benefits are finite. Veterans cannot afford to waste time or money on coursework unrelated to their major. In addition over one half of the respondents felt that the registrar staff was unfamiliar with veteran-specific needs. If a staff member is unaware of the VA policy (e.g. against paying for courses unrelated to the veteran's major) and improperly advises the veteran, then it may create financial for the veterans. Again, training on veteran related issues and/or the presence of a veteran staff member may mitigate these kinds of problems. Veterans Services is a critical part of the veteran experience on the community college and university campus, especially for those veterans using GI Bill® benefits. It can become financially difficult on veterans if they have issues with receiving their MILITARY VETERAN EXPERIENCE educational benefits, so Veterans Services must be efficient when certifying veterans' benefits. 57 Most survey responses relating to Veteran Services were positive, but some found that veteran services was hard to locate, that the staff was unfriendly, and that the process for obtaining GI Bill® benefits was not clear or explained properly. Some also had trouble getting proper guidance from Veteran Services during registration each semester, or when veterans experienced problems with receiving GI Bill®benefits, the problems were not resolved in a timely manner. Not all veterans will be satisfied with how a particular process unfolds, but veterans utilizing Veteran Services on campus should feel that the staff there are on the veterans' side to the best extent possible. Veteran Services should viewed by the veterans as an ally on campus, and staff should do the utmost to accommodate veteran needs. This office should be a safe haven where veterans can come for support when they are frustrated by other campus services and procedures. Interaction with instructors and professors make up most of the personal contact veterans have in higher education. Ideally they should have some knowledge about veteran issues and resources available. The second research question attempted to determine if veterans felt faculty and staffhad an adequate understanding of the experiences of military veterans. Additionally, the study attempted to determine veterans' perception as to whether the faculty and staff were aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general. Some of the difficulties that veterans face in higher education involve under informed MILITARY VETERAN EXPERIENCE faculty, their negative classroom experiences, and general non-involvement in campus life and activities. 58 The researcher believes that it is critical to the long-term viability of veteran students, for them to be understood, accommodated, and integrated into these institutions. Over one half of the veterans indicated that their respective school either did not have an integration program, or if it did they were unsatisfied with results. In addition, nearly two thirds of veteran respondents indicated that their instructors and professors were unaware of veteran resources on campus. All staff and faculty should be aware of resources that benefit veterans, which can serve to make things easier on the veteran, staff, and faculty. The study results indicate that over one half of the veterans in the survey perceived that the faculty were not adequately trained to understand the military experience. Some colleges across the country have establish a "basic training" type program for faculty to help them be more aware of different aspects of the military experience, to help them to understand and be sympathetic. For example Purdue University, and the Veterans Success Center there, offers "Green Zone Training" to discuss what it means to serve and what veterans bring to campus. With fewer and fewer staff and faculty having military experience themselves, a program like this would be beneficial and enlightening as more veterans pursue higher education. On a positive note, the veterans overwhelmingly felt that they were treated fairly and respectfully, and were given the opportunity to share their experiences when they felt comfortable doing so in class. Approximately 30 % of the veterans who responded did not feel that the faculty honored the veterans' confidentiality requests. Some veterans really want to blend into MILITARY VETERAN EXPERIENCE 59 the fabric of the campus and do not feel comfortable being singled out or identified as a military veteran. Faculty should be sensitive to this on an individual basis, and avoid calling attention to a veteran who may not want to be identified that way. Some veterans are uncomfortable speaking of their military experiences in class, or relating it to their education, especially if it involves combat experiences. Although if comfortable in sharing, veterans' experiences can contribute to classroom learning environment and to the learning experience of all students overall, so faculty need to be sensitive and aware. Peer mentoring and student veteran organizations are other programs that have been beneficial to veterans on campuses across the country. Veterans learning and being mentored by other veterans can be another way to increase retention of veterans at the respective college or university. Organized student groups can give similar kinds of support to veterans (e.g. Student Veterans of America). An experienced veteran in college can help newer student veterans get through the difficult times by showing these fellow veterans how they survived themselves. Over one third of the veterans in the survey did not feel that there was a sound peer mentoring program, or at least an effective one at their respective schools. In addition, over one half of the veterans in the study indicated that their school did not have an adequate student veteran's organization. This study also attempted to determine how veterans with disabilities perceived their college or university understood and accommodated veterans' disabilities, specifically those related to combat related issues such as PTSD and TBI. Recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed MILITARY VETERAN EXPERIENCE 60 with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). In the study by Zoli, Maury, and Fay (2015), the researchers reported over 3.9 million veterans had been identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents 58% reported a service related disability. Of the veterans that reported a service-connected disability, 79% indicated that the disability created obstacles for them as they transitioned to civilian life. In regards to pursuing higher education, 12% indicated the disability hindered beginning higher education, and 28% said the disability created obstacles in completing higher education (Zoli, Maury, and Fay, 2015). It is critical that colleges and universities across the country find ways to accommodate these military veterans who may be attending to their institutions, but especially those with these unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. The DS staff should be at the forefront when it comes to service-connected veterans with disabilities. In this study, of the veterans who identified as being disabled due to PTSD and/or TB!, over 82% agreed that DS staff at their campus were friendly and welcoming, and had an understanding of veteran-specific disabilities. It was by no means unanimous, with about 18% disagreeing, so there is room for improvement. The DS staff also seemed to have at least some understanding of the cognitive difficulties of those veterans experiencing PTSD/TBI issues, and these veterans felt the staff had adequate training to counsel them in relation to these issues. The DS staff was also widely viewed as being helpful to veterans struggling with the stigma that is felt by being called "disabled". MILITARY VETERAN EXPERIENCE 61 The results indicate that most of the veterans with disabilities were receiving accommodations in the classroom, and for test-taking, as well as these veterans feeling positive about how the DS staff educated other campus professionals about veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services. There were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. Limitations Although the surveys were conducted in only one western state, the researcher believes that the results can be viewed in the broader context in that improvements are being made in higher education for this new influx of veterans. Others may argue that the results of the research are not adequately generalizable based on the sample size. The researcher agrees that the response rate for the survey was not ideal, but given that overall response rates for online surveys are traditionally low, the researcher felt that there were enough data to proceed. Veterans tend to focus on what directly effects their education, and therefore if the veteran does not see a relation to coursework and grades they tend to be less interested in extracurricular inquiries (Quaye & Harper, 2014). In reviewing the demographic data, it appears that there was a well-represented sample of our military, in years served, branch of anned service, deployment to combat zones, and gender. There appeared to be few if any over-represented veterans in the specific categories, other than females (see Table 1). MILITARY VETERAN EXPERIENCE 62 Future Research The study can be expanded by conducting future research to include more colleges and universities in different regions of the country. Including more veterans in varied geographical and demographically diverse areas of the country would build a broader picture of how higher education is doing in serving, managing, and educating veterans. Future research could also include the use of varied survey tools including online surveys, mailed surveys, convenience surveys, one-on-one interviews, and group discussions. The study sought to measure only the perspective of the veterans from the beginning of the research project, using a convenience sample of Veterans Upward Bound (VUB) participants. Future research could also measure the perspectives of institutional staff and faculty as well as a broader spectrum of veterans, in order to identify any possible disconnects and common ground between veteran and institutional perspectives. An institution of higher education may believe that it is doing all it can to adequately serve veterans, whereas the veterans feel that there is room to improve. This needs analysis was undertalcen to inform the institutions of higher education regarding the perspectives of military veterans. It will infonn universities, and the entities that support those veterans, ways to improve the veteran experience. Additionally, the results will provide a veteran perspective in hopes of better meeting the needs of college and university veterans. It is recommended that future research will review these data and aslc additional questions of the veterans and university faculty and staff to better support those who have served on the country's behalf. MILITARY VETERAN EXPERIENCE 63 Summary The study began with historical background and context on the GI Bill® from the beginning in 1944, to the present configuration. With the newest iteration of the GI Bill® and the generous benefits to veterans, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). The literature review showed that institutions of higher education were ill prepared to meet the needs of this new influx of veterans, and had been reacting to the challenge rather than being proactive and anticipating changes that needed to be made. In addition, due to higher rates of survivability in combat, many of the veteran students entering higher education now have returned from conflict with injuries and illnesses such as PTSD and TBI. Previous research showed that nearly 85% of those receiving combat injuries are surviving due to advances in protective body armor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). In the current study, the researcher sought to measure the veteran perspective as to how the institutions of higher education are doing in relation to serving veterans in general, as well as veterans with disabilities. The study findings were more positive than expected, based on prior research, with 949 (72%) positive responses to survey questions and 363 (28%) negative responses (see appendix A). This could plainly be an indicator that the institutions of higher education in the western state involved are doing better than elsewhere, or a broader indicator that the veteran experience is improving generally. MILITARY VETERAN EXPERIENCE 64 The current research showed that improvements were being made, based on the perspective of the veterans involved. The responses to the research survey were generally positive, with some exceptions. This indicates that the institutions where these veterans have attended, are making strides in a positive direction. Responses from the survey participants did show that there are many areas relating to veterans that have room for improvement though. It is the intent of the researcher to make these results available to higher education institutions, in order to facilitate the needed improvements. The results also indicated that most of the veterans with disabilities were mostly positive about the institutions meeting veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services on campus. As reported earlier in the study, there were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. The researcher has concluded that there are still challenges ahead for veterans in higher education, but that the process in moving in a positive direction. Veterans are seeing these improvements and are becoming more optimistic in their outlook. The more optimistic that veterans become, the better the retention and graduation rates will become. Colleges and universities must work hand-in-hand with the veterans to improve the experience for faculty, staff, and student veterans in the future. The individtial veteran student, the higher education institutions, and the community at large will benefit from these improvements. MILITARY VETERAN EXPERIENCE REFERENCES 65 American Council on Education (2010). Accommodating student veterans with traumatic brain injury and post-traumatic stress disorder: Tips for campus faculty and staff. Retrieved from http://www.acenet.edu/news-room/Documents/AccommodatingStudent- Veterans-with-Traumatic-Brain-Injury-and-Post-Traumatic-StressDisorder. pdf Boudah, D. J. (2011). Conducting educational research: Guide to completing a major project. Thousand Oaks, CA: Sage Publications, Inc. Brown, P.A., & Gross, C. (2011). Serving those who have served-Managing veteran and military best practices. The Journal of Continuing Higher Education, 59, 45- 49. doi:l0.1080/07377363.2011.544982 Burnett, S. E., Segoria, J. (2009). Collaboration for military transition students from combat to college: It takes a community. Journal of Postsecondary Education and Disability, 22(1), 53-58. Church, T. E. (2009). Returning veterans on campus with war related injuries and the long road back home. Journal of Postsecondary Education and Disability, 22(1 ), 43-52. Compansol, 2012. Bltunen® software. Retrieved from http://compansol.com/product.php Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus. Retrieved from http://www.acenet.edu/newsroom/ Documents/From-Soldier-to-Student-Easing-the-Transition-of-ServiceMembers- on-Campus. pdf MILITARY VETERAN EXPERIENCE Department of Education (2014). Veterans Upward Bound. Retrieved from http://www2.ed.gov/programs/triovub/index.html Department of Veterans Affairs (2014a). Education: Benefits for veterans education. Retrieved from http://www.benefits.va.gov/REPORTS/abr/ABR-EducationFY13- 09262014.pdf Department of Veterans Affairs (2014b). Service-connected disabled veterans by disability rating group: FY 1986 to FY 2013. Retrieved from http://www.va.gov/vetdata/V eteran _Population.asp Department of Veterans Affairs (2013). Education and training: History and timeline. Retrieved from http://www.benefits.va.gov/gibill/history.asp DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.319 66 Ellison, M. L., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., Najavits, L. M., Vessela, J.M., & Drebing, C. (2012). Supporting the educational goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessment. Psychiatric Rehabilitation Journal, 35(3), 209-217. Fischer, H. (2014). A guide to U.S. Military casualty statistics: Operation new dawn, operation Iraqi freedom, and operation enduring freedom. Congressional Research Service. Retrieved from http://fas.org/sgp/crs/natsec/RS22452.pdf Grossman, P. D. (2009). Forward with a challenge: Leading our campuses away from the perfect storm. Journal of Postsecondary Education and Disability, 22(1 ), 4-9. MILITARY VETERAN EXPERIENCE Madaus, J. W., Miller II, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 10-17. Mettler, S. (2005). Soldiers to citizens: The G.I. Bill and the making of the greatest generation. New York, NY: Oxford University Press, Inc. Military.com (2006). GI Bill turns 62. Retrieved from http://www.military.com/N ewsContent/O, 13319,1023 83 ,00.html Nulty, D. D. (2008). The adequacy ofresponse rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314. 67 Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of operation enduring freedom/operation Iraqi freedom veterans with disabilities transitioning into learning and workplace enviromnents. New Directions for Adult Continuing Education, 132, 63-73. doi:I0.1002/ace.432 Post-9/11 GI Bill overview (n.d.). Retrieved from http://www.military.com/education/gibill/ new-post-911-gi-bill-overview.html Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Radford, A. W. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. Retrieved from http://www. acenet. edu/news-room/Documents/Military-Servi ce-Members-and- V eterans-in-Higher-Education. pdf MILITARY VETERAN EXPERIENCE Rumann, C. B., & Hamrick, F.A. (2010). Student veterans in transition: Re-enrolling after war zone deployments. The Journal of Higher Education, 81 ( 4), 431-458. 68 Rumann, C. B., & Hamrick, F.A. (2009). Supporting student veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.313 Steele, J. L., Salcedo, N., & Coley, J. (2010). Service members in school: Military veterans' experiences using the Post 9/11 GI Bill and pursuing postsecondary education. Retrieved from http://www.acenet.edu/newsroorn/ Documents/Service-Mernbers-in-School-Executi ve-Surnmary-2010. pdf Tanielian, T., & Jaycox, L. H. (2008). Invisible wounds: Psychological and cognitive injuries, their consequences, and services to assist Recovery. Retrieved from http://www.rand.org/content/darn/rand/pubs/monographs/2008/RAND MG720.pd f Vance, M. L., & Miller II, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1 ), 18-35. Zoli, C., Maury, R., & Fay, D. (2015). Missing perspectives: Servicemembers' transition from service to civilian life. Institute for Veterans & Military Family Members, Syracuse University. MILITARY VETERAN EXPERIENCE APPENDICES Appendix A: Veterans Survey Questions Appendix B: IRB Approval Letter Appendix C: Survey Results Spreadsheet 69 MILITARY VETERAN EXPERIENCE APPENDIX A Veterans Survey Questions Veteran Experience Questions and Comments All survey questions (except open-ended comments) will have one of the following responses: Strongly Agree, Agree, Disagree, and Strongly Disagree, Not Applicable (N/A). a. Overall Experience in Higher Education 1. My overall experience on the campus has been positive. 2. My school seems to be working to accommodate military veterans. 3. Veteran programs/benefits have improved since I've been at my school. b. Website Navigation 4. The website for the college/university was easy to find online. 5. Once fmmd, the website was easy to navigate once found. 70 6. It was easy to find veteran specific web pages, they were one location and/or were easily linked. 7. Information on the veteran pages was clear and tmderstandable. 8. Contact information for Veteran Services was easy to find. c. Admissions 9. The online admissions application was easy to find, and was clear and understandable. 10. The application clearly asks individuals to identify as a military member or veteran. 11. When needed the admissions office was easy to locate. MILITARY VETERAN EXPERIENCE 12. The admissions staff was helpful, able to answer veteran related questions, and understand veteran related procedures. 71 13. Procedures for military experience transfer credits were clear and understandable. 14. The college/university offered veteran specific orientations of information sessions. 15. Overall the admissions process was veteran friendly. d. Enrollment 16. The online course registration process was clear and understandable. 17. The registrar's office was easy to find on campus. 18. Veterans have access to an advisor to help plan, choose proper courses, and enroll in classes. 19. Staff from the registrar's office is familiar with veteran-specific needs. 20. Enrollment deadlines, add/drop periods, and semester schedule were made clear. e. Veteran Services Office 21. The Veterans Services Office was easy to find on campus. 22. The Veterans Services staff were friendly and welcoming, were knowledgeable with all aspects of the GI Bill®. 23. Campus procedures for GI Bill® certification were clear and understandable or were explained. 24. The Veteran Services staff were helpful in giving guidance for registration each semester. 25. Problems with my GI Bill® benefits were resolved in a timely manner. f. Faculty Awareness/Classroom Environment/Campus Life MILITARY VETERAN EXPERIENCE 72 26. The college/university offered a (re)integration program to help veterans transition into higher education. 27. Instructors/Professors are familiar with veteran resources on campus. 28. Instructors/Professors interact well with veteran students and honor veterans' confidentiality requests. 29. Instructors/Professors have been trained on what the military experience is like. 30. Military veteran students are treated fairly and respectfully on campus. 31. Instructors/Professors allow veterans to share military experiences when appropriate. 32. Allowances are made for specific veteran seating needs when necessary. 33. Class populations are manageable in size and encourage learning. 34. The college/university has a peer mentoring program providing veteran to veteran support. 35. The college/university has a relationship with Veteran Service Organizations (American Legion, DAV, VFW, etc.). 36. There is an established veteran student organization on campus. 37. The college/university allows the Veterans Administration (VA) to have a presence on campus. 38. The college/university has a "one stop shop" where veterans can go for services. Disabled Veteran Experience Questions and Comments g. Disability Services 1. The Disability Services staff was friendly and welcoming, and understands veteran specific disabilities. MILITARY VETERAN EXPERIENCE 2. Disability Services staff understands cognitive difficulties related to PTSD/TBI, and have been trained to counsel veterans with PTSD/TBI. 3. Disability Services helps veterans to deal with the stigma related to being "disabled". 4. Disability Services coordinate with the VA to properly acconnnodate disabled veterans. 5. Classroom acconnnodations are given to veterans with documented PTSD/TBI diagnoses. 6. Test taking and testing location accommodations are given to veterans with documented PTSD/TBI diagnoses. 7. Disability Services staff collaborates well with other campus professionals to educate them on disabled veteran needs. 73 MILITARY VETERAN EXPERIENCE APPENDIXB WEBER STATE UNIVERSITY Institutional Review Board April 29, 2015 Daniel Czech MC 4401 Weber State University Ogden, UT 84408 Daniel, Your project entitled "The Military Veteran Experience in Higher Education" has been reviewed and is approved as written. The project was reviewed as "exempt" because it involves using curriculum and assessments which would normally be used. Subjects are considered adults and may choose not to participate. Informed consent is required for participation. Notification of the study and how data will be reported are appropriate. No individual subject data will be revealed. All subject information will be confidential. Dr. Williams is the chair of the committee who will oversee this study. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D.) You may proceed with your study when district/site approval is given. Please remember that any anticipated changes to the project and approved procedures must be submitted to the !RB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the !RB and possible suspension of the project. A final copy of your application will remain on file with the !RB records. If you need further assistance or have any questions, call meat 626-7370 or e-mail me at lgowans@weber.edu. Sincerely, Linda Gowans, Ph.D. Chair, Institutional Review Board, Education Subcommittee 74 MILITARY VETERAN EXPERIENCE Title of Project: Primary Investigator(s): Approval Number: Reviewer: Date: April 29, 2015 The Military Veteran Experience in Higher Education Daniel Czech 15-ED-088 Linda Gowans, Ph.D. Chair, Institutional Review Board Education Subcommittee COMMITTEE ACTION YOUR PROPOSAL (PROJECT) AND CONSENT DOCUMENTS HA VE BEEN RECEIVED AND CLASSIFIED BY THE HUMAN SUBJECTS IN RESEARCH COMMITTEE AS: _High Risk __ Moderate Risk _X _Low Risk BY THE FOLLOWING PROCESS: _Full board review_ Expedited review_X_Exemption THE PROJECT HAS BEEN: _x Approved __ Not Approved COMMENTS: See Attached Approval Letter Linda Gowans, Ph.D. --- IRB EDUCATION SUBCOMMITTEE CHAIR INVESTIGATOR'S RESPONSIBILITY AFTER COMMITTEE ACTION 75 The federal regulations provide that after the committee has approved your study, you may not make any changes without prior committee approval except where necessary to eliminate apparent immediate hazards to the subjects. Further, you must report to the committee any changes that you make and any unanticipated problems involving risks to subjects or others that arise. 4/29/2015 REVIEW DATE MILITARY VETERAN EXPERIENCE 76 APPENDIXC Su rvey R esul tsS > prea ds heet Survey Section Question Strongly Agree Disagree Strongly N/A Total (excluding Number Agree Disagree N/A) a. Overall . . ·· .·.I ••••• . ·:· ' -' . ·. .·· .· . . . Experience . · . . ' . . . . .·· . . • 1 12 12 5 4 0 33 2 11 11 4 7 0 33 3 4 11 5 7 6 27 b. Website . . . . ·. ·.· . . . · . . •. Navigation . ··. . . . . . 4 10 22 0 0 1 32 5 5 19 8 0 1 32 6 5 13 9 3 3 30 7 6 16 4 4 3 30 8 10 18 1 2 2 31 College . ·. . · . c. . . . ' • . Admissions ·.·. . . · . . I . .· . 9 7 22 0 0 4 29 10 6 16 8 2 1 32 11 10 22 1 0 0 33 12 4 17 8 4 0 33 13 6 11 10 5 0 32 14 7 8 10 7 1 32 15 8 15 6 4 0 33 d. Enrollment . I . . ' ': < ·. I . I ' I . Services . .• . · . . .· . . . ·.· . ' . 16 5 19 2 2 4 28 17 9 21 2 0 0 32 18 7 16 7 1 0 31 19 1 12 11 5 3 29 20 7 18 4 3 0 32 e. Veteran Services Office 21 11 17 4 1 0 33 22 12 13 5 2 1 32 23 12 12 5 2 2 31 24 13 12 4 2 2 31 25 9 13 2 2 7 26 MILITARY VETERAN EXPERIENCE 77 f. Faculty Awareness/ Classroom Environment 26 1 11 9 7 5 28 27 3 8 13 6 3 30 28 8 13 4 5 2 30 29 2 5 14 6 6 27 30 6 21 5 1 0 33 31 8 19 3 1 2 31 32 7 13 4 1 8 25 33 11 16 4 2 0 33 34 7 11 8 2 4 28 35 5 14 8 2 3 29 36 5 10 10 7 1 32 37 9 18 2 2 1 31 38 10 8 8 5 1 31 g. Service-connected Disability 1 10 9 1 3 9 23 2 9 6 3 3 11 21 3 9 8 3 3 9 23 4 10 9 1 3 9 23 5 8 7 1 2 14 18 6 10 6 1 2 13 19 7 8 8 2 2 12 20
Andehrs Behring Breivik no encaja en ninguna categoría existente de actuación violenta o política. Como lo revela su manifiesto, que dará que hablar durante años, Breivik es un terrorista sui generis.Brevemente, Breivik es un joven noruego que el pasado viernes cometió dos ataques terroristas. En el primero detonó una bomba en el distrito gubernamental de Oslo. En el segundo apareció disfrazado de policía en una pequeña isla donde se celebraba una reunión anual de las juventudes del Partido Laborista del país, y atacó a la multitud con armas y municiones de guerra.El manifiesto que el agresor envió a algunos miles de contactos horas antes de cometer el ataque es una obra sin precedentes en la historia de la acción criminal e ideológica. En primer lugar, el texto suma más de mil quinientas páginas, de las cuales Breivik es el autor de más de la mitad. En segundo lugar, la obra está escrita en perfecto inglés, con el objetivo expreso de difundir la ideología ahí presentada a la mayor cantidad de personas posible. En tercer lugar, los contenidos del trabajo son muy variados y llegan a un nivel de detalle inaudito. Este último aspecto es lo que hace de Breivik y su manifiesto algo extraordinario. Entre otras cosas, el lector encontrará:Una exposición detallada de la ideología política del autor (a la cual llama "Cultural conservatism or a nationalist/conservative direction"), con discusiones sobre Antonio Gramsci, György Lukács, Karl Marx, la historia del comunismo, tablas estadísticas sobre la demografía europea y otros elementos.Una descripción de los orígenes de la organización que pretende tener detrás, la Pauperes commilitones Christi Templique Solomonici o PCCTS. El nombre es el término en latín para la orden medieval monástica y militar más conocida como los Templarios.Una guía meticulosa sobre cómo comprar los ingredientes para la elaboración de explosivos, así como su preparación, su detonación en ensayos, e incluso dónde y cómo esconderlos.Una guía similar para la obtención de armas, con discusiones de diversas fuentes como la mafia albanesa o la rusa. También explica cómo preparar una armadura de combate, así como los principios del combate urbano con armas de fuego.Una bitácora de su "trabajo" desde 2002 en adelante, que incluye su dieta con detalles sobre su ingestión de proteínas y su rutina diaria.Un presupuesto de toda su "obra" desde ese año en adelante. Breivik afirma haber invertido €317.000 a lo largo de una década en su "proyecto".Instrucciones para la construcción de su epitafio.Instrucciones para la implementación de un sistema de medallas, uniformes y ritos para la orden neo-templaria, con diagramas, nombres y criterios para la aplicación de cada una.Pasos básicos de contra-inteligencia para evitar ser detectado.Un currículum vitae completo.No hay cuestiones de menor importancia para Breivik: el ensayo también incluye discusiones detalladas sobre el estado actual de la educación terciaria en Estados Unidos y Europa, extensas explicaciones sobre la teología y la historia islámica, críticas hacia las letras del hip-hop misógino estadounidense, listas de canciones inspiradoras, etc. Una enorme proporción de los textos, como el propio Breivik admite, son de autores con argumentos válidos y que están muy lejanos de promover o aceptar actos de violencia como el suyo.El cuadro que ofrece la lectura de este ensayo es de una persona de una enorme inteligencia, capacidad de organización y, sobre todo, disciplina. Breivik es un individuo altamente preparado física y mentalmente para la grotesca tarea que se propuso. Tal como indica su ensayo, ya tiene preparados los discursos que realizará en su juicio, que pretende que sea altamente público. Antes de lanzar su ataque ya tenía decidido qué criterios aplicaría con el abogado que le asignara el estado, lo que le contestará al juez y demás quienes le digan que es un criminal psicótico, y cómo planea que termine el juicio.Esto último hace que sea poco probable que aparezcan otros Breiviks – aunque sigue siendo posible. Resulta simplemente increíble que pueda haber otro individuo que comparta la misma ideología hasta el mismo nivel de compromiso, y que sobre todo elija seguir el mismo camino.Breivik se ve a sí mismo como una persona fuertemente politizada, por lo cual es necesario discutirlo en esos términos. De los primeros que surgen apuradamente en los medios –seguramente por no haber leído el manuscrito-, no se aplica casi ninguno. Breivik no es nacionalsocialista o "neo-nazi"; tampoco es asimilable al Unabomber (por más que haya coincidencias en sus textos), ni al Ku Klux Klan o a los partidos nacionalistas europeos.De hecho, quizá la forma más correcta de definir a Breivik es resucitando el significado verdadero de un término muy abusado: "de derecha". Breivik ha elegido responder a la amenaza que percibe en Europa, que es sin dudas el Islam, con un remedio neo-medieval. En su ensayo, Breivik postula que la forma óptima de organización política en Europa debe estar basada en la monarquía, y no en repúblicas:"The king or queen of a country is more democratic than a president ever could be because he or she represents all citizens." (el original no es de Breivik).El noruego está a favor de la fusión de todas las iglesias bajo el Papa nuevamente, aún siendo él mismo luterano (no practicante, a diferencia de lo que sugieren los medios). La nueva mega-Iglesia tendría un monopolio público de la religión, así como acceso privilegiado a los contenidos de la educación y los medios. Su visión de una sociedad conservadora es esta: "Ladies should be wives and homemakers, not cops or soldiers (…) Children should not be born out of wedlock. Glorification of homosexuality should be shunned."Aunque Breivik dedica literalmente cientos de páginas a textos sobre la historia de la violencia islámica contra Europa (y también sobre el caso opuesto), en ningún momento menciona los más de mil años de calamidades, miseria y sufrimiento humano que fueron consecuencia directa del sistema medieval-monárquico-eclesiástico.El principal objetivo de Breivik y sus "templarios" es la erradicación de la presencia del Islam en Europa a través de tres modalidades. La primera es la conversión al cristianismo (incluyendo como variable su creación intelectual más débil, los cristianismos "agnóstico" y "ateo"). Esta vía tiene clarísimos componentes anti-liberales y anti-democráticos, ya que los musulmanes conversos deberían renunciar a sus nombres, idiomas, vínculos con sus países de origen (incluso por vía electrónica) y otras cuestiones básicas. Para Breivik, incluso será necesario que "All traces of Islamic culture in Europe will be eradicated, even locations considered historical" – algo por definición poco "conservador".Además, Breivik no tiene ilusiones sobre el "liberalismo islámico": "to take the violence out of Islam would require it to jettison two things: the Quran as the word of Allah and Muhammad as Allah's prophet. In other words, to pacify Islam would require its transformation into something that it is not."La segunda modalidad de erradicación del Islam es la limpieza cultural, que consistiría de deportaciones o expulsiones (Breivik menciona muchos modelos, incluyendo las gigantescas ordenadas por Stalin). La última es la exterminación.Es en referencia a esto último que Breivik dedica un pasaje a discutir a Adolf Hitler y el nacionalsocialismo. El autor se aleja de estos claramente, aunque por razones muy diferentes de las del ciudadano común. Su explicación es que la "causa" nacionalsocialista y el liderazgo de Hitler destruyeron a los nacionalismos europeos por más de un siglo (es decir, hasta bien entrado el siglo XXI), porque optaron directamente por el camino de la exterminación. El resultado fue una guerra que terminó en derrota, y la entrega del continente al bolchevismo y uno de sus herederos, la socialdemocracia multicultural.Esto explica una de las principales diferencias entre Breivik y el movimiento neo-nacionalsocialista es su posición respecto a Israel y los judíos. El terrorista noruego interpreta al estado israelí como un modelo a seguir de "reunión nacional" étnica, y simpatiza enormemente con su lucha anti-jihad. Ergo, para Breivik se trata de un aliado ante un enemigo en común. El mismo principio aplica Breivik, quien se define como anti-racista, a las alianzas que propone con asiáticos orientales, hindúes y otros con tal de luchar contra el Islam.A quien sí defiende Breivik abiertamente es a Slobodan Milosevic. De hecho, el noruego argumenta que fueron los ataques de la OTAN a la Serbia de ese dictador genocida lo que primero despertó su instinto conservador. Esa podría ser una pista significativa para entender el rompecabezas ideológico del agresor, ya que las dos intervenciones internacionales en Yugoslavia ocurrieron antes del Once de septiembre, que es el gran disparador de la actual preocupación por la jihad entre muchos occidentales.En la visión de Breivik, quizá el sistema de organización social ideal sería elapartheid, pero a diferencia del caso de Sudáfrica, no dentro de un país. Para él, los judíos deberían haber sido expulsados de Europa en los 1930s; ahora deberían ser expulsados los musulmanes. El autor incluso menciona los casos de países de Asia Oriental del presente, como Corea del Sur y Japón, como ejemplos de naciones étnicamente homogéneas y prósperas. Evidentemente, Breivik es una persona que piensa en términos profundamente colectivistas. No hay derechos individuales para las personas que no forman parte de su grupo. Esta forma de concebir el mundo, sumada a la forma en que Breivik se presenta como líder de un movimiento ideológico violento, lo hacen similar a figuras como Lenin, Hitler, Mao, el Che Guevara u Osama bin Laden.De hecho, como todo pretendiente a líder carismático, Breivik incluye en su manifiesto instrucciones para tener preparadas fotografías en las que el atacante se "vea bien", pensando en el momento en el cual su rostro sea visto por el mundo – tal como está ocurriendo ahora. Así se lo propuso Breivik: "As a Justiciar Knight you will go into history as one of the most influential individuals of your time. So you need to look your absolute best and ensure that you produce quality marketing material prior to operation." El texto incluso recomienda utilizar una cama solar y aplicarse maquillaje antes de tomarse las fotografías.El aspecto más sorprendente del planteo de Breivik es el blanco que escogió para su ataque. Al leer el inmenso manifiesto y contrastarlo con los hechos de los días pasados, es inevitable quedarse con la sensación de que fue todo una excusa para perpetrar un acto de extrema violencia contra jóvenes inocentes (y desarmados, por supuesto). El manifiesto incluso lo admite con una subsección entera: "The cruel nature of our operations". Breivik explica que aunque el enemigo objetivo es el Islam en Europa, el objetivo inmediato son los europeos que han trabajado durante cerca de medio siglo para que exista esa presencia islámica en la región.Estos son, para el noruego, los multiculturalistas, marxistas y demás miembros de una suerte de élite europea. De hecho, su objetivo explícito es que para el año 2020 ocurran golpes de estado en diversos países de Europa occidental (junto con la abolición de la Unión Europea), de modo de instalar regímenes conservadores que trabajen para la eliminación simultánea del marxismo multicultural y del Islam.Estas élites y su "political correctness" son las responsables, para Breivik, de que no se puedan discutir abiertamente cuestiones que preocupan a un nacionalista conservador como él. La principal de ellas es la presencia de musulmanes en Europa. La sección tres del manifiesto es fundamental, porque tras más de 750 páginas de "diagnóstico" sobre el estado actual de Europa, el autor quiebra con todos los demás que citó y anuncia su alejamiento de la vía pacífica. Por ejemplo, en la página 791 aparece, como un subtítulo más, un anuncio importante: "Why armed resistance against the cultural Marxist/multiculturalist regimes of Western Europe is the only rational approach".De hecho, en esa sección hay varias páginas dedicadas a enunciar los cargos legales que se le imputan a multiplicidad de líderes europeos. Como parte de su gigantesca acusación contra el sistema político-social europeo de posguerra, Breivik incluso ofrece cálculos específicos de las cantidades de europeos cuyos derechos han sido violados de diversas maneras por los efectos de esas políticos, que van desde la violación y el asesinato hasta los despidos de personas. Todos se imputan, en conjunto y criminalmente, a estas "élites" cuya muerte se anuncia poco a poco.En lugar de estas personas aparecerá, en palabras de Breivik, un "cultural conservative tribunal" en cada país que implemente un nuevo régimen político. Como parte de esta iniciativa, aparecen mencionadas casualmente algunas medidas atroces: "All Muslims are to be immediately deported to their country of origin. Each family (family head) will receive 25 000 Euro providing they accept the deportation terms. Anyone who violently resists deportation will be executed". Breivik también prevé compensaciones financieras para los sujetos que fueron "víctimas intelectuales" del sistema previo, así como específicamente para los ciudadanos de Serbia por el bombardeo de OTAN. También incluye los parámetros de su propia "ley de medios", por utilizar un desafortunado término rioplatense, que implica la imposición de cuotas de periodistas e intelectuales "conservadores" y nacionalistas en diversas organizaciones mediáticas.El método que ha elegido Breivik, conscientemente sin duda, es similar al viejo anarquismo de la propaganda por el hecho, que consiste de atacantes solitarios que cometen actos espectaculares de demostración e inspiración ideológica. El noruego llama a su campaña de violencia "A Declaration of pre-emptive War" contra sus dos enemigos. Breivik indica claramente que aquellos que existan como él actualmente en Europa son pocos pero que están en aumento; su ataque está pensado para encender la chispa de la conmoción en la región, lo cual incluiría también la aparición de más adeptos. Tácticamente, el ataque del pasado viernes 22 de julio en Noruega es definido por su autor como "military shock attacks by clandestine cell systems".Hay más pasajes que directamente preanuncian el ataque que Breivik escogió lanzar: "consider making use of a remote detonation, (…) to attract attention to one location. Ensure that the enemy forces are heading for this location. By then, you will be on the opposite side of town and in the middle of the process of finishing your primary goal." El blanco se vuelve cada vez más específico: el primero de la lista que hay en el manifiesto es "political parties - cultural Marxist/multiculturalist political parties."En el apartado correspondiente a este tipo de organización, el primer país detallado es Noruega, y el primer partido que aparece ahí es el "Norwegian Labour Party". Más adelante, nuevamente en primer lugar entre una lista de blancos, dice que un blanco primario es: "the annual party meeting of the socialist/social democrat party in your country."Curiosamente, aunque Breivik propone algunas formas de organización colectiva (como la neo-templaria), sus instrucciones para los actos de terrorismo son estrictas respecto a que las células deben ser individuales. Es por eso que Breivik el terrorista pasó desapercibido, a juzgar por la información disponible, incluso en los círculos nacionalistas no violentos.De los nueve miembros que supuestamente asistieron en 2002 a la reunión fundacional en Londres de la organización neo-templaria (todos anónimos), cuatro son descritos como "cristiano ateo" o "cristiano agnóstico". El propio Breivik está muy indeciso respecto a su religión: "I'm not going to pretend I'm a very religious person as that would be a lie (…) I consider myself to be 100% Christian (…) I'm not an excessively religious man". Sería interesante saber qué opinaría Hugues de Payens, fundador de la orden original, respecto a esta falta de disciplina teológica (que en realidad es una ausencia total). Son sin ninguna duda los nombres de estos nueve miembros iniciales, y de otros, lo que más están buscando los servicios de inteligencia de varios estados europeos.La visión del mundo de Breivik está claramente influenciada por el pensamiento colectivista, y su propia obra parece aproximarse a un sistema de pensamiento que podría llamarse ideológico. Es por eso que es posible concluir que no se trata de un lunático desequilibrado que pertenece a un manicomio. Es peor que eso: una persona que en todo momento supo lo que hacía, que se preparó durante años para hacerlo, y que desplegó un alto nivel de meticulosidad para lograrlo. Hasta el efecto de su ataque está pensado desde hace años: "The art of asymmetrical warfare is less about inflicting immediate damage but all about the indirect long term psychological and ideological damage. Our shock attacks are theatre and theatre is always performed for an audience".Las descripciones más personales de Breivik son reveladoras del grado de control que tenía sobre sí mismo: "I have managed to stay focused and highly motivated for a duration of more than 9 years now (…) I have never been happier than I am today (…) I do a mental check almost every day through meditation and philosophizing (…) I simulate various future scenarios relating to resistance efforts, confrontations with police, future interrogation scenarios, future court appearances, future media interviews etc".El objetivo de Breivik es la fundación de una nueva cadena de nacionalismos post-nazis en Europa, y es importante que ese proyecto fracase. El autor concibió un "100 year plan to contribute to seize political power in Western European countries currently controlled by anti-nationalists" (de ahí el título de su manifiesto: 2083). En sus planes más delirantes hacia el futuro, Breivik menciona todo tipo de planes, desde el robo y la detonación de armas nucleares en las capitales europeas hasta la colaboración con Al-Qaeda, el gobierno de Irán, y otros terroristas islámicos.Como se dijo anteriormente, el manifiesto es increíblemente largo y contiene todo tipo de cosas. Hay discusiones muy detalladas sobre la niñez ("My best friend for many years, a Muslim"), adolescencia (incluyendo encuentros con pandillas pakistaníes y un pasado como "graffiti artist") y juventud del autor, con descripciones (con nombres) de sus amigos y hasta las vidas sexuales de sus familiares más cercanos. Hay planes para la importación de inmigrantes en la era "post-islámica" de Europa, con detalles sobre los horarios, la compensación, las localidades y más. Breivik tiene hasta pensado cuál será el nuevo himno de Europa. También explica que él no fue el fundador de la organización neo-templaria, sino el octavo miembro (algo que recuerda a la historia de Adolf Hitler y su ingreso al NSDAP), y que a través de ella conoció a un criminal de guerra serbio en Liberia. Su mentor fue un inglés, fundador de la organización y sin duda un importantísimo blanco para la inteligencia doméstica británica en este mismo momento.Actualmente el "caso Breivik" se encuentra en una etapa que el propio terrorista ya tiene planeada desde hace años: "Your arrest will mark the initiation of the propaganda phase. Your trial offers you a stage to the world (…) A Justiciar Knight is not only a valorous resistance fighter, a one man army; he is a one man marketing agency as well". El terrorista está muy consciente de la opinión que el mundo se ha formado sobre él, y ya ha recorrido mentalmente el camino para superar el ostracismo de su causa: "It might sound completely ridiculous and funny to most people today. But by presenting the following accusations and demands in all seriousness we are indirectly conditioning everyone listening for the conflicts and scenarios ahead. They will laugh today, but in the back of their minds, they have an ounce of fear, respect and admiration for our cause and the alternative and authority we represent".Breivik no es un criminal o incluso un terrorista común. Es una figura nefasta con una ideología totalmente nueva. Es muy importante conocer los términos ideológicos y metodológicos en los que operó, porque existe una preocupante posibilidad de que haya otros como él en el futuro.*Licenciado en Estudios Internacionales - Universidad ORT Uruguay Candidato al Master of Arts in Security Studies - Georgetown University
Transcript of an oral history interview with W. Russell Todd conducted by Joseph Cates at the Sullivan Museum and History Center on May 16 and May 19, 2016, as part of the Norwich Voices oral history project. W. Russell Todd graduated from Norwich University in 1950 and was president of the university from 1982 to 1992. In his interview, he discusses his thirty-two years of active duty in the U.S. Army as well as his experiences at Norwich University. ; 1 W. Russell Todd, NU '50, Oral History Interview Interviewed on May 16, 2016 and May 19, 2016 At Sullivan Museum and History Center Interviewed by Joseph Cates JOSEPH CATES: This is Joseph Cates. Today is May 16th, 2016. I'm interviewing General Russell Todd. This interview is taking place at the Sullivan Museum and History Center. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. OK, first tell me your full name. RUSSELL TODD: William Russell Todd. JC: When were you born? RT: I was born on the first day of May, 1928, in Seattle, Washington. JC: What Norwich class are you? RT: Class of 1950. My father was 26. My son was -- I'll think about that. JC: Well, we'll get back to that. Tell me about where you grew up and your childhood. RT: For the first year of my life we lived in Seattle, Washington. Dad had a job with a lumber company out there, getting experience to come back to work for his father, who ran a lumber company just outside Milton, Massachusetts. So I grew up for the first nine or ten years in Milton, Massachusetts, a very nice place, right on the edge of where Mattapan and Milton come together. There was a lot of traffic. Well, just for an example, during that period of time I came up with my dad to his fifteenth reunion, and the difference in traffic between where we lived and what we found up here was considerable. When I got back to school on Monday the teacher said, "Russell had a day off. He's now going to tell us what he saw." Well, nothing came to mind, and I stood and told them that I had seen something they had never seen, miles and miles and miles of dirt roads. Now I live on one. (laughs) JC: Was that the first time you were ever at Norwich? RT: Yeah. JC: What was your impression of it when you first saw it? RT: It was a very interesting period of time. It was just before World War II affected the United States, and many, many people were sending their sons to Norwich -- rather than perhaps better prepared schools -- because they could get a commission. They assumed that everyone was going to go to war, and the opportunity of getting an education and a commission together at the same time really appealed to a lot of people. Our football team got everybody we wanted of great quality. We won all the games in that time 2 frame. And we had some very, very fine people who came back in 1946, the year I entered the university, and they made a big impression on my life. JC: I'm sure. I assume the buildings were the same. There weren't any new buildings between the time that you went and -- RT: As a matter of fact it was 1941 I believe, and two buildings on the main parade ground were being dedicated. One wasn't quite finished, and the other was, and two new dormitories shows you an example of what I was saying, how it was a golden period in Norwich's history. But saying that, the opposite is true when the war ends. You remember that we had, what, 15 cadets come up here after the Civil War. They all got off the train, (laughs) yeah, we don't think much about that. It's happened each time there's been a war. The incentive, or the idea, or the concept of perhaps having to serve didn't appeal to a lot of people at the end of wars. JC: Right. You kind of have a boom before the war and a bust after the war. RT: Yeah. JC: What made you decide to come to Norwich? RT: I think probably that trip did, that and the fact my dad was always talking about it. He would make us on Saturday nights -- eating beans and franks -- to sing Norwich songs around the table. (laughs) JC: Do you remember any of those Norwich songs? RT: There's a good one. What is it? "Oh, My First Sergeant" "Oh, my first sergeant, he is the worst of them all. He gets us up in the morning before first call. It's fours right, fours left, and left foot into line. And then the dirty son of a buck, he gives us double time. Oh, it's home, boys, home. It's home we ought to be. Home, boys, home, in the land of liberty. And we'll all be back to Norwich when the sergeant calls the roll." JC: That's wonderful. (laughter) I've heard in some of the oral histories "On the Steps of Old Jackman," but I haven't heard that one before. (Todd laughs) So when you came here with your father, was that during homecoming? RT: Well, homecoming and graduation were the same period of time. It was fascinating to me. It was a cavalry school. They had all kinds of drills that we went to and watched, and prizes were awarded. People loading up the water-cooled submachine guns on horseback and racing around, then taking them down, and putting in ammunition blanks, and firing -- you know, first, second, and third prizes kind of thing. Oh, yeah, that impressed me. Then, of course, the parades were fun to see. But it took about three days to get through graduation and homecoming as a single entity. JC: When you came to Norwich what did you major in? 3 RT: That's an interesting story. As I said, Norwich was having trouble at that time recruiting people, and I got recruited by the president of the university. We met in Boston, and he asked me all the things I was interested in, and to him it looked like I should be an engineer, and he wanted me to take an exam that would carry that forward. Well, I took the exam, and I became an engineer, and about the first part of the second semester I discovered you really had to do the homework. I really didn't like that much, and I wasn't doing very well, so I changed my major to history and economics. I really found that fascinating. JC: Well, tell me about what it was like being a rook here. RT: Yeah, another interesting thing. I was sold on the rook system, and my dad had always talked about it. When he brought me up here, people would drop off their suitcases, and go right out onto the parade ground, and start being ordered around by the corporal. I thought that was great. I never seemed super. But I didn't have many followers on that. I was very anxious that my father leave, and get out of there, and go home, and I convinced him to do that. But after, oh, maybe a month the class, who had elected class officers by that time, called a class meeting, and we all got together -- I've forgotten where now. "We got to stop this. We got to tell these guys we're not going to put up with this nonsense. We've got to show our power." I stood up and said, "Gentlemen, this isn't what we want to do. We want to put up. We want to show him we can do it," and I got booed right off the stage. However, they eventually made me class secretary, so I didn't lose all my friends that day. (laughs) JC: Now let's talk about post-war Norwich, because you did say there's kind of a bust. There isn't as many people. RT: Yeah, I think we had 200 in our class, and there was no really classes of Bubbas. Norwich toward the end of the war, when they were really desperate to get money to pay salaries to the faculty, had a high-school level. I think it was two years, the high-school level, and many people went into that and came up here, and that toward the end made some income for the university. But what it did for us, as an incoming class of freshmen, we had our officers, lieutenants, who were younger than we were, but they'd been here two years. You know, that didn't sit over very well either. That was difficult. JC: And the cavalry was still here at that time. RT: It was, yeah, for the first two years of my term and tenure at Norwich, at that point. JC: What do you remember about the horse cavalry? RT: Oh, my God. Oh, my God. Well, let's just put it this way. The first person I visited in Northfield when I came back as president was my old sergeant [Kenoyer?], who we hated. He was tough. But on the other hand, we really liked him, and I felt very, very sorry for him, and I really wanted to see him. His son had won entry into West Point, and 4 about two nights before he was to report in he and a bunch of his buddies were in an automobile accident. I think they were hit by a train and killed. Sergeant [Kenoyer?] was never the same after that. He continued to ride horses in the parades in Northfield and that kind of thing. But he was a character. His education was perhaps at the level he was working, taking care of the horses, and taking care of the riding. He was a good man, but, for example, I had a roommate named George Pappas who was scared to death of the horses, and some of the horses knew it. They knew when you were afraid. And old George would step into the stable area, ready to put on the harness, and that old horse would just back him into the wall and lean on him -- oh, you win. Then, of course, [Kenoyer?] would come by and say, "Kick him in the neb with your knee!" Well, no one was going to do that, trapped in there. So George, he decided that he would skip equitation classes, and instead he took 10 demerits for every single class that he was supposed to be at, and he spent his first semester walking around the parade ground on Saturdays carrying a rifle, doing tours. Many things can be said about George. That's a whole other story of absolute wonder. But it was difficult. We only went down once a week actually to use them, but there really wasn't a hell of lot you can learn in one-hour time once a week. But toward the end of the freshman year we were out trotting around in the neighborhoods, etc. I remember one time one of the captains in the Army ROTC program there, officers, Army officers, lead us on a parade, and we went out across the railroad tracks and up into the hills. And on the way back the horses got the idea they themselves would like to jog back to the stables, and we came charging down that hill totally out of control. Some of the horses and men went all the way to downtown before they came under it. I went through the football practice. (laughs) It wasn't everything it was cracked up to be. Now there were some people here, including a classmate by the name of Bob [Bacharat?] [00:13:18] who really was a polo player. He came from Switzerland. I think that's the reason he came to Norwich was to be able to play polo, and we played polo in that time frame with people like Miami who flew their horses up here. Now, I never saw the plane, but we were told all this and a few years earlier, before the war, that Norwich was playing the big colleges and winning. Toward the end of the first year we played something called broom polo, which they'd throw out a basketball on the floor, and then you'd have to hit it with a broom to get it to go to the goal. Those kinds of things were fun to watch. I remember one time George, my roommate, in skipping class went up into the stands, which are on the south end of the hall, but up above in a balcony, and he opened the window and got a snowball, several of them, and put them up there. When somebody would go by, the stove down on the floor -- there were four stoves in that place -- they'd get red hot, but they really didn't make a hell of a lot of difference when the temperature was 30 below or whatever it might have been outside. And the horses, when you'd take them from the stable to the riding hall, would fight you all the way; they didn't want to go out in that cold. But George, on one occasion, dropped snowballs on those red-hot stoves, and you can imagine, they hissed. As the horse went by, this great hiss came out, and the horse would throw the guy, or run for the far -- I went hell bent for election to the far wall. And when he stopped, I went right up onto his neck and was hanging on. Sergeant [Kenoyer?] came over and gave me hell, you know, "You didn't take control of that horse." (inaudible) [00:15:36] There are people lying down all 5 around, and the horses are running around. Well, there's a certain romance in having the horses, so long as you're sitting in the stands watching a polo game. (laughs) JC: Had you ever ridden a horse before? RT: No, never. JC: So you didn't have any experience with horses. RT: Neither did anybody else. Yeah, yeah. They were wonderful animals though, for the most part. JC: Now you said a lot of the people that were there before the war came back after the war to finish up. RT: Mm-hmm. A lot may be too much of an adjective to use, but Alumni Hall was essentially filled with non-married veterans, or veterans who hadn't brought their wives back. Civilian clothes and having nothing to do with the military. The rest of the dormitories were filled with 200 and whatever it was cadets, and the very few upperclassmen like the one I mentioned who came up through the high school route. We didn't have a lot to do with them, and they were very serious about their studies in the classrooms, very serious about their studies. The fraternization took place after the first of the year when we could go into a fraternity house, and I remember the older veterans -- older, 22 maybe -- who were in Theta Chi, where I was, were a remarkable bunch of people and very, very much appreciated. They didn't always come to dinner with us, but they were in the house and participated with it. They ranged all the way from a parachutist in Europe to a lieutenant colonel in the air force. So that's a big gap. But they were great guys who made fraternity life reasonable. JC: Well, tell me about Theta Chi. Why did you choose that one? RT: Oh, yeah, the same old story, the same reason I came here. My dad was a Theta Chi. Why, of course that's what I'd do. This is my father's fraternity, you know. JC: So what were the fraternities like? RT: They weren't too bad. When General Harmon eliminated them, I thought it was the right thing to do, because there weren't fraternities at other military colleges. And when they were started I really believe they were very useful. They were much more an eating club, and since there wasn't a mess in the university in the 1850s. If you look into some of the old records you'll see at graduation time they invited the alumni back to have dinner, and they had dances. They had inter-fraternity baseball and football, etc. We were trying at my time, in my fraternity, to replicate that. It wasn't perhaps as successful as it might have been. It was great fun to beat SigEp in baseball or something. But it was a different part of the university. I remember one time when I was a corporal, and one of the men in the rank under me, in the barracks, was in the fraternity. We get down to the fraternity, 6 and he would give me a hard time for giving him a hard time. It wasn't what I thought it should be, but it was a good time. I mean, don't misunderstand me. Well, it was a fraternity. (laughs) The girls came in by train, if they were away. Carol came up several times on a train to spring break, or a winter carnival, and that kind of thing. That was good sport to have a place where we could party. There was no drinking - baloney, there wasn't. (Coates laughs) I remember one time we were having lunch, and one of the seniors, one of the veterans that had come back, was the president of the house, and he said, "Our Theta Chi member on the faculty, old Professor Woodbury, is going to be our chaperone for the party. Does anybody know Professor Woodbury?" "I know Professor Woodbury. My father told me about him. I've met him once." He said, "Good. You and your date will sit in the living room with the Woodburys while we're down in the basement drinking." (laughter) It wasn't much fun that night. We had the bars hidden behind sliding doors, or doors that pulled down, and all this kind of stuff, so if we got word that there was someone from the faculty coming we could close it up and all sit down, smile, and look like there was no alcohol in the place. JC: Can you tell me a little bit about winter carnival and some of the dances that you all had? RT: They were good sport. Much of the fun though centered around the fraternity at that time. Yes, of course we went to the dance, etc., but before going to the dance we probably went to the fraternity, and certainly after the dance we went to the fraternity, and that was really good sport. In my senior year my roommate, Rollin S. Reiter, from Ohio decided that in his fraternity they were going to have a special Christmas party. Now, it didn't make an awful lot of sense, because it was right at exam time. We took exams right in that time frame, so he really had to work to get these guys. They were going to do it in tuxedoes, not in our uniforms, so that slowed it down a little, too. But one of the guys, Chubby Jordan, who has since passed away, he was a brigadier general in the Massachusetts National Guard later on, an ex-marine. He didn't want to go do it, so they convinced him that he had to do it, and they would get him a date. When he went to the fraternity house, he was introduced to the worst looking girl in the place, and he immediately started drinking beer and avoiding her and all this. It wasn't even the girl they were going to match him up with, and they just were teasing him something awful. When he got very sleepy they put him on the pool table, laid out flat like in a mortuary and put two lit candles, one at either end of him on the pool table. It was a sight for sore eyes. (laughs) JC: I bet it was. Now you were on the rook committee while you were there? RT: Yeah. In my sophomore year I was the head of the rook committee, elected by the class. During the summer period of time I had to get together with the printers and the university and go through this business. There were big posters that said "Beware, Rook, Beware," and then they listed all the things down. We'd get them printed up here by John Mazuzan down in the Northfield Press, and then we'd sell them to the rooks at $1 apiece. I don't know what we did with the money, in the class coffers I guess. Yeah. I remember that President Dodge, who had no military experience previous, but was a very, very well known scientist and had been the dean of one of the big Midwestern schools in that area, 7 he was brought in by some hefty people on the board of trustees. He didn't fit. He didn't understand us. He was a great academic and did some very fine things for the university. But he called me in one day, as head of the rook committee, and said, "When will this period end?" This was right after supper. I said to him, "Sir, it's very clear. It's right on the chart." He said, "I want it to end at Thanksgiving." I said, "Sir, I don't think you're talking to the right guy. You should really be talking to the commandant of cadets, your left-hand man." He said, "Well, I don't know if I can convince him," and I thought, oh, my God, what have we got here, you know. (laughter) He was a fine gentleman, but the minute it was possible for the alumni to discover that General Harmon might be available, in May of my senior year, Dodge was gone. The alumni just -- it wasn't working the way they wanted to see it work. JC: So Harmon was not president any of the time that you were here? RT: His inauguration was held at the same time as my graduation. It was one thing. He had been here for maybe a month, and I remember that we had a football banquet, and they invited General Harmon to come. And he stood up and told us all that he had been here as a cadet, and he had come back in 1935 as the commandant of cadets, and he loved and understood this university, and he was going to make it famous, you know, kind of, "Yeah!" Just the kind of story we needed. Then he told us a story that just curdled me. It was a dirty story. I'd never heard some guy stand up in a dinner and tell a dirty story. It sort of surprised me. He had that reputation. As a matter of fact, one time later in my career, when I was in the army, I was asked by my boss if I would go back to Hamilton, Massachusetts, where I had lived at one time and see Mrs. George Patton, and tell her that her son-in-law -- as a brigadier general -- was about to be sent to Fort Knox, Kentucky. He was married to one of Patton's daughters, and he is now a bachelor. I was to go with three sets of quarters' plans and say, "Which of these, General, would you choose, because we at Fort Knox can now get the house painted up and ready for you, and all this kind of stuff ahead of time?" Well, Mrs. Patton agreed. When the time actually came general orders was late in his itinerary and couldn't be there, so she said, "Why don't you and Carol just come to dinner, and we'll talk about this? I will pass your message to Johnny when he comes through next week, and your leave is over." So that was just fine. But we had a quiet period in that Mrs. Patton was at one end of a long table, and I was at the other end, and Carol was in the middle, and there was a little old maid with a bonnet on her head, and an apron moving around quietly around the room. Everything went silent, and I said, "I can handle this." I said to Mrs. Patton, "Mrs. Patton, do you happen to know General Harmon?" And she said, "Indeed, I do, Russell, and he's a very disgusting man." (laughter) Now as it turns out, she gave an award right after that, she gave an award at Norwich of a similar pistol of General Patton's famous (inaudible) [00:29:38] to the leading cadet. But she was clear. (laughter) JC: Yeah, I've heard stories about General Harmon. RT: He did a great job. He stayed too long, but he did a great job. 8 JC: Well, what clubs were you in when you were here at Norwich? RT: Yeah, I went out for football. I'd come from a little school in Wenham, Massachusetts, where we played six-man football, and if one guy was sick, it didn't look like we were going to play, you know, kind of thing. I went out for football in Beverly High School, and that was danger. I mean, I wasn't up to that. When we got to Norwich I said, "I'm going back out for football. This looks like --" They were mostly freshmen. There were some veterans that came back, and there were some very good veteran players who came back but weren't interested in playing football. They wanted to study and have a family life. So Norwich had a terrible football team during that period of time. About the second day of practice Joe Garrity, who'd been a friend of my dad's who I had known, put his arm on my shoulder as we walked back to the locker room and said, "I've got a job for you." And I thought to myself, I'm going to be quarterback for the freshman team. And he said, "You're my manager, how about that?" and I said, "Oh, OK." Later in life, when I became president, the alumni director here, Dave Whaley, took me out to visit various alumni clubs. In Chicago a fellow named Hale Lait, who played football and was co-captain in his senior year, started to walk up to us, and Dave says, "Mr. Lait, do you know General Todd?" Hale Lait says, "Shit, he used to wash my jock." (laughter) And it was true! We had a big laundry over there. JC: Were you in any other clubs while you were here? RT: Yeah, I'd have to think upon it. We had an international relations club that I became president of at some point of time under -- oh, come on, his name is skipping me. I'll come back to it. But we brought I people to speak on the issues, and then Norwich formed an alliance with the other colleges where we were all working together, and that was sort of fun working that out. Oh, incidentally, when I was manager for the freshman team I had to write all the letters to the other schools and make all the arrangements, all that kind of thing. It sort of surprised me that the university wasn't doing that; the athletic department wasn't doing that. JC: Did you have a favorite professor when you were here? RT: Yeah, and I just told you I couldn't remember his name. (laughter) Sidney Morse. JC: Oh, OK. RT: Old Sidney Morse was a terrible lecturer, but he was a genius, you know. He understood American history, and that was his forte, and he also was a wonderful human being and understood us. He really got me to dig in and start getting decent grades. He would lecture, but he would have side comments on this thing, and there we are taking notes left and right. I never wanted to miss a class under any circumstances. He invited some of us -- one of them being me -- over to dinner, and he was just a great sport. He was not a big man in stature, but a big man in intellect. JC: Was there a professor you particularly didn't like? 9 RT: Oh, there were some who I'd rather not name who I didn't appreciate or think that they were at the level they should be. JC: What was the favorite class you ever took here? RT: I guess it was history. That's what I worked at. Let me go back to what I didn't like. We lost -- somehow, I don't know how -- one of the economics professors, and President Dodge brought in somebody in mid-semester, and this guy had written many books and was well appreciated around the world, but he was terrible. He couldn't remember any names, he refused to take any attendance, so people didn't come. You could answer him back and forth. I was told, I can't vouch for this, I was told by the people that say they did it. They invited him out the night before his final exam to join them for dinner in Montpelier, and when the time came, they picked up the tip, and went down to the railroad station, and put him on a train going to Montreal. (laughter) I believe it was true. But he just wasn't accustomed to teaching at our level in that circumstance. He was someone that should have continued writing his books. He was essentially a sociologist, but that was a while. I got called in by the dean for skipping class, and the dean was a great guy at that time. I was a little embarrassed by it, but the class was mostly veterans in this particular -- in economics. You know, they had their way. They weren't required to come to class. If they didn't come to class it chalked up one of a series you could have freer, but cadets didn't have that, so I just played like I was a veteran to old Mumbles [McLeod?]. That's what they called him, Mumbles. When the dean called me in, I got right back on it. JC: Decided you'd rather go back to class. RT: Yeah. JC: Did you ever get in much trouble when you were here? RT: Not really. I came close a number of times. Well, let me go back and talk about Carol. Carol and I met one time when we were in about the ninth grade. She was in Beverly, Massachusetts, and we were living in Hamilton, Massachusetts, at the time, and the Congregation youth groups met at a third place, Essex, Massachusetts. There were lots of people of our ages. You know, these groups didn't know each other. And I spotted her. She was -- wow! Wow, yeah. But I never got to speak to her before we broke up and went back. A couple of years later in Beverly High School -- we'd moved to Wenham, and Wenham didn't have a high school, so I went to Beverly High School. Todd with a T and Wyeth with W happened to have lockers opposite each other on the wall, and I said, "My God, there's that girl." I went over and spoke to her, and she invited me to her birthday party, and that'll show it all started with us. But it came to a point in our sophomore year when I had changed from engineering into history and economics. I had to make up some subject material that I didn't get in the first part, and I went to the University of New Hampshire trying to make it up. I went down on the weekend to her house in Beverly, and I stayed with her aunt 10 who lived next door. She was on my team. But Carol when we were -- she said, "Let's stop this tennis game for a minute. I want to talk to you." We walked up to the net, and she said, "You know, I'm through with this relationship. You're never going to be serious about anything you do in your life; you're going to be a perennial sophomore. I want to do more with my life than you are going to do, and this isn't going to work out." OK, I'll show you. I came back and studied like hell for the last two years I was here and sort of caught up. But it was interesting, when I was invited back at graduation time to be the officer who commissions everybody, and at that time the university ordered a master's or a PhD, you know, honorary to the speaker. Loring Hart didn't tell me whether I was supposed to say anything or not, so I had in my pocket a little thing I would say. It went something like this. It is indeed an honor to be here. I represent my classmates in this ceremony, and I'm very proud of the way Norwich is moving. But I would like you to know that 25 years ago, this very day, I received a letter from the committee on academic degrees and standings that read to this effect: "Dear Cadet Todd, The committee has met and has agreed to allow you to graduate (laughs) based on the circumstances that were not your fault." (laughter) So, you know, that's the way life went for me. I dug in and did relatively well. But another interesting thing about that. I don't know about anybody else, but I had a picture in my mind of VMI, and the Citadel, and all these places as being superior to Norwich in their military training, etc. But when I got in the army I discovered that 50% of them were duds, and it just changed my life around and my feelings about my institution. Yeah, it was strange. JC: When you graduated from Norwich what was the first -- you went into the army. RT: Yeah. JC: Did you go straightaway into the army, or was there a period? RT: Well, some of us -- I think it was 12, maybe as many as 15 -- received an opportunity to go into the regular army, not into the reserve army. I was one of those. About half of my classmates who were given that ability to do that chose not to do it, so there were a number of us that went. Upon graduation we received our commission in the United States Army Reserve, and then two weeks later I was brought into the regular army with another commissioning thing, which happened to be by my father's Norwich roommate, Colonel [Rice?] in Boston. He was running something in Boston for the army at the time. That was sort of fun. Then I went immediately off. We graduated about 15 or 17 May or something, June rather. On the second day of July, I reported in to the 3rd Armored Cavalry Regiment Light at Fort Meade, Maryland, as one of these people you had a regular army commission. So there wasn't any time -- there was time enough in between that the family all went down to Cape Cod for a two-week vacation, but I graduated and went into the army. JC: Now did you get married before you were in the army? 11 RT: No, no. No, no. I was still trying to get back in Carol's good graces. Before I left -- well, I went, as I said, to the 3rd Armored Cavalry Regiment. Now the army was doing something really stupid at that time. They had been told to reduce the army's personnel requirements, and rather than reducing in any reasonable way, they chose to take one-third of every squad, one-third of every company, one-third of every battalion, one-third of every regiment. It was a paper army. It couldn't really operate well at all. But when the war broke out in Korea they took from those drawn-down forces and sent them over as individual replacements, supposedly to go into units that also had the same kind of vacancy that was created now. So we had almost no reasonable training while I was in the 3rd Armored Cavalry Regiment before going to Korea, and these people went into units for which they were not trained. The army was really messed up, really messed up. General Abrams one time in discussing this with a group of officers, after he'd become chief of staff of the army, had tears running down his face. "No army should ever do that to its people. There is no excuse for it, and as long as I'm chief of staff I guarantee you that our units will be ready to fight, if we have to fight." You know, oh. It was a terrible mess over there. So before leaving that unit in which I had a miserable career for that short period of time. For example, it wasn't two weeks later that the post's military police battalion left Fort Meade and went to Korea. Company A of my organization, of which I was a lieutenant, became the post's military policemen. Now, we know nothing about being the post's military policemen, not a thing. There wasn't anything in ROTC, there wasn't anything that lead us to believe. What I knew about policing was I'd seen in movies, and I hid behind the "Welcome to Fort Meade" sign in my sedan, and chased down someone that was speeding, and discovered it was the chief of staff of the post. At midnight I went over and had a bed check in the post's prison, to see that there weren't any knives in there. But I got called in and said, "Hey, come on, get off it. You can go to jail for what you're doing," you know. (laughs) It was crazy. I was trying to do my job as I knew it, but no one was there to supervise me in any way. JC: And how long were you doing that? RT: I left there in September. I went in in July, left in September, and got to Korea in late November, first having leave and then going to the West Coast, going through the checks and balances of travel over there. Just about that time MacArthur announced that the war would be over by Christmas, and as a result the army slowed down the number of replacements they were sending over. This was just about the time that the marines invaded Inchon, and it was followed up with the 7th Division behind them, and trapped the North Vietnamese soldiers below us. It was really a magnificent maneuver. So we were just sitting around in California waiting to get orders. Every weekend we'd go into town, and we'd go into some bar and then talk out loud about how we've got to go, and waiting to go to war, this kind of thing. Somebody would pick up the bar tab. (laughs) Then we crossed the Pacific during a hurricane, and that was something most unusual, as you might imagine. The piano broke loose in the lounge. It had been a troop transport in World War II, and they converted it to be a troop ship but for families to go to Japan or other places. At that time these ships were the property of the army, it wasn't the navy. 12 I remember distinctly there was a captain on board, mostly lieutenants, but this captain on board was a ranger, and he'd a big, puffed-up chest, and walked among us, and told us to stand up straight, and "Take your hands out of your pockets." When he'd get tired of doing that he decided we should have bayonet drill, and issued the bayonets, put them on our rifles, and went up on the deck. Oh, God. I said, "I'm not playing this game." There was a ladder still going up the funnel, in wartime where they had a station to look for submarines, OK. I went up there while everybody else was screaming and hollering down below and got away with it. It's a wonder I ever went anywhere in the army. (laughs) JC: So what was Korea like? RT: Well, let me describe it. We arrived the day before Thanksgiving in Inchon, got off the boat. There was a long, long tidal process; the ship couldn't get close to the docks or anything else. So they threw the nets over the side, and we were to go over the side of the ship and climb down into a small boat to go in. But we had all our personal gear with us. We were carrying great bags of stuff. I had two bottles of whiskey in my bag, and some damn fool says, "Drop your bag into the boat." I did. (laughs) But as a matter of fact, they took our uniforms away from us at that time and said, "We will hold them here, because if everybody goes home at Christmas it won't affect you for a while, and you'll be in a regular army uniform." But we got on the boats and went on the shore. They fed us what was left over from the Thanksgiving dinner, and a lot of canned fruits, put us on a train, and sent us up to North Korea. Each of us, each lieutenant, was on an open freight car, you know, enclosed but with doors on both sides, and each one of them had a little stove in it. It was cold, and we headed north, and every time the hospital train came south on that one track we would pull over maybe an hour before it came by, and then stick around and get back onto the thing. In my one car I had 27 people. Those cars were small. They were Japanese-style freight cars, and they were small. We had nothing but straw on the floor and a sleeping bag, but it was a summer sleeping bag, not a winter sleeping bag, and the stove didn't really heat the thing at all. There were slots in the side of the thing. Anyway. We didn't have any ammunition, and we would get shot at on the train. Now, nobody I know of got hit, but it made quite an impression. But still they didn't issue us any ammunition. There was a major in charge, and he was in the last car, which was a caboose kind of car, tight, a good stove, etc., etc. So whenever the train stopped we as lieutenants would run back and sit in his car with him and then take off again. Many of the soldiers would get off and run in to find somebody in the little town we stopped in and buy rot-gut whiskey. Boy, they were in trouble. One of the people in the car behind me, I was told, went blind on the spot. Maybe he was cured later, but it made an impression. We finally got to the capital of Pyongyang, and they put us on trucks and took us to what used to be a hospital. We went on about the fourth floor and were on cots, or on the floor, kind of thing, and at midnight that night some captain in the army came in and said, "OK, everybody out. Get down on the truck below. Let's go. Get your gear together." Well, we all didn't get there first, and the last of us were turned around and sent back. That batch was never heard from again. The next morning we were loaded on trucks and sent up. But before going they fed us a good breakfast. We went down into 13 the basement of this place -- it was steaming and dark down there -- and we had breakfast on some slate or granite tables. Steam is pouring out of the coffee pots, etc., and I filled my cup with coffee and took a big drink to discover that it was maple syrup. I went forward that day sick as a dog, sitting at the end, at the tail of that truck yurking all the way. I'm sure all those men I was traveling with, "Look hey there, look at that lieutenant. He's so scared he's puking," you know. We went on and eventually we came to a stop, and the captain who was leading this convoy came back and told us to get off the trucks and go into these schoolhouses that were available, right immediately, I mean, just saw them and said, "Take them." We went into the schoolhouse, and he turned around and went back to get "another load," quote, unquote. We never saw him again; he never came back. Here we are with no ammunition, carrying guns, living in a schoolhouse, and the Chinese are moving in on us. They were moving down the mountains on both sides of this thing, and then there was a tremendous, tremendous loss of life up the mountain further, coming toward us. The 38th Regiment that I joined after we got out -- I get the men out, and then I jumped on a mess truck headed south, all trying to find where the headquarters for the 38th Regiment was. The 38th Regiment was part of the 2nd Division, and it lost in about two days, coming through a real tight trap -- there was a river, there was a road that wasn't wide enough for two tanks to pass, and then there was a mountain again on the other side, and the Chinese are up on both sides just raking the convoy. One truck stops, you know, they've got to push it off the edge to get the convoy going again. Now I wasn't a part of that, but I joined the company that did, and when I finally caught up with my unit, it was because I had stopped in from the schoolhouse when I saw the 1st Cavalry Division people pull on in close to us, so I went over and inquired. I walked into the TOC, the tactical operation center, and there was a major sitting in front of a map, on a stool, making little marks on it. I waited a while, and he didn't notice me, and finally I said, "Sir, could you tell me where the 38th Regiment is?" and he turned around and said, "No, but where's the division? Where is the 2nd Division?" I said, "Sir, I have no idea. We're trying to find it. We were left off down here." He said, "I don't know where they are. If you --" It was that confusing. They lost something like 4,000 men coming out of that gap. Now, I wasn't affected, not at all, in any way. I was scared to death at times, but then after that I joined the 38th Regiment. When I went in to meet Colonel Pappal -- yeah, something like that -- he shook hands with one, and passed me a bottle of whiskey with the other one, and said, "Son, you're going to need this." I reported in to the battalion commander, and he at the time was meeting with his staff in a little hutch where the Vietnamese -- the Vietnamese -- the Koreans built their houses of mud and mud brick, and they would cook in an open room attached to the house, and the smoke would go under the floors and heat the house. We were sitting on one of those floors, warm and toasty, and they were passing the bottle of whiskey around this circle as we talked about (inaudible) [00:59:47]. By that time the bottle of whiskey got pretty hot. (laughs) It was a very strange circumstance. When he finally got to it, the battalion commander said to me, he said, "Todd, you're going down to A Company." I said, "Sir, and who commands A Company?" He said, "You do." I had about as much opportunity to learn infantry tactics and lead a rifle 14 company as nobody at all. My buddy who I was traveling with who had some experience in World War II in combat in Europe, came back and went to the University of Illinois, and then came into the army the same as I did, through the (inaudible) [01:00:34], he was sent down to a company that already had an experienced commander. You know. Nobody was thinking. I sent the first sergeant back to division headquarters, he got commissioned, and he came back, and essentially he told me what we ought to be doing. Then we did it. Until MacArthur issued an order, that probably came to him to do it, that said all armored officers that had been assigned to infantry units are to be returned to armored units. So I went down to the regimental tank company of the regiment where my company commander, before coming over there, was an infantry officer who was aide to camp to the commanding general who gave him the tank company in the 38th regiment who didn't know a damn thing about tanks. It was really screwed up everywhere. At a point when I was running the rifle company, I was told that a replacement was on the way, flying in, and he would replace me as company commander. Oh, great, that's good news. The guy showed up, and during World War II he had been in the air force as a bombardier. He had absolutely no infantry experience. He had joined the nearest reserve unit to his home when he was discharged. It really wasn't working out. Where we got replacements, the adjutant would go down and say, "Has anybody been through armored training?" Nobody. Nobody. So there wasn't anybody to send to the armored company except the people that came in (inaudible) [01:02:41]. So we were training these guys, but we weren't -- there were some old sergeants that really knew what they were doing, and that's we made. We eventually had a pretty good tank company. I remember my sergeant was a gruff, old son of a bitch. I walked up to a formation he was holding one day, and his back was to me, and I was walking toward the platoon. And I heard him say "The kid says we got to --" I said uh-oh. "Sergeant [Beach?], come with me," and we went in to see the company commander. I told the company commander that I couldn't resolve this one. He said, oh, very well, I'll assign someone else." Sergeant [Beach?] remained behind. Wow, I've done it. Sergeant Beach comes out. I said, "What happening Sergeant?" and he said, "I'm going to be the lieutenant in charge of the other platoon." Ahhh, God, you know. (laughs) It just wasn't the army I knew later on. Yeah. It was a very sad arrangement. It really wasn't until General Walker was killed in a jeep accident, and he was the 8th Army commander, and they sent General Van Fleet over to run it, and we by that time had moved 125 miles to the rear. We were running as an army. Word got out very quickly that General Van Fleet's orders were "I don't want to see your plans of defense, I want to see your plans of attack." And everyone says, "Sure, sure, General. You look at them, and you'll be all alone up there." Well, by God, he took that army and straightened it out and moved it forward and stopped the Chinese, without much additional support. It was amazing to see that happen. I'll never forget that, that one man deciding that he's going to turn the army around and you'd better fall in line. I did have one experience before that happened when I was with the tank company, and I was in a jeep riding down a road, and the division commander had decided that since we had all these losses, and we're all screwed up, that he had a way to make us all feel proud of ourselves and identify. The methodology he used was that one regiment would have a mustache, another regiment would have sideburns, and another 15 would have goatees. Crazy, just crazy. But I'm driving down the road, and an assistant division commander, a one star, is coming this way, and he went right by, and I saluted, and then he stopped and hollered back at me. I jumped out and ran down to his jeep. He said, "You're not obeying the division commander's orders." I said, "Sir, what do you mean?" He said, "You shaved." I said, "No, sir, I've never shaved." (laughter) God. Yeah. But General Van Fleet really pulled that into order, and he relieved a lot of people. He relieved my brigade commander, gave us a lieutenant to be the colonel's slot in the brigade, who turned out to wind up with four stars in the end. They made the mechanism work. JC: Amazing. Now, you were awarded the Medal for Valor in Korea, weren't you? RT: Yeah. I got a Bronze Star for Valor and a Silver Star for Valor, neither of which I really want to talk about much. I think somebody else would have done better to have them than me. I mean, I was pleased, happy to receive it, proud to wear it on my uniform kind of thing, but there was a lot of that going on to bolster up morale of everybody. JC: Is there anything else you want to say about Korea? RT: I don't know. At the end it was a pretty good experience. When we had gone into a stalemate, we started a rotation system back to the United States, and it was a point system. If you came within a certain period of time, then you could go back at a date specific, so we all knew when we'd be going back. There were points for the kind of job you had and all this kind of thing. It was interesting, I went back to Japan, spent a few days in Japan. When we got on the boat I was assigned -- as I had on the way over -- to a large stateroom, and I think there were 12 of us in it, and up and down cots. It was the same gang I went over with. You know, the timeline of where you engaged in combat were the same for all of us, in different units, and that was really pretty special. Two of them, only two of them, didn't come back, and they were both infantry officers. To the best of my knowledge, from the 38th Regiment that I was familiar with, the lieutenants didn't go back whole. The majority of them were killed. Those that were wounded were wounded seriously enough that they didn't come back to the unit. So it was us armored guys that, essentially, came back together, went over together and came back together. Stopped in Hawaii on the way back, pulled into the port, and there's all these hula girls down on the thing, people with big signs, "Welcome Home, Veteran." I said, "Hell, I'm not a veteran. That's a guy that sits outside the post office trying to sell pencils." (laughs) That came as a bit of a shock to us. But, yeah. JC: Well, once you got back to the United States where were you stationed? RT: Before I got back to the United States, on R&R in Japan, I knew of my rotation date. I called Carol, who by that time had finished her year after Smith at Radcliffe, taking the first year of the Harvard Business School program at Radcliffe -- business school faculty, business school-devised location, Radcliffe. I called her and said, "How about meeting me in New York City on such and such a date at the Biltmore Hotel? We'll meet under the clock." Now, meeting under the clock, there'd been a movie about that whole 16 business. So she did, and we went to my family's house. They'd moved to Scarsdale, New York, at that point. I asked her to marry me. She said, "Give me a couple of weeks." So I went back to visit my family. They're not my immediate family, my grandparents in Quincy, Massachusetts, and my other grandparents in Dorchester, Massachusetts. I went to -- my uncle, my mother's brother, ran a hardware store that had originally been his father's, and he said, "What are you going to do about a car?" I said, "I got to get one." I sold my car before I went over. He said, "Well, I've got a good friend who's honest, and I think we can get a good car." So I went over that afternoon and bought a car and called Carol, and I said, "I bought a car today." She said, "A convertible?" and I said, "Yes," and turned it in the next day and got a convertible. (laughter) I'd do anything to make sure she's sweet. She said yes, we were married on the nineteenth of June of that year, and she obviously had to quit her job to become an army wife. JC: So where did you all go after that? RT: The first station when we returned, and I'm talking now about the same group of army officers that went over and came back together, also went to Fort Knox, and we lived in newly-built quarters that were built by a civilian contractor on the edge of there, which were great for a newly-married couple, but they certainly weren't anything special. George and Joanne Patton lived next door to us, a small world, yeah. I've lost my train of thought here now. (break in audio) JC: And we'll get back started. All right, so we were talking about Fort Knox. RT: Fort Knox being a first assignment together in the army was really great. So different. I mean, Fort Knox was organized. Everything was working well. People were happy. Not that we weren't working hard, because we really were. My first assignment was to a training division. It took the number of the division, the third, and replicated it and then trained, basic training. I was in the 2nd Brigade headquarters working on the planning and that kind of thing. I really was disappointed that I wasn't one of the company commanders, but it turns out that that was a tough job. In the tank company, the guy that headed the tank company had more tanks than a tank division, and it was a mess to keep them all straightened out and going around. So one day I went back home for lunch, and Mrs. George Patton, Sr., was sitting in the living room of our house talking to Carol. She had come down to Fort Knox because George and Joanne had just been married, and Joanne got some kind of disease when they were on the honeymoon in the Caribbean. And I reintroduced myself to Mrs. Patton, and we sat down and talked. She asked me what my job was, and I told her. I said, "But I've got to go. I've got an appointment this afternoon to see the commanding general. They're looking for an aide to camp to the commanding general, and I really don't want that job. I really would prefer to get an opportunity to command a company in the division here." She said, "Russell, General Collier is a very, very fine man. He has a 17 fine family life. He is a very, very successful soldier who commanded the 2nd Armored Division at the end of the war in Berlin. You could learn an awful lot working for him." So I went over, and I got the job, and for the next two years I was the junior aide to the commanding general. I did such things as travel with him when he went to different places for different purposes. My buddies all got a hold of me when they found out I was going to do this job, and all had things they wanted changed at Fort Knox, and I was to be their agent in telling the commanding general how he could change the place. Very early on we went out of the headquarters, down the steps, into the car, went past the post theater. I thought, well, here goes. I said, "Sir, do you realize that on this post now an officer must be in his full dress uniform in order to go to the movies?" He said, "Yes, I know that, and it will remain that way." I didn't have many new ideas for him after that. (laughs) He'd go over to the armor school, and the people that are teaching in the combat kinds of business would say, "This is what we're doing now, General, and what do you think? We'd like your approval of it," and I'd sit in the back of the room and listen to what was going on, and understand it. I would hear the people that had served in combat talk about what you ought to do, and I got a great education. Also, every year there was something called the Armor Warfighting Conference. Twice I was there for that. They bring in all the people that belong to the Armor Association, or were serving in an armored position, all the senior people, and they'd talk about what the army ought to be doing in armor. One of my jobs was to go into the airport in the general's big sedan and his chauffer and pick these guys up and drive them back to the post, and I'd chat with these guys, and it was really fun. I got to know an awful lot of people, army commanders, army staff members, and all this. I really felt pretty special that I'd had this kind of an opportunity. Then we also had at Fort Knox in that time frame an armor board. This armor board, when General I. D. White was the commander at Fort Knox -- before General Collier -- that the chief of staff of the army was not pleased with the way the chief of ordnance was managing the tank program and gave the responsibility to the commanding general at Fort Knox. All the bigwigs gathered at Fort Knox to make decisions about what the next tank would look like, what the next armored personnel carrier would look like, etc., etc. Again, I sat in the back of the room, and young captains and majors, most of them West Point graduates who'd gone off to graduate school and were coming back and using their talents. It was a great, great opportunity for me. We were always invited to the house when the Colliers were having a party, and people would say, "Oh, you're going over there and pass the cigarette butts around with them, aren't you?" "No, we don't do that. We're part of that group." Mike Popowski here in town, his dad was one of those colonels on the post at that time. I really got to know all those people. Not that it was doing me any good, but I learned from them, you know. I learned how to act, I learned when to shut up. It was very useful, and it was a great time. The Colliers were magnificent to us. We had a child while we were living there -- it was Tom, and Tom got burnt badly in an accident at our house. He was crawling across the floor, and there was a coffee pot that started percolating, and he looked up and pulled on the cord, and it came over and broke open on his back. The Colliers came over and relieved us of our 24-hour duty, and they took it over; they sat with that baby. We were their family. It was amazing; it was wonderful. 18 Yeah. I began to really understand what the army was about, that it could be a good army. JC: Well, after Fort Knox where did you go? RT: Let's see. Oh, yeah. When General Collier left, he was to be promoted and going to go to Korea, and he offered me the opportunity to go with him, and I told him that I would much prefer to have a tank company in Europe. While I loved the guy and his family, I wanted a tank company in Europe. He said, "We'll take care of that," and he called up the commanding general of the 2nd Armored Division in Europe, the one that they call Chubby Doan, and told him the situation and that I would be on orders to go over to the 2nd Armored Division and a tank company. He said, "I'll give him a tank company." So, wow! You know, we made it, and off we go to Europe. We pull into Bremerhaven, which is the northern port in Germany, and they send forth a little craft to meet the boat. A sergeant first class climbs up the rope ladder and comes over and starts telling people what their orders are going to be, and I was ordered to something called the 13th Military Intelligence Group. I thought, oh, my God, something's wrong here. The colonel who was in charge of us all on the boat, for the boat trip, he got his orders, and he opened it up, and it's the 13th MIG. He said, "What's an MIG?" I said, "The best I know it's a Russian airplane." (laughs) It turned out that he thought he was going to the 1st Infantry Division for a regiment. Well, we got off the boat, and both of us went down to this intelligence group, went through two different fences, guards posted in towers and all the rest of it, and slept in an open bay area over the officers' club. There were a number of other offices there, and they said, "What are you going to do?" I said, "I don't know. I'm here by mistake. I'm headed to the 2nd Armored Division." They said, "No, no, you aren't. We're all in the same business, fellow. Tell us where you're going." And I said, "No, no. I'm an officer, and I'm going to --" They said, "We understood an armored officer was coming, and he was going to go underground and behind the Iron Curtain, and report on the Russian movements." Holy Crow! That's not for me. So the next morning I went down and asked authority to see the commanding officer of the 513th [sic] MIG. He spoke with me, and he said, "No, you're going down. You're not going to do that; that's rumor. You're going down to the headquarters in Heidelberg, and you're going to be an intelligence officer in that headquarters." I said, "I'm not an intelligence officer." He said, "That's your orders." OK. So I went down to Heidelberg. General Jim Phillips was the G2 at the time, and I asked to see him, and I went right up to his office and told him my sad story, that I was going to go to the 2nd Armored Division -- and he was an armored officer -- "Now here I am an untrained specialist in your department." He said, "What were you going to do?" I said, "Well, General Doan in the 2nd Armored Division had accepted me to come and be in tank company." He says, "I'll talk to him about that," and he reached over -- they had a red phone system that red phones went to the different generals in different locations -- he picked it up and dialed 27 or whatever it was, and General Doan answers the phone, and I'm sitting there. He said, "I got a young captain sitting here that tells me he's supposed to be in the division. Tell me about him, what are you going to do with him?" Well, poor old General Doan hadn't remembered much about the phone conversation a couple of 19 months before or something, and said, "Well, I'm going to make him my aide." And he said, "Like hell you are. I'm keeping him here for that." (laughs) I did it all over again for another two years in the headquarters at [Usera?]. [01:26:32] It was a great experience. General and Mrs. Phillips were a mother and dad to us; they'd invite us to Sunday dinner, and little Tom would crawl around the floor or under the table, and General Collier would feed him peanuts or something. It was a wonderful time, and when the Colliers would take a trip and borrow the commander in chief's train, we went with them. It was marvelous. I saw all of Europe. I knew most everything that was going on in the intelligence field, and it was a great experience with wonderful people. But when he got assigned to go back to the United States, I took the Colliers up to the port to put them on. When I came back, this again on the commander in chief's train, I had the train stop in Mannheim, and I got off in Mannheim. I wasn't going to be stopped again and reported in to the 57th Tank Battalion and for the last year there had a tank company. That was probably the greatest experience of my life. It really was a good experience. We were hard training, we were well trained, good people. In the beginning we had a wonderful commander who was a major, and the division commander, General Doan, didn't want to put a lieutenant colonel in that slot. He wanted this man to get that experience, but eventually they had to pull him and let -- the lieutenant colonels were backing up. So we were out maneuvering and we came to the last day of the maneuvers, and the new battalion commander arrives, and we have this party in a beer hall. The new commander arrives, and one of the company commanders in Charlie Company walked up to the head table with two boots of beer. You know what that is? Glass things that replicate a boot. Big. He puts one in front of each of the two commanders and says, "Let's see who's the better man." This poor guy that has just got off the train coming down from Bremerhaven and crossed the ocean picks up his boot and starts to drink. The battalion commander we love drinks it down and wins the contest, and the new battalion commander was so tight from drinking that beer too fast his feet slipped out from under him as he sat at that table and went right down under the table. (laughter) That was his first day of duty, and he didn't improve much after that. We were all pretty cocky, the company commanders; we were doing a lot of good things. But he knew nothing about it. We told him -- we were told that he had served in a tank battalion in World War II, and that's all we knew about him. It sounded great to us, a guy with some real experience. Well, it turns out that he reported in to a replacement company, and they said, "Take this truckload of men and go forward to point A. There will be a sign on the road at so many miles or kilometers. Turn left in there, and that's where your unit will be." Well, he got down there and made the turn, then went up, and three Germans come out and say, "Achtung! Put him in the compound!" and he went directly to the prisoner-of-war camp. He never had any experience. He'd been a public information officer before, and he was terrible. He was so bad that in a morning meeting every time, when he would suggest something the other three company commanders, we'd sort of nod or shake no. And "Well, what's the matter?" You know why? We didn't get any leadership out of him at all. When it came time to leave there, I had probably the most frightening experience in my life. He stood up in front of the entire battalion officer group and said, "Well, now that Captain Todd is leaving maybe I can take command of this battalion." Oh, my God. 20 Oh, my God. He gave me an efficiency report that would sink anybody, but it just turned out that in that moment of time the army changed the efficiency report system whereby your commander rates you, and his boss rates you, and then a third person rates what they did. Well, the third person turns out to have been the fellow that had been recently the brigade commander, and he knew me, he knew my performance, etc., and he sent back the efficiency report to be redone. Ho. (laughs) Yeah. Those were good times though, good times. Scary times, but testing, really testing you. JC: Because you were right there in Germany during really the height of the Cold War. RT: Yeah. As a matter of fact, one time we were out on maneuvers, 200 miles from our base, when the French and British moved into Suez, because the Egyptians said they were taking over the canal. There we are sitting out in the woods saying, "Oh, my God," because the president had said, "Oh, no, you don't." Eisenhower said, "No, you don't. You can't do that. We give you a lot of money to bring your economies back from the war, and we'll stop it tomorrow unless you withdraw." But we didn't know all that, and my guys are saying "We're going to gyro to Cairo," you know, that (laughter) kind of stuff. We finally came back. But if we'd had to go, I haven't seen a unit that would be any more ready than we were. Yeah. It was really a great exper-- In a company command, everybody doesn't have to bypass the battalion commander who's a dud. But when you do have to do that, then you're really thinking on your feet. It was great. JC: What was your next assignment after that? RT: Would you believe back to Fort Knox? JC: Oh, really? RT: Yeah. I went back there to go to the Armor Officer Advanced Course, which was a nine-month course in there, in which they were teaching you at the next level. Now the course we took before at Fort Knox was a course we should have had before we went to Korea. I came away with a great impression of how good that was. It was excellence. When I saw General Collier working with the instructors and telling them how to handle this kind of thing. When I came back three years later, it was a well-organized organization. In fact, General Abrams had been there as the head of the command department. It was a first class education. I really and truly look back upon my Norwich experience as not up to that standard that the army was producing there. At the end of that course I had talked my way into becoming one of the instructors in the command department, and I was thrilled to death about that. On graduation day I'm sitting in my chair on the aisle, and as the assistant commandant went by my seat he stopped and said, "You're going to be working in my office." (laughs) So I then worked for Colonel Chandler, who was a first-rate soldier. He had been horse cavalry, in the Philippines, and was on the Bataan death march. He was really very much a gentleman, very much strong willed, and very much of a tutor, and I worked out of his office. My job was to arrange the schedules of the classes, and we had all kinds of classes -- enlisted classes, officer classes -- so that they would mesh how 21 many people, how many classrooms do we need, how many instructors do we need, on what day are we going to do it? I was bringing home page after page of long paper, and on the kitchen floor working out the details of making this thing work. It was great, but, again, there was an intermediary. There was a lieutenant colonel who was my immediate supervisor who, again, I thought to be a dud. On my first day of working there he said, "That's your desk right over there." And I'm, "Yes, sir." I went over to my desk. Now what do I do? Here I am, I found my desk. There was a major sitting at a desk facing me who never looked up. He was just scribbling away, scared to death of this guy evidently. A few minutes later he came over and said, "Well, here's the first project I want you to do. This is it. I want you to study this, and then rewrite it, and we'll discuss it." Fine. It wasn't five minutes later, he came over and said, "No, I want you to do this one instead." I went through about six of those before I understood what I was doing. I was hopeless that anything was really going to happen. That same day he came over and looked over my shoulder, and I looked up, and he said, "What are you writing there?" I said, "Well, sir, I'm writing myself a note so that I will be able to put these things in the appropriate order." He said, "Well, you're not saying it very well." (laughter) It was awful. My out was Colonel Chandler, and a major got assigned to the office, and he very quickly understood what was going on here and went in and talked to Colonel Chandler, and Colonel Chandler moved him out. Again, we got a very, very fine operating organization going. It was good; it was very successful. But, you know, every time there's some kind of a roadblock in your career, you've got to stop and figure out how the hell you're going to get around it. JC: What was after Fort Knox? RT: Twenty more years of -- let's see. I graduated from Fort Knox. I was selected below the zone for a promotion. Do you know what that means? JC: Uh-uh. RT: When you're considered for promotion a board meets in Washington, and everybody whose career appears between this date and this date is considered. Isn't that right? Well, what they started, and I don't know if they're still doing it or not -- I think they are -- they would go below this zone and choose certain people to be examined with this group, and I was lucky enough to do that and really jumped ahead. In the headquarters there was Major Howard from Norwich University. Major Howard didn't graduate from here, but he was an instructor when I was a student here. He was in another department, or I didn't see much of him. But when I came out on the below-the-zone list, there were two of us at Fort Knox that came out on it, and he called me on the phone, and he said, "Well, I thought Frank would make it, but I never thought you would." (laughter) So things are weird, but Leavenworth was an exciting time. I was a captain. The majority of people were majors and lieutenant colonels. A real shock of my life in the first day was seated at tables, and there's a blank card in front of you, and the instructor said, "Now write your name on it, not your rank. Write your name on that card." Well, the guy sitting opposite me was a lieutenant colonel, and I was a captain, and I don't know his rank. What do I call him? We were all calling each other by their first names 22 rather than you find in a unit. That (inaudible) [01:41:04] like that, I'm up against it here. So I worked hard, harder than I've ever worked, and at the end of the halfway mark in the course they gave us standings of where you stand in the course, and I was number five or something. I said, "I'm working too hard." Yeah, that was good, a good period in our life. We had Saturdays and Sundays off. I had a little golf group I played with on Saturdays, and Michelob beer was local out there. We'd buy a pitcher -- the loser would buy a pitcher of beer, and that was a big deal. That was a big deal. JC: So when did you go to graduate school at the University of Alabama? RT: Strange you should ask that. When I came to the end of the course at Leavenworth a general officer, a brigadier general, came out to the course to announce to the armor officers, to the infantry officers, etc., what your next assignment would be. About the third name he read was a good friend of mine, and when he read off where he was to go this guy went "Ooohhh." The general looked down at him and said, "What's the problem?" He said, "Sir, I don't think anybody in your office ever read my request." "Oh." He said, "Major so-and-so, come out here." The guy comes out from behind the curtain with a big notebook, and the guy flaps through it, and he looks down, and he says, "I don't know what you're complaining about. It says right here, 'Anywhere in the world but Fort Knox.' And you're going to Fort Knox, your second choice." (laughter) Then he got to my name, and he said, "I want to see you right after this." I thought, oh, God, what now? So I went in, and he was in his office. There was a temporary office. And he said, "We've got a problem here," and I said, "Sir, what is it?" He said, "Well, they've got you going to graduate school, and as the chief armor officer I want you to go to an armored unit." I said, "I have a choice?" He said yes. I said, "Where will I go if I go to an armored unit?" He thought for a minute, and he said, "You'll go to the tank battalion in Hawaii." I said, "Can I discuss this with my wife at lunch?" and he said, "Sure," and I came back and said, "We have decided that we're going to go to graduate school," and that's how that worked out. JC: So you went to Tuscaloosa instead of Hawaii. RT: Yeah. (laughs) JC: Now, what degree did you get at Alabama? RT: MBA. It was a good tough course, but it was in the process of changing the curriculum of business schools, and some of it was very tough. Part of it was very simple, but some of it was very tough. I established a schedule where I went in very early in the morning, got in there before 7:00 every morning, went down to the basement of the library where I had an assigned carrel and started working until it was time for a class to begin. I'd go up to the class and go back to the basement, eat my lunch in the basement, go home at 5:00, and hardly ever did any midnight work at home. We lived a good, wonderful family life in Tuscaloosa. Now, it wasn't all easy. There had been the problems of the colleges not admitting blacks, and the president of the United States pushing hard to make them do it. 23 Then there were the riots at Ole Miss, right at that time. The army sent down its chief person who determines whether the applicants will go to college -- army applicants -- and to which college they will go to. So we all gathered, and there were people taking nuclear physics, and [we have to?] discuss with him, and he talked it back and forth, etc. Finally one young captain in the back said, "Sir, this is all very interesting, but the army's practically at war with our citizens. What the hell happen-- What do we do? What are our orders, and what are our instructions here at the University of Alabama, if the same kind of thing breaks out on this campus?" This poor old duffer who'd been the president of some college someplace sort of shook his head and said, "Well, I hope you'd be on the side of the government." (laughter) That hit right in the heart of soldiers. But it was a good program. When I left I was going to be assigned to the headquarters in US Army Europe in the comptroller's office, and you're required to stay in that position for three years to make up for your being chosen for that job. They want to use your knowledge and experience. Just before I left they changed it, and I went to the US Army Support Command in France, which had 57 separate organizations that it commanded, to include a pipeline that came in at St. Nazaire and went out to all of the air bases and army refueling, etc., and repair of tanks, repair of everything. We took German factories over, used Germans. It was a very, very exciting assignment in terms of technology, but I got assigned to the comptroller's office in that damn headquarters, and I was one of three soldiers. The rest were all civilian employees, or French. One of the people that worked for me was from Yugoslavia; he'd escaped Yugoslavia. So it was a mixed up kind of place. We lived at a French house down by the railroad station. We didn't want to live in the government quarters, we'd done enough of that. We wanted to have an experience in France. From that point of view, it was wonderful. The job was terrible, just terrible. They expected me to know everything that they did in their routine because I'd been to this business program. Well, I had to really move fast to catch up with them. My boss was a man by the name of [Birossi?]. He'd been an Italian-American soldier in World War II who married an Italian and never went home, and when they created the support command then he stayed on in Europe and became a very important man in the headquarters as the budget manager of this very vast organization. I worked like hell to try and get it straightened out. They first gave me the responsibility of working the budget of a couple of the major organizations, one the tank rebuild plant, which was -- God, it looked like General Motors out there. I finally got frustrated with it all. We'd all sit in a room, roll out our papers, and bring in the guy, the comptroller, from that organization, and you'd sit facing each other with Mr. [Birossi?] looking over your shoulder, and you'd work out a budget for them. How the hell did I know? I didn't have any basis for doing it, but we'd discuss it to get it. When this was all over and calmed down I said, "This is stupid as hell," to [Birossi?]. He said, "What are you talking about?" And I said, "We've got the world's best information technology program right in this headquarters, those guys that are working the plants do it all by technical means, punch cards, and here we are sitting around trying to argue about a number on a sheet of paper that doesn't mean a damn thing." He said, "What do you suggest?" I said, "I suggest we go to talk to them, get onto their system somehow, and work this thing out that we can make a reasonable stab at it." He said, "OK, wise guy, do it." 24 Now, there was a lieutenant colonel in this overall office who was Birossi's boss, and I went to see him and told him, I said, "Now, I'm not competent to do this. There's no question about it. However, if you give me two of those young captains of finance that work down the hall from me, I can get this thing started and going." So he assigned these two guys to me, and we changed the whole system of how we did the budgeting of US Army Europe. I got some kind of an award for that. Then they put me in another job where I had all kinds of stupid responsibilities. I had a responsibility for efficiency of each of these many, many organizations, and I got permission to send people -- Frenchmen -- back to the United States to be trained in each of those depots to do it. Then we pulled all of this together right as the secretary of defense had initiated a program to improve work force relationships, his program, and they sent it out and said, "Everybody in the army, navy, and the air force will use these procedures." And my two-star boss said, "No, we won't. We're not doing that. We got a god system, we just got it started, and, well, that's the way it will be." OK, you're the boss. So six weeks later, maybe two months later, there's a message sent to the commanding general that said "We're sending over someone from the Department of Defense to look at your program." I got called in to the CG's office, and he said, "You got two weeks to put this program in place." Well, you know, I was put into a position where I got attention, and I could do what I wanted to do, and I could get help to do it, and everything just sort of worked together. It was a great experience. But, again, it's a case of speaking up and saying what you think is wrong and finding a way to do it. I went in on the train from Orleans into Paris to the IBM plant with boxes of punch cards in my (inaudible) [01:53:43] and brought them into IBM, and we worked it out with them to do it at first before we turned it over to our own organization. That's because if we screwed it up, we'd screw them up badly. But those two finance captains did all the work. I just plowed ahead. Another time, in that same job -- I really thought -- when I got there I said, "My career is ruined. My career is ruined. Who's going to believe that I was in a damn headquarters for a support group? No, uh. I'm an armored guy. No." But anyway, they came up with another program, again, out of the Department of Defense. This time it was to work specifically with -- I can't remember the name of it, but, again, it came out of the secretary of defense's office, and again I got the job to do it. But this time I had an opportunity to start from the beginning with it. It was a matter of saving money, and we were supposed to put out programs, out to our subordinate units, and help them find money and other ways of doing business (inaudible) [01:55:09]. We started with the laundries, a simple thing, and went into the laundries with the people we trained, and they would say to the laundress, "How can you do your job better?" They'd say, "Well, I've been working at this for six years. If we did this, and that, and the other thing," and all of a sudden we weren't doing anything but saying "How do you do it?" and then helping them do it, and getting their boss to agree to it. Well, then you had to take all this information and turn it over to another agency who would check your figures, and numbers, and back and forth, and everything. That all seemed to work out, and things were going along rather well when they put me in for an award as the civilian of the year for product improvement. I was called (laughs) into Heidelberg, and they put on a parade, and the commanding general and I are -- there were other people, for other reasons, being recognized that day. I'm standing 25 beside the commanding general when the troops are passing in review, and he said, "What the hell are you doing here? This is a civilian award." I said, "Sir, you signed it." (laughter) And off we went. I just kept working. Living there was great sport, except the French are crazy. We lived in a neighborhood, as I said, on Rue de la Gale, and the house was an old one. It was rent controlled, and we had to slip the landlord money on certain days, and you'd walk up to his house with a paper bag full of money. A door would open, a hand would come out and grab the paper bag out of your thing, the extra money for the -- crazy. In the neighborhood we never made close friends except in one instance. Our youngest daughter, Ellen, went to French school. The other two kids refused; they were smart enough not to do it. Ellen and her friend [Pascale?] (inaudible) [01:57:36] walked to school with her mother and Carol, over to school. The ladies walked back from school. After lunch, walked over, back to get, march them over, again, at the end of the school day. And they talked, and they talked, and they talked. Not a single word of English was ever spoken for three years between these two women. We get back to the United States and got a very nice letter from her, in English, and she said, "You never would have improved your French the way you did if you knew I had been a nanny in Great Britain and speak English." (Cates laughs) Now, that's the dirtiest, rottenest trick I can ever imagine happening. (laughter) When we had a problem with the house, you'd try and go out and find someone that would fix the faucet. Now, there are four sizes of pipe, and there are 12 sizes of faucets, and there are 14 sizes -- and they ask you which one do you want? You don't know. So somebody has to come and measure it and go back, and two days later you've got water running again. When it came time to buy coal, we went down to the place you buy coal, and it was a storefront on the main road, right in the main store, and he's got little glass canisters with different kinds of coal in the window. You don't buy coal that way anywhere else in the world. We went in, and he wanted to know how many radiators we had in the house, and how many veins each radiator had, and how many sections were in the stove, and then he could figure out how many tons it would take to heat the house. He didn't ask if there was any broken windows, or open doors, or boards off on the roof. They did it totally unscientific. Then when you come to that decision, then they say, "Now do you want it from Belgium? Do you want it from --" you know, down the list. We want anthracite from Belgium, OK. Then they come and dump it in the house with buckets in the window of the cellar, and the whole house is covered with coal dust everywhere. And it was expensive. Living there was not easy, but we made a pact that we were going to go once a month with the kids to Paris, every time, every month, and we did, and we traveled a lot. Not any great distances, but we loved parts of France. But the French were very difficult to live with. JC: Oh, I'm sure. I've been there once. (laughs) RT: The worst one was my father had a cousin who was, in relationship to Dad, it was about six up from him in the corporation, and he was the chairman of the board. We got a call that he was coming to visit the French company that was owned by the American company, and they were going to come down and see us in this hovel (laughs). And just about the time we knew that they were coming but not exactly when they were coming, 26 the French left us with a bit of a problem. When they put in the sewer system, they left the septic tank in the house, in the basement, made of clay, and it began to leak. Do you have any idea what living in that house was like? You couldn't flush a toilet. When I'd go off to work and leave Carol, they had a deal with these crazy guys coming in, and eventually they came in. One guy came in, and he took off the top of this thing, and then he went away. She chased him down, and he said, "Oh, you've got to hire somebody else. The union won't allow me to put the hose down in here and suck out what's left. You've got to find that guy." And it went on, and on, and on, and trying to live in that house. Fortunately we got it cleaned up before Uncle George showed up for lunch. (laughter) JC: Sounds like it was quite difficult living in that house. RT: It was very difficult. Every single day one of us crossed the street to the bakery that was directly across the street from us, and we'd order a demi pan, and bring it back for breakfast, or something else. And every single day that one of us went, my own experience was I'd walk in the door -- "Bonjour, Madame." (laughter) The only guy that spoke to us lived next door, and the reason he spoke to us was that nobody else in the neighborhood, or the town, or the city would speak to him, because he had been a butcher during the Nazi occupation and gave the Nazis all the best cuts of meat. We had no phones. It took three years to get a phone, and it was a three-year tour. If you got a phone, you had nobody to call; they'd all gone home. They're crazy, just crazy. (laughs) JC: So what was the next assignment after France? RT: Well, while in France the Vietnam War broke out, and people lieutenant colonel level in Europe were being pulled back to the United States and given a command in Vietnam. So I applied to get a command in Vietnam, and they said, "Oh, no, no, no, no, you haven't finished your tour for having gone to graduate school. You can't possibly go." This is talking to somebody back in Washington. Then another job opened up, and they needed a lieutenant colonel in an armored battalion, and I called them back again. I said, "I'll come back to this job after that. How about that?" "Nope, we can't do that. We can't do that." Eventually they said, "OK, when you come home from --" I put enough pressure on them. "When you come home from France, we'll send you to Vietnam." And when we came home from France, they said, "No, you're going to go to the Armed Forces Staff College. You've been selected among the army, navy, and air force to go to the Armed Forces Staff College, for six months. After that, we'll get you a job that will get you to Vietnam." Well, you know, it's frustrating, just terribly frustrating. After the Armed Forces Staff College they told me I would go to Vietnam, but first I would go to pick up 57 tanks that had just been manufactured of a new design, and I was to form the tank battalion in the United States, train it in the United States, and take it to Vietnam. When that day came, ready to go, we had three rounds blow up in the chamber back at Aberdeen Proving Ground, and they said, "Hold it. You're no longer on the list to go. But you are going to go to the Naval War College." I couldn't get to Vietnam! It was very difficult. 27 JC: What was the Naval War College like? RT: Terrible. The Naval War College, well, we called it the sleeping room. They had two major speakers every day, one in the morning, and one in the afternoon. That was fine. I mean, I loved to hear them, and they did have a message, but it wasn't work. It was sitting there like you're turning on the television. There was no challenge to this thing at all. Now you could go and get a master's degree along with it from George Washington, but I couldn't, because I had a master's degree, so they weren't going to let me take that program. So they hired somebody the University of Massachusetts had fired from their Economics Department, an old man, to be my mentor and take me through a separate program -- nothing comes out of it other than a dissertation at the end. OK, I'll put up with it, but he was awful, and it was a waste of my time. You never had time between these people to really go to the library and do something. It was 20 minutes. What can you do in the library in 20 minutes? No, you don't. Everyone went and get good coffee, sat around and talked, etc. Oop, time to go back into the bedroom. There was nothing going on in terms of substance in the place. When I had my first time as directing my little group, I worked long and hard on the assignments, and came in the next morning and said, "OK, let's see. Now we had readings in this one, and then we had a differing opinion from this requirement, and then this one, and another one. Commander Jones, what do you think about this?" "Oh, shit," he said, "You don't think I pay any attention to that, do you? I'm in the George Washington program. I'm not going to do any of this." That was a general attitude. There wasn't any depth to what we were doing. One day the admiral in charge, who'd married a British lady and had just come back from another tour in London, said, "How would you like to have lunch at my house with a guest speaker, Todd?" I said, "Gee, that would be very nice, sir." I got up there to discover there were 12 or 13 of us at separate tables and he and the speaker was at another table. What did we do? We sat around and chatted, and ate his food, and left. He said, "How'd you like that?" I said, "What are you referring to, sir?" He said, "Well, the opportunity to be with the speaker." I said, "We weren't with the speaker. You were with the speaker." "Well, how would you handle that?" "I'd put in a round table, and we'd all sit around and talk." "What a great idea." Really, really bad stuff. So he did, and then he invited me to come, and I went, and he said, "How did that go?" I said, "Sir, that was wonderful. But if you did that in the classrooms it might help, too." "We don't have round tables in the classrooms?" He'd never been in a classroom. We didn't have one single naval officer who was nuclear qualified come to the course. They sent them to the National War College. We didn't have one single graduate of a senior college who was on the faculty. I could go on, and on, and on about how bad it was. But one day, in Vietnam, I was sitting at my desk outside General Abrams's office, and I got a call from the naval head in Vietnam. I'm trying to think of his name. I know it as well as I know my own. But anyway, he called me and said, "Russ, I got to see General Abrams." I said, "Well, he's tied up at the moment. Come on up and sit down, and I'll get you in just the minute I can break into it." He said, "Good," and he came up. We sat there, and he said, "I got to talk to General Abrams. They're going to announce this afternoon that I'm the new chief of naval operations, and I don't want him to hear it from anybody else but me." I said, "Oh, have I been waiting for this." He said, 28 "What are you talking about?" I said, "You can do something about the Naval War College that I couldn't," and I laid it out for him, and he fired the guy when he got back there. This is Zumwalt, Admiral Zumwalt. He fired the guy and changed all the programs. I mean, they were tough on him, and they've got a good school there now, or at least the last I knew of it, a very good school that has been accredited. But it was awful. JC: Did you finally get to Vietnam after the Naval War College? RT: Yeah, that's why I was sitting in General Abrams's office. I was to be sent over to be on the command list, which meant this list of people the army feels are capable of doing a job as colonel in a combat unit. They sent my name over, and then they called me back and said, "We've withdrawn your name." (sighs deeply) I said, "Come on, guys. This isn't fair." He's "Hold it, hold it, hold it. They're looking for an assistant to General Abrams, and we've sent your name in." I said, "Look, I've met General Abrams a few times. I don't think he was very impressed with me. I don't think he'll select me off of any list of yours." He said, "There is no list. We only sent your name." (laughter) So I went over there, and I sat for, oh, eight months I guess in General Cao Van Vien's office, who was the head of the Vietnamese armed forces, and I acted as a liaison between General Abrams and General Cao Van Vien, of which there was no requirement. Those guys talked to each other whenever they wanted to. But I represented General Abrams when General Cao Van Vien called the other -- the Koreans, the Australians, the New Zealanders, etc., etc. -- together on a Monday morning to have a meeting, and that was interesting, and I learned a lot, and I met a lot of people. Eventually the secretary of the staff rotated home, and I took his slot. You actually work for the chief of staff, but I read and decided which messages that came in that night would go into General Abrams the next morning, so I got to work very, very early and stayed very, very late, day after day after day, seven days a week. But I really loved working for the guy. Every Saturday morning we would meet with the commanders of the army, navy, air force, etc., the CIA, in the basement of our building, and it was general so-and-so, admiral so-and-so, etc., and Colonel Todd. And Colonel Todd sat in the back of the room and checked -- again, a great learning experience. Watching the interrelationship between these very, very senior commanders was a great experience. Then I went with General Abrams every Monday morning down to brief the ambassador. We'd drive down in his sedan. On Sunday I'd prepare a book for him that he'd go over, and then he'd have that in front of him. He never read it. He never sat in front of the ambassador and read it. I'd be on pins and needles all the time that he'd turn to me and say, "What the hell's this?" (laughs) But he was great. Then I got a command. I left the headquarters and went out and joined the 24th Division as a brigade commander, and I'd been there about eight days when it was announced that the brigade was to go home. (laughs) The next day I got a call on the radio, out flying around in my helicopter -- I had seven battalions in the brigade at the time -- from the corps commander, General Davidson, and General Davidson said, "Meet me at coordinates so-and-so," and we both flew into a point. He said, "I'm pulling you out of this. I've got a problem with the Royal Thai Army. The officer we have working 29 with them is not acceptable any longer to the Royal Thai Army. I need somebody tomorrow, and you're it." That was the craziest thing I've ever been involved in. Wonderful, wonderful Thai commander, who began his military experience at age five in a military academy run by the government. He finished his education in France. The French owned Indonesia. Thailand (inaudible) [02:16:30]. So there we were. Day in and day out, he and I would receive the same briefing. He'd get it in Thai, and his aide-de-camp would give it to me in English. We never ever, ever came to the same solution. We were generations in thought apart. For example, in World War II Thailand never declared war on anybody, but went to war against the Allied forces when they thought Japan was winning. This fellow was a captain in the Thai Army, and he did something very spectacular -- whatever it was, I don't know, very heroic. He was called back to the capital, and he was given the Royal Order of the White Elephant or something. They'd give out five for every war. This was something very, very special, parades, the whole business. He went back to his unit, and then the Thais decided that the Japanese weren't winning the war, and they changed and became our allies. Now you're not going to believe this. They called him back and took the medal because he was fighting on the wrong side. (laughs) I could go on forever on this. My brain couldn't absorb it. When I'd left that and gone back to the United States, I guess when this happened -- I don't remember where I was, but anyway, I wrote him a letter, and I said, "What in the world is going on in Bangkok? You were the commander of the 1st Division, responsible for the security of Bangkok. Your father-in-law is the dictator. They're rioting in the streets, and, to the best I know, nothing's happening." He wrote back to me, after some (inaudible) [02:19:06] time, and said, "Well, you just don't understand our way of thinking. The soldiers had killed some civilians who were rioting, so I went back to my BOQ and stayed there two weeks, and when I came back my father-in-law had been deposed, and the fighting was over." Huh? (laughs) And it wasn't that he wasn't a good soldier, and it wasn't that he was afraid of anything. No, we'd fly around in his damn helicopter and take it places I never would have gone. On the other hand, he had some VIPs coming over, and he said, "We can't take the helicopter today. I'm going to use it tomorrow for some Thai VIPs, and I don't want any fingerprints on it, I don't want to make sure there's no bullet holes in the thing. We'll just take this other thing." What? We couldn't come together. At one point, the real one that almost got me in trouble -- I think it was on Thanksgiving -- our base camp also had three units in it from the 1st Cavalry Division, and the Thais, and the Thais who were responsible for the security, and I was responsible to the US headquarters. Well, on the big army base, maybe 15 miles away, on Thanksgiving night everything went up in the air, flares, and shooting, and machine guns, and all the Thais thought this was great, and they all did it. He called me in the next morning, and he laid me out. He said, "No Thai would ever do that. Your Americans did this." Well, OK, I'll suck it up. "I assure you it won't happen again, sir." So come New Year's time, I put out to my staff with each of his units, where they normally served, to stay with them all night and record everything that happened in that TOC. Next morning he got me again when I went in there. I said, "Sir, before we say anything else, I suggest you talk to your TOC officer." He went down there, and those 30 guys, we made them record everything, and he discovered that it was his units that were doing it. What do you suppose his answer to that one was? JC: I don't know. RT: He called in his senior officers and said, "I'm resigning from the army. You've let me down." And he went back into his hooch and stayed there for about three days. I woke up at the end of three days early in the morning, and the whole goddamn Thai Army that was posted in Vietnam was out there in a formation. I walked out to see what was going on and stood behind him -- he was up on a platform -- and they all apologized, etc., and he forgave them, and they went back into the woods to their positions. They'd left their fighting positions to come back and apologize to the commanding general. JC: Oh, wow. RT: (laughs) You can find one worse than that, I'll bet. My goodness. JC: Want to stop again? (break in audio) JC: Let's stop here, because we've done about another hour and 10 minutes. (break in audio) RT: Let's -- (break in audio) [02:23:15] JC: All right, this is Joseph Cates. Today is May 19, 2016. This is my second interview with Major General Russell Todd. This interview is taking place at the Sullivan Museum and History Center. This interview is sponsored by the Sullivan Museum and History Center and is part of the Norwich Voices Oral History Project. So when we left off last time we had gone through Vietnam, and you're ready for your next assignment. What was that? RT: OK. When the Royal Thai Army left Vietnam I moved out to a brigade, as I said earlier. But the time with the brigade was very unsatisfactory to me as a professional. It was a little more than a month, and that's not what I considered to be a command. So thinking about what would happen when I got home, I called to the Pentagon, talked to the people in armor branch. A lieutenant colonel sits on a desk and shuffles the papers for colonels and helps make the decisions. I told him I wanted to have a particular command at Fort Lewis, Washington, that I knew the command was about to change. And they said, "Oh, we've already appointed somebody to that port. But you are coming back to go to the Pentagon." 31 I had fought off the Pentagon earlier in my tour. When I was working for General Abrams I got a call from the Pentagon that said "We're bringing you back to the United States because a new position has opened up, and it calls for a brigadier general, and although you're only a colonel, we want you to fill that position." And I said, "Tell me about it." They said, "Well, you're going to be the army's first drug-and-alcohol-abuse officer." I said, "You've been watching what I'm drinking." He said, "No, this is what we've got in mind for you." And I said, "That isn't going to work. It just isn't going to work. I'm over here on a two-year tour, and if you want me to leave here, I'll give you General Abrams's telephone number, and you can call him and ask him to release me." Well, no, they didn't think they would do that. (laughs) So when I went back I went to the Pentagon, and there I went to work for a four-star general who I had met several times, because he traveled to Vietnam back and forth, General Kerwin, a wonderful, wonderful soldier. And when I reported in he told me that I was going to be the head of the department that he supervised for the Modern Volunteer Army. My job would be to coordinate all of the programs that were going on both at posts, camps, and stations around the country and around the world, and also within the Pentagon, to evaluate where we ought to be going. Well, OK. It wasn't my first choice. I had about, oh, 10 lieutenant colonels working for me in a very small office that didn't have any windows, and there was a lieutenant general working in the chief of staff's office whose title was the chief of modern volunteer army. So I was torn between two very senior officers who didn't agree with each other very often, and the job went on, and back and forth, and up and down, but a lot of answering letters from the Congress and this kind of thing, and then evaluating things that came from the field. Well, one day I was up in the next level in the Pentagon, because I'd been called by that lieutenant general, and he started chewing me out just something awful for reasons I couldn't explain. Finally he said, "I'm going down and see General Kerwin." My boss. What the hell's this about? So I was standing alone in his office. He went out a side door, and I said, "I've got to get to General Kerwin quick." So I picked up -- they have red phones that go between the very senior officers. I picked it up and dialed General Kerwin's office, and he has to answer that, no matter what's going on. And I said, "Sir, we got trouble," and told him what was going on. I saw him later in the day. He said, "Thanks. That really made a difference." From that moment on, he treated me like I was one of his best friends and had faith in what I was doing. Now, they did bring back in a major general who had just stopped commanding the 82nd Airborne Division, and he came in, and he was my immediate supervisor. But General Kerwin made a proposal -- not a proposal -- instructions to everybody about that time that said "Everybody that works for me in the deputy chief of staff personnel office is going to spend four years in this job." I could see my chances of getting a second shot at a brigade just going out the window. Carol and I had bought a house in Washington, the first home we ever owned. In France it was a rental, and everything else was army quarters. So this was special. She loved that house. She took a job in Washington, DC, in the personnel department, and then she had done a lot of that before, and that was sort of a big part of what she had done at Radcliffe after Smith, and she loved that job. In fact, everywhere we went she tried to find a job that would keep her busy and active. 32 So there we were, balancing back and forth. Now what do I do? Well, I'll go back to my old trick and call the people in my branch on the phone, and I called this young man early one morning before anybody else was in the office, and he happened to be there. I told him my plight, that I'd been really cheated in that one month I'd had in the thing, and General Davidson had said I was coming to Europe with him to command a brigade, and that didn't work out once he found out I'd never been in the Pentagon. "So I want a command, and I want to lay it out right now. I want you to start working on it." He said, "Sir, I'm not sure I can do that." I said, "Well, what time do you come to work?" He said, "Well, I'm in here by 8:00 every morning." I said, "Get in at 7:30 on Monday, because I'm going to call you every goddamn Monday I'm sitting at this desk," and I did. Eventually he said, "I've made an appointment with you with my boss, Colonel [Touche?], who oversees all the branches for colonels." I walked over, and it was my old friend from Fort Knox who had been the senior aide when I was the junior aide to General Collier. He had talked it over with the committee that makes these kinds of decisions, and they were going to put my name in nomination to go back onto the brigade commanders list. Great. A few weeks later I get a phone call that says "We put your name before the committee, and you are on the list, and you're number two." Uh-oh. I'm supposed to spend four years working for General Kerwin? (laughs) So a little later they call back and said, "Whoa. Wait. In the 2nd Armored Division the brigade commander has moved up to be chief of staff, and that brigade is open." I said, "OK. Now you guys call General Kerwin and tell him that you're pulling me out." They said, "Like hell we will." (laughter) So I went to see General Kerwin, and he sort of grimaced and (inaudible) [02:32:24]. He said, "You know my policy." I said, "Yes, I do, sir, but this is a once-in-a-lifetime opportunity for me." And he said, "I'll tell you tomorrow." So the next day he called me, and he said, "Against my better judgment I'm going to let you go to that command. But let me tell you this. The day that's over you're coming back to work for me." I said, "Yes, sir. Thank you." I ran home. (laughs) A little later, in time, the moving truck was in front of the house. I'd gone home, checked out of the office, done everything appropriately, and gone back, and there was a phone call waiting for me at home. General Kerwin. He went on to say what he really wanted me to do, wouldn't I know, is that -- "Sir, we've made our deal," and he says, "OK, but remember, I'm going to get you when you get (inaudible) [02:33:21]." And that was very pleasing to me. I loved the idea of working for him. But, again, it was a matter of just working your way through the system. It was terribly important to my career and to me. People were telling me that "You don't have to do this" kind of thing. You know, "You've done all those kinds of things." But no, that wasn't the career I wanted. So I went to the 2nd Armored Division and took over the 3rd Brigade of the 2nd Armored Division at Fort Hood, Texas, and that was a real fun thing. I really enjoyed it. I had a lot of good people working for me. Some of them went on to become general officers later on. The first thing that happened was they told me that the brigade in one month is going to move to Germany on Operation [Forger?]. Does that mean anything to you? Well, in the Cold War we had built all kinds of home hutches and places to store tanks and materials that take a lot of time to get into the theater. If they said, "OK, the balloon went up. Come over here," you wouldn't have had any -- you'd have to wait for your 33 tanks for a month. So they had all those vehicles and stuff over there, and every year we went over and exercised the idea of flying over -- not me, the army did. It was my brigade's turn, and it was just great. I had planned that thing for every possible contingency, in my mind, and we laid it out with the staff. I said, "Now if this happens, or that happens, or this happens, this is what we'll do. Plan A, B, C, and D." And damn, I figured everything except it was going to snow at Fort Hood, and the air force wouldn't show up. (laughter) So we were about two days late getting there, and it slowed things up. But we went out on maneuvers for about a month and a half, and that was a great experience. I'd done it as a company commander when I was stationed in Europe, but as a brigade -- when I went over I've been detached from the 2nd Armored Division of the United States and attached to the 1st Infantry Division, when I got over to Europe. There for the first time I met a fellow named (laughs) -- I met someone, a senior officer, a brigadier general who, because my brigade wasn't part of his division, I had to go through the ropes of him looking over my shoulder for the first three weeks of what we were doing. It wasn't easy. Eventually he and I had a good reputation among each other, and then we're good. It worked out pretty well. Well, his name is Fuller, Fred Fuller. Just to move that part of the story a little further forward, when I went to Forces Command he was the DESOPS, and I was the assistant -- correction, he was the DESPER, personnel, and I was the assistant DESOPS. And again, good friends, you know. No, sir. I had to prove myself all over again to him. That was tough. That was tough. Then when I became division commander at Fort Hood, would you believe they made him the corps commander, and my boss again? And again, I went through the process. I called it rook training, he wanted to test me on everything that was going on, and then eventually he agreed, and we got along. That was a very difficult relationship I had with that individual. So we came back from Germany after the Reforger, and it was time to change division commanders. A general officer that I had met once or twice but didn't know came in as the two-star commanding the (inaudible) [02:38:26]. This was a fight for my life. He, in my opinion, didn't represent a good soldier. He would drive in his jeep with the two stars on the front, down the street, and the men in the division would say, "Hi, General," and he'd wave back, "Hi." No saluting, none of this. He would come around in my battalion and ask the company commander and the battalion commander to see their operational reports, and particularly the readiness reports, whether or not this tank would go or that one. He required them, not required them, but pushed hard for them to like take something off this tank and put it on that tank, and now we've created another tank that this one isn't working, this one if you take the parts and put it on this one, that's one less tank, but will look that much better. It was everything how you looked. Eventually he was promoted to lieutenant general and shipped to Europe, and his chief of staff caught on to his way of life, reported it. He got thrown out of the army, reduced to major general, and was retired. But that was a tough fight, that was a tough fight. In town now there's a major general, retired, John Greenway. Maybe you've met Phyllis. JC: I have. RT: Well, John Greenway was my chief of staff in the brigade, and I don't know how many times he saved my life. He'd say, "No, no, no, don't go up there and tell that general off. 34 Don't do it. Stop here." One time I actually said, "The hell with you, John, I'm going up there." I was really mad. Again, he had ordered my people to do something that was not proper. So John called up the division chief of staff, who was a good friend, and said, "Russ is on the way. Stop him." (laughs) So I never got in to see him, and I calmed down, and the chief of staff discussed it with me in a way. But it was a difficult, difficult system to live with, but I had wonderful people working for me. JC: Well, that's good. RT: Yeah. JC: What year is this? RT: Oh, my God. (inaudible) [02:41:04] I can't remember my birthday. (laughter) It was about '60 something, yeah. I came back to the United States, and I was assigned to forces command, where General Kerwin was, the man that said, "You're going to go work for me," and I went to work for General Kerwin just as I'd been promoted by the system to be brigadier general. I worked for him for two years and then another year with General Rogers, who went on to be the chief of staff of the army, and it was great. Real professionals who understood various ways of handling people beautifully. I must admit, he had a chief of staff who wasn't quite up to speed in my opinion, and as a result I found myself bypassing the chief of staff, which really isn't a very good idea. But both General Kerwin and General Rogers, when I was there, would call me on the phone directly and ask me to do something. As the junior brigadier general at Fort McPherson, Georgia, they immediately appointed me to be club officer, and to be the president of the Association of the United States Army chapter at Fort McPherson. I was really the junior guy in that headquarters as far as a general officer is concerned. The biggest thing that happened to me really there was that that's when we had the baby lift out of Vietnam, and then we had the evacuation of Vietnam. In the operations business at forces command, we had the responsibility of preparing those units in the United States, wherever they might be involved, to prepare them for the influx of people. I was up a lot of nights and really mad at the air force sometimes. They would bring in planes early, before we could finish taking people off the previous planes and get them, kind of thing. They finally came around. But it was a real wonderful experience as far as I'm concerned. I had the thrill of getting a thank you letter from the president and being called in by the State Department, who had the responsibility of taking these people once they arrived in the United States -- when they arrived in the United States the army was responsible for them. We took old barracks and tried to fix them up to be for families and all the rest of it. And the next step was to put them out into the population in America, and that was done by the State Department. At the end of this, the State Department gave me an award and invited me over to Foggy Bottom, and it was carried out in the formal part of that. It's a very ordinary-looking building, but inside, on the top floor, they have collected and put in there all the furnishing and antiques of America. They would go to somebody that had something that the State Department wanted, and they would say "We would like to have it, and we will replicate it exactly, and give you back the replication." They built -- it's a museum, it's a wonderful, wonderful museum of 35 American furniture through time. I was really impressed with it being there. I wasn't that impressed with the State Dept- people in Vietnam. (laughs) It was very interesting. JC: Yes, sir. So this was around 1975, that would be (crosstalk; inaudible) [02:45:47]. RT: Yeah, that's right. Yeah. I did one or two year. JC: Where were you from Fort McPherson? RT: From Fort McPherson, when my immediate boss left General Rogers called me in and said, "I want you to be my full-time top guy and deputy chief of staff operations." I said, "No, General, that isn't right." "What are you talking about, it isn't right?" I said, "You want someone that's been a division commander to be in that job. I mean, you're dealing with all those division commanders, and if the guy that's passing the instructions hasn't had the experience of being a division commander, it doesn't come through right." And he said, "All right. All right." About a year later I was on a board in Washington. You're sent in to do a lot of those things. Interestingly enough, on this particular one I was the head of the board for captains being promoted to major, and I got in trouble with General Rogers. The instructions we had were "These are the formulas, etc., that you follow when you're looking at the history of their being in the service. You can add to this other things, if you, as a board, want to do it." The first thing we added to it was that any captain who had served a normal period of time as a captain in the combat arms branches and had not had a company wasn't to be promoted on this occasion to major. Passing up a captain, you pass up the real army and the real understanding of the army, and, oh, boy. It turns out that we eliminated from being promoted five captains at West Point, instructors, and that reverberated around the world. (laughs) General Rogers finally calmed down. Then on another occasion when I was away in Washington he called me on the phone and said, "The major generals promotion list has just come out." I said, "Oh, good. Who's on it?" and they said, "You are." Oh, wow. After I went back he called me in his office and said, "Now, I'm going to send you to Fort Hood to command a division." Previous discussion, you got to have a command. I said, "Oh, my. Where's George going?" And he looked at me with this great strain on his face and said, "George who?" I said, "George Patton, 2nd Armored Division." I had been in the 2nd Armored Division twice. Four men have commanded the 2nd Armored Division, three of them during World War II. I knew that was my place in life. Well, he said, "You're going to the 1st Cav." Of course, when I'd been there as a brigade commander the 1st Cav was the enemy. (laughter) It was a little difficult to change my mindset that I was now the head of the 1st Cavalry Division, but it turned out to be a good assignment, too. We were immediately assigned a mission of working on something that was called Division '86, and this was the '76-'77 time frame. What we would do is to experiment with different organizational concepts, try them out, and another R&D organization would evaluate whether this was a good idea, or whether it wasn't a good idea. But, man, was that a lot of work. We had soldiers picking up their mattresses and marching over two streets, and then joining another company, because now we were trying -- we were going to have tank platoons with only four tanks rather than five tanks, 36 and these guys had to fill in for the -- you know, back and forth, and up and down. It was a crazy time, but it was very, very rewarding. We lived next door to George Patton and Joanne Patton, and as a matter of fact we had become very close friends over the time we were in the army. We went home on vacations sometimes by accident at the same time, back in New England, and other times purposefully. But we celebrated our twenty-fifth wedding anniversary together, both divisions, at the club, and it was officers. It was really good sport. JC: Was that your last command? RT: No. They sent me to -- at one Fort Hood, after two years of commanding the division, I went down and commanded something called [Tecada?] [02:51:38], which was a research and development experimental station kind of thing. I was doing to the rest of the world what they'd been doing to me, for two years I guess, at which point I was shipped over to Europe to be the deputy chief of staff for operations under General Kroesen. He was one of the most magnificent soldiers I'd ever met. I worked for him once before for a short time, but he was first class. Then I got a call from Loring Hart, president of Norwich University, who I'd gotten to know -- over his 10-year span as president -- pretty well. In my traveling around at various times, I was the head of the Norwich Club of Georgia, the Norwich Club of Fort Hood, the Norwich Club in Europe. They'd come over to visit, and we became close. I had come home on leave to see my dad, who was in bad trouble health wise, and I got a call from Loring Hart to my dad's home down in New Hampshire. He said, "I need you to come up here. I need to talk to you; it's important." And I said, "Gee, I don't know. Dad is not well, I don't know how long he's going to live, and I can't be here very long, so I really and truly want to see as much of him as I can." He said, "Well, afterward, after this weekend" -- it was a big alumni weekend -- "I'll stop in to see you." I said OK. Well, Mother got a hold of me, and Dad got a hold of me and said, "Go on up there." Dad said, "Get a hold of my classmates and tell them I'll be there next year." Well, I knew most of his classmates. When I arrived I found them at lunch in the Armory, and I walked down to the table, the half where they were, and started saying this lie about my father, he's going to be getting well, and he'll see you next year when he comes. All of a sudden the most unusual thing happened. There was this great noise in the Armory, and it kept getting louder and louder and louder. As this individual coming into the room got closer to our table, I discovered that it was General Harmon coming back, and all of these people were saying, "Ernie, Ernie, Ernie, Ernie." I couldn't believe it, you know, really and truly. It showed me just exactly how much he was loved by this institution. That doesn't mean he didn't make a lot of mistakes at times, but he really pulled us out of the woods. So Loring Hart stops in at the house and says, "The board at Norwich University has told me that 10 years is enough, and I'm going to retire. I want you to put your name on the list to be considered." I said, "You're a PhD, you taught English, you became the dean of the university. I don't have any of that." He said, "And you don't need it either, because I'm absolutely certain they're going to choose a soldier." I said, "What do you know, I'm qualified." I went back to Europe, told my boss, and then came back. I made a couple of trips back and forth. I told my boss, which was General Kroesen, what was 37 going on, and then went to see the chief of staff of the army to tell him that I was putting in my papers. You know, after you've been division commander you owe the army something, because of the experience they've given you. So I went to see General "Shy" Meyer, who I'd known in Vietnam, and I was a little dubious here. What will he say? So I told him, and he jumped up from behind his chair, rushed around to my side of his desk, shook my hand, and said, "Boy, that's just exactly what I want to do when I get out." (laughter) Then, unfortunately, and this doesn't have to be spread around, he told me that my name had been submitted to be promoted to Lieutenant General, and it is now before the Congress. Had I not put this in and had I been selected, I was going to go to one of two different jobs, and neither one of them sounded as much fun to me as coming home. Not that I could change my mind. Once you've told the army you're retiring, you're retiring. You don't change your mind. So that's how I got here. JC: What were the other two choices? RT: To be the chief of staff of USEUCOM, which was for the European theater of all of the activities there, and the other one was on the joint staff, doing the DES-OPS kind of work, which is called the J5. JC: So you come to Norwich. Talk a little bit about the application process, because I know Phil Marsilius says in his oral history that they gave you an eight-point plan that they wanted implemented. RT: Yeah. Very unusual I thought, and very useful. Before I get to that (laughs), Carol and I came. We went to New York City and joined a committee of the board who were involved in the selection process. The plane was late, the taxis weren't running, and we were late getting to this thing. Carol was a little nervous that that showed that maybe we weren't working hard enough to get there. They said to me, "We've just finished lunch. Do you want something to eat?" and I said, "Oh, yeah. How about a bowl of onion soup?" Carol said to me afterward, "You could have chosen anything but that cheese dangling out of your mouth." (laughter) But, to me, we had a wonderful conversation, and quite frankly I left in the cab going back to the airport with a member of the board who sat there and congratulated us, because they were certain that the board was now going to select us. Yeah, interesting. Where were we in our discussion? JC: The eight-point plan. RT: Yeah. I can't tell you what the eight-points are right now, but they were all reasonable, one of which was to make Vermont College work, the system of the two institutions together, and that's interesting, too. On that point I tried very hard -- they put a lot of pressure on Loring to go up to Vermont College at least twice a week. He'd go home, changed out of his uniform into civilian clothes, go up to Vermont College, and I don't know what he did, presumably he did good things, and came back again. I got into that routine with him, and I found that Vermont College was in deep trouble, I mean, in my opinion. Over time Vermont College had reduced the quality of their education in order 38 to sustain the number of students they needed, and they had all kinds of programs going that didn't make a lot of sense. They had a nursing program that was excellent. Excellent. They had just bought some programs from -- oh, what's the name of it? JC: Goddard? RT: Goddard College, and they were difficult to mesh into the family. For example, I hadn't been here very long, and I got a call from Mrs. Lippincott, who was the chief officer of Vermont College and had previously been Loring's assistant. I got a call that said, "There's going to be a graduation on Friday" -- this was about Wednesday -- "and it's going to be outside at Vermont College. It's going to be one of the Goddard programs that's graduating at this time. They would like to invite you to be part of their graduation." So I said, "Fine, I'll be there." But before I went I hadn't heard anything more, so I called up to find out, and I said, "Now, what's my role in this? Do I hand out the diplomas? Do I make a speech, do I congratulate them from the platform? What do I do?" They said, "Oh, no, they just want you to sit there and be present. They do all this themselves." OK. I can live with that, and we'll see what happens. The first student to graduate came up, gave a little speech, each one of them, and then took their diploma and put it from their left hand to their right hand, and went back to their chair. The institution wasn't involved. This happened seven or eight times before I really said this is something we've got to look at. Then they decided, or they didn't then decide, the next thing was to have a musical rendition. They had a fellow with a fife and a piano player, and they pushed the piano out toward the group, and the front leg broke off pushing it through the grass. They somehow got it jacked up and started, and the flute player -- well, it was awful, just awful. The next day I said to my vice president, Jim Galloway, major general, retired, I told Jim what had happened, and he said, "You know, you weren't the first. I was the first. The same sort of thing went on, but it was crazier when I was up there." I said, "Tell me." He said, "The flute player was in a tree." (laughter) So we spent some time trying to bring it into the focus. Quite frankly they had some fine professors. They just didn't have a system involved. JC: I've always heard Goddard is a little strange. RT: Well, put it this way. One time Carol and I invited the president of -- oh, in Burlington. JC: UVM? RT: N
