Suchergebnisse

Issue 42.5 of the Review for Religious, September/October 1983. ; REVIEW FOR RELIGIOUS (ISSN 0034-639X), published every two months, is edited in collaboration with the faculty mem.bers of the Department of Theological Studies of St. Louis University. The editorial offices are located at Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. REV|EW FOR RELIGIOUS is owned by the Missouri Province Educational Institute of the Society of Jesus,.St. Louis, MO. © 1983 by REVIEW FOR REI.IGIOrdS. Composed, printed and manufactured in U.S.A. Second class postage paid at St. Louis, MO. Single copies: $2.50. Subscription U.S.A.: $9.00 a year; $17.00 for two years. Other countries: add $2.00 per year (postage). For subscription orders or change of address, write: REVIEW Fort RELIGIOUS: P.O. Box 6070; Duluth, MN 55806. Daniel F. X. Meenan, S.J. Dolores Greeley, R.S.M. Daniel T. Costello, S.J. Joseph F. Gallen, S.J. Jean Read Editor Associate Editor Book Editor Questions and Answers Editor Assistant Editor Sept./Oct., 1983 Volume 42 Number 5 Manuscripts, books for review and correspondence with the editor should be sent to REVIEW FOR RELIGIOUS; Room 428; 3601 Lindell Bivd'.; St. Louis, MO 63108. Questions for answering should be sent to Joseph F. Gallen, S.J.; Jesuit Community; St. Joseph's University; City Avenue at 54th St.; Philadelphia, PA 19131. Back issues and reprints should be ordered from Rt:vlt:W EOn Rt.~LIGIOUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. "Out of print" issues and articles not published as reprints are available from University Microfilms International; 300 N. Zeeb Rd.; Ann Arbor, MI 48106. Letters of Gratitude-- II Robert F. Morneau The issue of September/October, 1982, carried the beginning of an experimental series of "Letters of Gratitude" addressed to various authors who have been important to Bishop Morneau's own spiritual development. Reader response has encouraged a continuance of this series. Bishop Morneau may still be addressed at Ministory to Priests Program; 1016 N. Broadway; De Pere, WI 54115. This series of letters of gratitude continues the purpose of an earlier series, i.e. to express my appreciation to certain authors who have enriched my life and to encourage the readers of these letters to read the primary sources of these authors. These Letters of Gratitude are written to Augustine of Hippo, Ra~'ssa Maritain and Dag Hammarskfi~id. Augustine (354-430) shares his innermost life with us in his famous Confessions. This masterpiece speaks to all ages and articulates movements of the inner life. that are universal No one can read this classic without being changed. Raissa Maritain (1883-1960). the wife of Jacques Maritain, has left us two precious treasures in her Raissa's Journal and We Have Been. Friends Together. The first of these works records the daily experiences of a deeply sensitive and spiritual woman; the second work narrates the story of key people who .influenced her own life as well as her husband's. The third letter of gratitude is addressed to a former secretary general of the United Nations. Dag HammarskjSld (1905-1961) was a distinguished statesman and advocate of international cooperation. In his famous Markings, HammarskjSld, candidly and with consummate skill, shared his journey. The depth of his spiritual life and the range of his concern are moving indeed "Two roads diverged in a yellow wood . "so the poet Robert Frost tells us. We cannot travel many roads personally but we can vicariously. And it is on the road that we share many hours of dialogue and rich experience. The 641 642 / Review for Religious, Sept.-Oct., 1983 companionship of Augustine, Ra~'ssa Maritain and Dag HammarskjOM is well worth having, if only for a few minutes or a few hours'.; Augustine Hippo, North Africa Dear Augustine, I write in gratitude for the candid and direct sharing of your journey in the Lord. How many hearts have been touched through your confession of sin, confession of God's goodness, confession of deep struggle will probably never be known. But I write you to say that I am one who has been moved and challenged by your story; your conversion has led to my own. ¯ Where to begin? With the people who were instruments of the Lord, with the historical context of time and place, with the struggle toward freedom that drove you from darkness to light? Perhaps the last point presents a pattern that helps to explain the whole. You share well how you were held in the bonds of slavery on various levels. First of all, the slavery of sensuality! Passionate by nature and living in an environment that would activate the seeds of license, you were held fast by the desires of the body. In this darkness. you struggled for so many years and, even after the grace of conversion, continued to struggle violently with concupiscence. In this weakness you found your strength because, in the frustrating powerlessness of it all, you were forced to turn to the Lord for true liberty. God's mercy helped you not to become discouraged in the fight for purity and light. A second slavery, much more binding than the first because so much closer to the heart .of your person, was the hold that your intelligence had on you. If your finite mind could not reason to something, then that something had no value, indeed no existence. Your reason reigned supreme, thus your inability over many years to read Scripture. Not conforming to your rigid laws of logic, you lacked the simplicity to comprehend spiritual reality which was immaterial. These chains held you fast and, once again, only through the working of grace, teachers and certain philosophies were you able to be set free and to allow faith to give go. vernance to your rationality. Here we see that your strength became your greatest weakness, keeping you from Truth. The Lord in his own timing drew you into the embrace of love, and there you also found truth and purity. The two slaveries that held you captive, sensuality and rationality, also are the forces that sweep through our times, incarcerating our spirits and our lands. These forces have also moved through every age and thus your autobiography is for every season because it touches so deeply our experience. Letters of Gratitude / 64~1 Your modeling is so important because it reveals that order and peace can be had, that slavery excludes true happiness, that victory can be achieved with effort and grace. ¯ Just as you have touched many lives, likewise many people had a powerful hand in shaping your mind and heart. I think of your mother, Monica, loving, praying and pursuing you in great fidelity. God rewarded her and you with that powerful experience at Ostia--sheer grace. I think of Ambrose, bishop of Milan, whose fatherly tare and keen sensitivity helped you to work through your intellectual crisis. I think of the life of St. Anthony whose example of deep asceticism and total commitment caused your heart to burn for action. I think of Adeodatus, your brilliant son, whose death caused your heart such deep. grief. I think of your concubine and her deep love and fidelity toward you, severed from you by the dictates of culture--whatever did happen to her? I think of Alypius, your dear friend, with whom you shared so deeply and who later became bishop of Tagaste, your home town. I think of St. Paul whose writings helped to finalize your conversion. This awesome compahy made their mark; your receptive spirit eagerly took in their gracious gifts. Several incidents in your life are symbolic of deep patterns. The stealing of pears, relatively insignificant in and of itself, reveals the mysterious realm of motivation--to steal not because of the fruits but because of peer pressure. In narrating this event, you manifest a profound grasp of human psychology, a deep grasp of self-knowledge. You teach us here to go beyond our actions and thoughts .and to discern the deeper recesses of our,behavior: moving from the "what" to the "why," which in turn reveals our true values. Then you share that powerful mystical experience, communal in nature, that you and Monica had shortly before her death. Together in conversation you entered deeply into discussing and experiencing the dwelling place of God, already tasting in this life what was to be forever. How you must have treasured that moment throughout the rest of-y.our life, a touchstone experience against which to judge your many future dec~slons. Then you speak of reading Cicero's Hortensius, a work that inflamed your soul in its search for wisdom. Herein we see the importance of a single book in our lives, able to set us in a direction never before pondered. You tell further of Alypius' compulsion in regard to gladiatorial shows; how this otherwise kind and learned man was held captive by a game. In this you were taught a lasting lesson, one that touched the core of your person: freedom is a precious gift that must be carefully tended or it is lost. Given all these circumstances and people, the most compelling reality in your life was the ever present hunger you had for God--more accurately, God's hunger for you. Your sensual and intellectual passions and avarice could not be satiated; always you came away empty and unfulfilled. It was your spirit that ached for meaning and presence, the meaning and presence of a Person. Only God could fill you but the sensuality and rationality had to accept that radical poverty of spirit that makes room for God. The charting of your 644/ Review for Religious, Sept.-Oct., 1983 journey, with the carefully described anguish and pain that necessarily accompany growth, is a helpful log for all of us, your fellow pilgrims. Your legacy has been prodigious." ~)61~mbs of comprehensive theology, vas~ and subtle philosophical reflection, powerful exegesis on the word of God, stirring exhortations, a model for community living, moral discourses of a challenging nature. But for me your greatest legacy is your humanness. Within the genius of cognitive excellence, we find a human heart that is torn and twisted by the winds of human experience. Your confessions are free from pretense, from the too common masking that infects most of our lives. For this the centuries are in your debt. You tell us that it is possible to reach the heights of holiness within the maze of failure and trial, within the morass of sin and slavery. You brought all of your life, n° part being excluded, to the Lord, and he healed and blessed you. It was your heart and not your head that became the portal for divine encounter. Your desire and passion for love was, at bottom, the key to your life. The only regret that I sensed came from your late loving. As long as history lasts, these words will touch the human heart: Too late have I loved you, O Beauty so ancient and so new, too late have I loved you! Behold, you were within me, while I was outside: it was there that 1 sought you, and, a deformed creature, rushed headlong upon these things of beauty which you have made. You were with me, but I was not with you. They kept me far from you, those fair things which, if they were not in you, would not exist at all. You have called to me, and have cried out, and have shattered my deafness. You have blazed forth with light, and have shone upon me, and you have put my blindness to fligh!! You have sent forth fragrance, and 1 have drawn in my breath, and I pant after you. I have tasted you, and I hunger and thirst after you. You have touched me, and I have burned for your peace. (254-255) Your fond admirer, RFM Death language My heart was made dark by sorrow, and whatever 1 looked upon was dea-th.~ My native place was a torment to me, and my father's house was a strange unhappiness. Whatsoever I had done together with him was, apart from him, turned into a cruel torture. My eyes sought for him on every side, and he was not given to them. 1 hated all things, because they no longer held him. Nor could they now say to me, "here he comes," as they did in his absence from when he lived. To myself I became a riddle, and 1 questioned my soul as to why it was sad and why it afflicted me so grievously, and it could answer me nothing. If I said to it, "Hope in God," it did right not to obey me, for the man, that most dear one whom she had lost, was more real and more good to her than the fantasy in which she was bade to hope. Only weeping was sweet to me, and it succeeded to my friend in my soul's delights. (98) 1 had learned from you that nothing should be held true merely because it is eloquently expressed, nor false because its signs sound From The Confessions of St. Augustine, translated and annotated by J. G. Pilkington, M.S., by permission of Liveright Publishing Corporation. All rights reserved, 1943. Letters of Gratitude / 845 Prelense Fear Anger Disposition Integration Friendship harsh upon the lips. Again, 1 learned that a thing is not true because rudely uttered, nor is it false because its utterance is splendid. I learned that wisdom is like wholesome food and folly like unwholesome food: they can be set forth in language ornate or plain, just as both kinds of food can be served on rich dishes or on peasant ware. (119:120) That man of God (Ambrose) received me in fatherly fashion, and as an exemplary bishop he welcomed my pilgrimage. I began to love him, at first not as a teacher of truth, which 1 utterly despaired of fir~ding in your Church, but as a man who was kindly disposed towards me. (130) But as often happens, just as a man who has had trouble with a poor physician fears to entrust himself even to a good one, so it was with my soul's health. (138) What another man would take as an occasion for anger at me, this sincere young man took as a reason for becoming angry at himself and for loving me more ardently. Long ago you had said and had inserted it into your books, "Rebuke a wise man, and he will love you." (143) From experience, 1 knew it is no strange thing that the bread that pleases a healthy appetite is offensive to one that is not healthy, and that light is hateful to sick eyes, but welcome to the well. (174) It is one thing to behold from a wooded m~untain peak the l~nd of peace, but to find no way to it, and to strive in vain towards it by unpassable ways, ambushed and beset by fugitives and deserters, under their leader, the lion and the dragon. It is a different thing to keep to the way that leads to that land, guarded by the protection of the heavenly commander, where not deserters from the heavenly army lie in wait like bandits. They shun that way, like a torture. In a wondrous way all these things penetrated my very vitals, when I read the words of that least of your apostles, and meditated upon your works, and trembled at them. (180) Let a brother's mind do this, not a stranger's mind . Let it be that brotherly mind which, when it approves me, rejoices over me, and when it disapproves of me, is saddened over me, for the reason that, whether it approves or disapproves, it loves me. To such men will I reveal myself. (23 I) II Ra~'ssa Maritain France Dear Ra~sa, I write in gratitude for the insights and sensitive reflections that are contained in your journal and autobiographical writings. I have read them with excited interest and deep admiration. My only hesitancy in picking up 646 / Review for Religious, Sept.-Oct., 1983 your journal was my concern as to whether or not you really wanted it read; your husband Jacques and your friends decided after much thought to publish it. Though questioning the principle behind their decision, I in no way question the advantages that flow from such intimate conversation. A most powerful pattern expressed in your journal revolved around the .experience of suffering. I refer both to its intensity and pervasiveness. Not having had such experiences, 1 doubt that I comprehend its full import or the depth of such pain. What seemed to be central to such a way of life is your ability to accept, in grace, that suffering as part of God's plan and, in some way, to be able to identify with the Lord in the tasting of the pain. Otherwise the result could well have been deep resentment and hostile anger. You have taken a universal human experience and dealt with it in a healthy way. Such modeling is important in an age that tends to flee from all suffering at any cost. I have tasted and now savor your response to this path of pain; your courage throughout the ordeal is inspiring. I reflect, too, on your sister who lived with you and your husband. Unheralded, without great talent, fulfilling the role of servant, she represents an entire core of people in higtory who, through their quiet dedication and humble service, have made it possible for others to be creative and productive. Your sister was fortunate in being appreciated for who she was and what she did, an uncommon fate for many like her. These unsung heroes and heroines whisper of the many flowers that are "born to blush unseen." How did you come to integrate your personal relationships so well? Did it involve a painful struggle? In reading your journal it becomes obvious that God had priority in your life; he was indeed the ground of your being; all of life's meaning came from your deep faith. Yet, from other reflections you have shared, your husband Jacques and other individuals were extremely close to you as you were all friends together. Theoretically this is no problem: love for God and our fellow creatures is certainly not exclusive. Yet on the practical level, given the reality of making choices that necessarily exclude other options, such balance in our lives is not easy to come by. Perhaps you could send me further reflection on this. Two incidents from your life impressed me deeply. One was the time you and Jacques were studying at the university in Paris and in your searching were unable to find sufficient meaning for life. So intense was the search that you both opted for suicide, if you could not find meaning. Such was the seriousness of your endeavor and such was the grace given by God that you discovered Thomistic thought. Cpming out of this rich theologic and philoso-phic loam you were to find a perspective sufficiently sustaining that suicide no longer remained an option. Our own age stands in need of meaning-systems to provide us with a reason to live, a reason to die. The great metaphysical and cosmological questions continue to haunt the human mind and heart, prodding us until some type of resolution is found. Too often suicide becomes a "viable" option. Recently I heard of several people who had picked up some Letters of Gratitude of Jacques' works. He has become an instrument for passing on a wealthy tradition enabling the human spirit to deal with movements towards insight and hope. Your personal contributions to the poetic world have served the same purpose. The second incident that sounded a chord in me was the remark that Bergson made to you: "Always follow your inspiration." What a challenging statement, one not free from danger as he realized when sometime later he commented that he could not say that to just anyone. Your interpretation of the advice was to always act freely so that your true self could emerge. What wisdom when we are in touch with our deepest selves; what danger when, on some superficial levels, our personality seeks expression regardless of the effect on ourselves or others. At bottom, in a faith context, our inspiration is not really ours but the Lord's. Without knowing it, Bergson became an instrument of God calling you to foster and nourish a discerning heart, a core element in the development of the spiritual life. Inspiration is a fact, a part of everyone's experience; how it is interpreted and whether or not it is responded to depends upon the disposition of each person. You responded well to the movements of God's Spirit. Simplicity, as a virtue and way of life, was a constant call for you. What simplicity as well as its sister, purity, mean, boggles my mind. Certainly they are inseparable but they contain such mystery and are so grace-laden that it is hard to describe their essences. To will one thing, to be transparent, to possess unmixed motivation and a sense of detachment--all of these are hints and clues. Only experience allows their meaning to enter the heart. By contrast, complexity disrupts our !onging for the simple as compromise discolors the pure stream of love. Testing the reverse side of the coin draws us painfully into the poverty of our lives. Your writings are expressions of deep honesty. You state what you feel and think, not what others might expect you tO say. In going before God, you bring your real self, warts and all. In dryness of spirit you bring your emptiness and nothingness before the Lord. In the joy of friendship, you recognize its source with gratitude. All these reflections center on one thing: truth. Again the confidence that truth can be comprehended; certitude is possible. With the truth comes freedom from moral, psychological, and spiritual paralysis. Time and again the hunger and thirst for truth, which at bottom is that infinite desire for God, emerges and demands constant bnergy. You, your husband and friends were searchers; your find has been graciously shared with us. Three loves helped to shape your life: theology, philosophy and poetry. Many individuals helped give you insight into these three loves: Thomas Aquinas, Plotinus, Augustine, Pascal, Bergson. My heart rejoices to find the formative influence of poetry in your journey: It brings the soaring and majestic flights of theological insight and philosophical reflections back to the concrete and specific. This happy triumvirate makes for a well-rounded disciple of the Lord. 641~ / Review for Religious, Sept.-Oct., 1983 You were a part of an exciting movement within the Church. The goal was a quality spiritual life based on strong principle and dedicated service. One senses the importance of community and friends in such an adventure. Herein is a lesson for our times: spiritual growth happens through deep participation with and among a community of believers. The search is painful but the joys are deep. Your contribution has not been forgotten; more, it continues to touch many hearts. Deep peace always, RFM Ego Virtue God Envy God Peace Truth Experience The ego is an obstacle to vision and possession. (28) Yesterday 1 had a good morning. Once again when I recollect myself, 1 again find the same simple demands of God: gentleness, humility, charity, interior simplicity; nothing else is asked of me. And suddenly I saw clearly why these virtues are demanded, because through them the soul becomes habitable for God and for one's neighbor in an intimate and permanent way. They make a pleasant cell of it. Hardness and pride repel, complexity disquiets. But humility and gentleness welcome, and simplicity reassures. These "passive" virtues have an eminently social character. (71) I get nowhere by looking at myself; I merely get discouraged. So I am making the resolution to abandon myself entirely to God, to look only at him, to leave all the care of myself to him, to practice only one thing, confidence; my extreme wretchedness, my natural cowardice leaving me no other way open to go to God and to advance in good. (83) A proud man envies the superiority which surpasses him. A humble one, on the contrary, loves good wherever he finds it, and by this love, in some sense appropriates it to himself. I enter into the presence of God with all my load of misery and troubles. And he takes me just as I am and makes me to be alone with him. (225) Sources of peace: God and trees. (328) But before all else, I had to make sure of the essential thing: the possession of the truth about God, about myself, and about the world. It was, I knew, the necessary foundation for my life; 1 could not, without letting the ground be washed away from under me, give up the pursuit of its discovery. Such was my deep instinct. And by assiduous work must I prepare myself to receive the hard secrets of the spirit. All the rest, 1 thought, would follow, would come in its time--music, the sweetness of the world, the happiness of life. (3 I) 1 began to read Plotinus outside class with great joy. Of this reading one single dazzling memory stands out for me, and throws all the rest into shadow. One summer day in the country, I was reading the Enneads. I was sitting on my bed with the book on my knees; reaching Citations from Ra~'ssa "s Journal are reproduced by permission of the publishers, Magi Books, Inc. Letters of Gratitude / 649 lnspiratibn Honesty Fa~h Suffering one of those numerous passages where Plotinus speaks of the soul and of God, as much in the character of a mystic as in that of a metaphysician--a passage I did not think of marking then and which I have not looked for since--a wave of enthusiasm flooded my heart. The next moment I was on my knees before the book, covering the passage I had just read with passionate kisses, and my heart burning with love. (96-97) One day, trembling all over, I went to Bergson to ask his advice about my studies, and even more, no doubt, about my life. It was the first time 1 had ever done anything of this kind. A few words of what he said to me are forever engraved in my memory. "Always follow your inspiration." Was this not to say, "Be yourself, always act freely'?. Much later, when I reminded him of this advice, which 1 had set about following indeed, Bergson, smiling at his imprudence, said kindly: "That was not advice I could have given to many people . "(97) Bloy appeared to us as the contrary of other men, who hide grave failings in the things of the spirit and so many invisible crimes under a carefully maintained whitewash of the virtues of sociability. Instead of being a whited sepulchre, like the Pharisees of every time, he was a firestained and blackened cathedral. The whiteness was within, in the depth of the tabernacle. (I 19) 1 think now that faith--a weak faith, impossible to formulate consciously--already existed in the most hidden depths of our souls. But we did not know this. It was the Sacrament which revealed it to ¯ us, and it was sanctifying grace which strengthened it in us. (178) This question of suffering in Beatitude, and of suffering in God himself, had already been raised by Bloy in Le Salutpar les Juifs. This conjunction of suffering and Beatitude is allowed neither by theology nor by Aristotle. Beatitude means absolute fullness, and suffering is the cry of that which is wounded. But our God is a crucified God: the Beatitude of which he cannot be deprived did not prevent him from fearing or mourning,~or from sweating blood in the unimaginable Agony, or from passing through the throes of death on the Cross, or from feeling abandoned. "Every imaginable violation of what one is accustomed to call Reason can be accepted from a suffering God," says Bloy in Le Salut. (189) III Dag HammarskfiSM c/o United Nations Building, New York Dear Secretary General, I write in gratitude for the markings of your life which you so carefully ¯ noted in your now famous diary. While busy with the affairs of the/world, while leading the United Nations in its struggle for an elusive pea(e, while 650 / Review for Religious, Sept.-Oct., 1983 interacting socially and professionally with thousands of people, you took time to trace the movements of your spirit. Did any of your knowledgeable associates suspect the depth (or even existence) of your spiritual life? Was there anyone sensitive enough to feel the pulsating rhythm of your mind and heart? Perhaps their blindness and your own reticence kept too well hidden your dialogue with God and with life. And, as often happens, only after death is life fully manifest! We have the blessing of your journal which tells the story, a story that both inspires and challenges. So many themes! So many movements! The struggle with self and against self not being the least. Enslavement to pride and vainglory that so strongly contended with the haunting desire for self-surrender. Given your giftedness and international recognition, the self found humility no easy virtue. Yet you were able to name the struggle, you were able to admit your intrinsic weaknesses toward egoism and this already provided impetus to new freedoms. What a powerful instrument your journal must have been in this whole process. By it you kept in touch with the truth and that very truth was the gateway to authentic liberation. And even more deeply, within that whole struggle with self, was your relationship with God and your deep faith. Slavery to self was not broken through mere human discipline and strength. At the core of your religious life was the desire for purity and its most noted effect, transparency. No admixture of foreign elements into one's nature, thought or behavior. God was pure; he was love which is the essence of purity and permits transparency. You sought this God in faith, knowing that constant contact with him would bring about a personal renewal. Nor was all this a rugged individualism: all action is social, all holiness involves the well-being of other:s, all are part of a large symbiotic existence. As a youngster, I recall hearing in the dead of night the haunting whistle of the freight train cutting through the darkness with its small beacon of light. So, too, in reading your markings, I sensed the loneliness that is part of the lot of those chosen to lead. Genius and responsibility remove the engine from the rest of the cars and cause a perception among the masses that fails to take into account the real inner self. That loneliness finds expression in your reflections and these reflections come from the silence of the night. Whatever the pain, silence and loneliness are elements in the atomic formula that spell a rich imeriority. Without these qualities superficiality and mediocrity predominate. Every so often we come across vast visions contained in a nutshell; multiple truths captured by an adage; diverse beauty gently painted in a masterpiece. Your prayer is a rich theological gold mine: Give us A pure heart That we may see Thee, A humble heart That we may hear Thee, A heart of love That we may serve Thee, Letters of Gratitude / 651 A heart of faith That we may live Thee. (214) The emphasis is not on the mind or action but on the heart. Herein lies the wellspring of human life: what happens in the heart determines our fate. Thus we truly see when our hearts are pure; we hear for the first time when our hearts are humble; we serve well under the condition that our heart has made room for love; we live in God's piesence if in our heart there dwells the gift of faith. How simple! How profound! How challenging! And all of this is gift: "give us"! Not a selfish prayer made only for one's own growth, but a collective prayer asking for all peoples these gifts of single-mindedness, rich obedience, deep affectivity and spiritual vision. Only so blessed can peace come to the world; all politics must be grounded in spirituality, if any meaning at all is to be had. Resistance is for many of us a way of life. We resist our limitations, we feel hostile to the unknown, we are non-accepting of those things that do not fit into our plans. So much time and energy are consumed through the negative force of resistance that there is little, if any, left over to live a positive life. We shout a continual no to life and wonder why we are not happy. You related how one day you stopped this pattern in your life and shouted (or whispered) your yes. (205) In that moment of surrender all was different, all was new. However ambiguous and undefined this religious experience was--you were not clear as to who even put the question--that leap into affirmative acceptance was the point of conversion. A new person was born that day and with it came the precious gifts of meaning and freedom. What would, be your response to the condition of world government as it exists today? Was all your work worthwhile? Despite the powerlessness of the United Nations, despite the wars that go on daily and the fragile peace in the non-military sections of the planet, despite the narrow supercilious nationalisms causing incredible blindness, your work was not in vain. Your expertise, dedication and world consciousness have made their mark and furthered the cause of peace that is absolutely crucial for the family of man. The ideal has been kept alive and your contributions to the common good are inestimable. Hopefully, others will follow who will carry on this ministry to world peace and justice. The ultimate meaning in life which emerged time and again from your journal is love. Beyond obedience, beyond fear, beyond openness to life is this great force and power of radical care. Without it, division and alienation rage; with it, there comes the joy and peace of those who touch and have been touched by God. The beauty of life is that love found expression in action which you see as "the road to holiness" for our times. You walked it well; may we be but a step behind. With gratitude, RFM 652 / Review for Religious, Sept.-Oct., 1983 Friendship Lislening Love HMmor Love Growth Within-hess Purity Holiness Obedience Instrumentality Fa#h Hum~ Every deed and every relationship is surrounded by an atmosphere of silence. Friendship needs no words--it is solitude delivered from the anguish of loneliness. (8) The more faithfully you listen to the voice within you, the better you will hear what is sounding outside. And only he who listens can speak. Is this the starting point of the road towards the union of your two dreams--to be allowed in clarity of mind to mirror life and in purity of heart to mold it? (13) Perhaps a great love is never returned. Had it been given warmth and shelter by its counterpart in the Other, perhaps it would have been hindered from ever growing to maturity. It "gives" us nothing. But in its world of loneliness it leads us up to summits with wide vistas--of insight. (42) A grace to pray for--that our self-interest, which is inescapable, shall never cripple our sense of humor, that fully conscious self-scrutiny. which alone can save us. (43) Our love becomes impoverished if we lack the courage to sacrifice its object. (56) If only 1 may grow: firmer, simpler--quieter, warmer. (93) To be able to see, hear, and attend to that within us which is there in the darkness and the silence. (97) To be pure in heart means, among other things, to have freed yourself from all such half-measures: from a tone of voice which places you in the limelight, a furtive acceptance of some desire of the flesh which ignores the desire of the spirit, a self-righteous reaction to others in their moments of weakness. (109) In our era, the road to holiness necessarily passes through the world of action. (122) Beyond obedience, its attention fixed on the goal--freedom from fear. Beyond fear--openness to live and beyond that--love. (129) Rejoice if you feel that what you did was "necessary," but remember, even so, that you were simply the instrument by means of which He added one tiny grain to the Universe He has created for His own purposes. (143) We act in faith--and miracles occur. In consequence, we are tempted to make the miracles the ground for our faith. The cost of such weakness is that we lose the confidence of faith. Faith is, faith creates, faith carries. It is not derived from, nor created, nor carried by anything except its own reality. (145) Humility is just as much the opposite of self-abasement as it is of self-exaltation. To be humble is not to make comparisons. Secure in its reality, the self is neither better nor worse, bigger nor smaller, than anything else in the universe. It is--is nothing, yet at the same time one with everything. It is in this sense that humility is absolute self-effacement. (174) From Markings, by Dag HammarskjiSld, translated by Leif Sjoberg and W. H. Auden, by pernaission of Alfred A. Knopf, Inc. All rights reserved, 1964. Crisis in Personal Prayer: Reflections of Pope Paul VI J. Michael Miller, C.S.B. Father Miller is an Associate Professor in the Department of Theology of the University of St. Thomas, where he may be addressed: 3812 Montrose Blvd.; Houston, TX 77006. Shortly after his election to the papacy twenty years ago, Pope Paul VI confided to his friend Jean Guitton, "Montini has disappeared, Peter has replaced him."~ Of his interior life, consequently, we know very little: no Journal of a Soul, no published diaries, few unedited notes. The silence that had always surrounded his own life of prayer became absolute after he was elected pope. Nothing undoubtedly would have embarrassed this shy, inward man more than the revelation after his death that he often wore a hair shirt under his white cassock3 The fascinating spiritual biography of the pope who led the Church in its most tumultuous days since the Reformation remains to be written. Can nothing then be said about his prayer life? its difficulties? its structure? its emergence from a soul steeped in the anguish of the twentieth century's alienation and loneliness? Not a buoyant optimist as was John XXIII, Paul VI disappointed those who desired a charismatic, powerful personality to lead the Church in the wake of his popular predecessor. Especially in the last years of his pontificate, his tired and stilted movements (caused by painful arthritis) inspired little optimism. He was accused of being indecisive, lackluster, too progressive and too reactionary. Sharply aware of the "formidable burden" of his office and of his "apparent incommunicability," Pope Paul was thus no stranger to humani-ty's doubts and anxieties. Despite his reticence and his quasi-mystical assump tion of the ministry of Peter, Paul VI has nonetheless left us some reflections on the contemporary crisis in the practice of personal prayer--instructions which he shared with the people of God over the course of fifteen years of catechesis, exhortation, and homily. We can glean from these talks, which he 653 654 / Review for Religious, Sept,-Oct., 1983 wrote himself, some understanding of his own prayer life of which they are an echo. His remarks on prayer spring from a soul enmeshed in this "sad, dra-matic, and magnificent earth," as he described human existence in his last will and testament. The pope was a sensitive and compassionate man whose life of prayer was filled with a serenity and hope which belie those who thought him to be crushed by his own sense of responsibility and the suffering of both the Church and the world. While Pope Paul elaborated no systematic doctrine on prayer or the spiri-tual life, he consistently exhorted the faithful to pray and dedicated numerous discourses to the specific theme of personal prayer. On occasion he set aside for the topic two, three, or even four discourses in succession--as in August 1969, Eastertide 1970, or after Pentecost in 1976. The Holy Year of 1975--its preparation, realization, and aftermath--also stimulated his reflections on prayer. Nonetheless, Paul VI never presented a long and sustained theology on this theme such as that which John Paul II delivered in 1980 on marriage and sexuality in the opening chapters of Genesis. For this article, then, I have organized thematically material drawn from disparate talks over Paul's fifteen-year pontificate (1963-1978). At every point my primary interest is to allow the penetrating insights, concise and chiseled language, and ever-present serenity of Paul VI to speak for themselves: they reveal the contemporary person before personal prayer, the difficulties it entails, and its fundamental conversational structure. Is There a Crisis in Personal Prayer? Not infrequently Pope Paul lamented the declining practice of prayer in the modern world. He noted "with regret that personal prayer is diminishing'~ and that "unfortunately today many people no longer pray, do not pray at all. ,,4 In several discourses on prayer he mentions this decline and uses it as his point of departure: "A simple enquiry on the religious habits of the people of our time would yield sad findings on the complete, or almost complete, absence of personal prayer in a very large number of persons, now alien to, and alienated from, all expressions of inner religious feeling.'~ The crisis reaches "even those who are consecrated to the Lord [who] pray less than was once usual.TM Yet, despite, this grim evaluation of the contemporary situation, Paul VI did not take refuge in complaint. Instead he observed attentively in order to discover the reasons for the decline and, finding the reasons, to encourage hopeful signs wherever they appeared. More the pastor than the judge, he wanted to draw Christians, especially the young, to return to per-sonal prayer. Because Paul VI did not divorce his ministry from service to the world, he sought to reawaken humanity's thirst for the interior life by leading it to dis-cover in its own sterile experience of the world the foundation for prayer. He therefore tried to explain why modern men and women find it so difficult, so joyless to pray. Again and again he returns to his own straightforward ques- Crisis in Personal Prayer / 655 tion: "Why js interior life, that is the life of prayer, less intense and less easy for people of our time, for ourselves?''~ His assessment spurred him to try to ac-count for this unfortunate situation and thereby turn it to pastoral advantage. Reasons for the Crisis While Pope Paul never neatly outlined all the reasons for the contempo-rary crisis in prayer, his many discourses, however, reveal at least five explana-tions which touch the heart of the matter: Exteriorization. According to Paul VI, "we are brought up and educated to live exterior lives.TM A concentration on the marvelous and exciting things of this world has so displaced "equal training in the interior life" that few know its laws and satisfactions. The decline in practice is less a matter of man's deliber-ate unwillingness to pray than of his preference for more gratifying diversions. The ~'fascinating" media of film and television, for example, militate against the cultivation of a prayer life. If these media are watched "assiduously or obsessively," he says, they can "take the place of speculative thought, fill the mind with empty fantasies (see Ws 4:12), and urge it on to what it has seen." The human mind is reduced to the sensory world alone and "exteriorized." Given this situation, Paul goes on to ask, "Where is there any room for spiritual life, prayer, dependence on that prime principle which is God, when the consciousness is habitually crowded with these intruding and often futile and harmful images?"~ This first point is simple: a mind and heart filled with vain images leaves neither room nor interest for prayer. Materialism. A "deluded consideration that reality, the whole of reality, is that of the sense order, that of temporal and material experience" increases humanity's obliviousness to its spiritual depths. Crushed by work, study, and absorption in worldly affairs, we are in danger of closing ourselves to the transcendent, to the call to prayer. When knowledge is reduced to physical and quantitative laws, and God is "excluded as the transcendent Principle of the universe, and therefore also of every free and wise intervention in the world of our experience," Pope Paul then asks, "how could man address a word to the unknown God, try to dialogue with him, invoke his loving Providenc.6?" Whenever nothingness is proclaimed at the summit of the universe, he con-tinues, then people are "made incapable of prayer." Instead they are forced to strengthen the "mystification of self-sufficiency."0 Materialism and secularism lead to "putting prayer out of public life and private habit.TM Scientism. The frequently vaunted capacity of science to explain everything without reference to a transcendent cause calls into question the value of imploring a provident and personal God. Paul VI often follows the Thomistic .nodel of first outlining and then answering objections squarely. He comments, ~or example, that we have "to keep in mind the classic and usual objection nowadays, about the uselessness of prayer for us modern men, who by means of scientific progress have a knowledge of. the cosmos and human life ~hich makes it useless to have recourse to God to intervene in the scheme of causal- 656 / Review for Religious, Sept.-Oct., 1983 ity, over which we ourselves either have control or know its fatality." After thus fairly presenting the objection, he answers that science "does not deem the influence of divine action superfluous in the play of natural causes, but recog-nizes it and to a certain extent., postulates it, invokes it, prays to it with increased understanding of divine and human things."~2 Paul VI refused to concede that science and technology could provide a satisfactory excuse for not praying. Rather, he insisted that scientists should not curtail the metaphys-ical and: mystical possibilities raised by the depth and precision of their disci-plines. If honestly undertaken their study should lead them not to silence but to dialogue with their Creator. Lack of a Religious Sense. Coupled with the exteriorization of the human mind, secularism, and scientism is a decline in humanity's "basic religious sense." Without this sense a personal spiritual life is impossible. Even before a person consciously prays, the person must have "that perhaps vague, but deep, mysterious and stimulating sense of God which is the basis of prayer."Is Because this religious sense is the atmosphere from which our thin voices can be raised in prayer, Pope Paul admonishes everyone to "try to find the routes leading to the religious sense, to the mystery of God, and then to colloquy and union with God.TM A world which excludes the mystery and beauty of God sweeps away the foundation of the interior life. Social Activism. Another Pauline explanation for the declining practice of prayer is the false emphasis some Catholics place on social conct~rns. The pope of Populorum progressio (1967) and Octogesima adveniens ( 1971) warned that social activism threatens to displace the interior life of prayer. Those who maintain that charity towards one's neighbor is enough are tempted to regard prayer as an obstacle to action, "as if they were competing for time, now scarce." Quite simply, according to Paul, prayer is "an indispensable coefficient of apostolic action."15 Without prayer, loving communion with Jesus Christ, the Church is unable "to contest a society in which everything is staked on apparent efficiency."~6 Without prayer, the Church would be "some kind of philanthropic humanism, or some sort of purely temporal sociological organi-zation,"~ 7 but it would not be the Body of Christ which worships the Father through the Son in the Holy Spirit. Signs of Hope Despite the "formidable, but false" reasons why many people neither want to pray nor know how to pray nor do pray, the Church remains a "prayer association." It is in and through the Church, according to the pope, that humanity "has found the authentic way of praying, through Christ the sole high priest, that is, the way of speaking to God, of talking with God, of speaking about God."~8 Anchored deeply in the life of the Church and aware of her spiritual fiches, Paul VI was nevertheless able to discern within contem-porary secular experience an opening to prayer that many others brushed aside as irrelevant or unredeemable. Not satisfied with a mere description of the Crisis in Personal Prayer crisis, he always tried to dig deeper, to unravel, to make explicit the implicit, to reveal the hidden. The key to his theological and pastoral method was his indefatigable desire to "rescue" the potential of every twentieth-century philo-sophical and cultural movement--to unearth its latent possibilities. What many perceived as weakness or indecisiveness was really the pope's ability to grasp the multi-sided complexity of the modern world and his seeking to read the "signs of the times." In his discourses on prayer he applied his own method: to bring into focus the ways in which contemporary experience, especially that of the young, has within itself the capacity to promote a loving dialogue with God rather than a monologue with nothingness. Paradoxically, then, the modern spirit contains the seeds of its possible redemption. During the Holy Year, Pope Paul commented on the plausibility of a reaction setting in among young people which would turn them once again to the practice of personal prayer. Spontaneously alienated by the empti-ness of denying God, "these young people come forward, sad and tormented by the need of a real religion, which will make it possible still to talk to God, to pray to him, to know that he is accessible and close, provident and loving."19 Rather than despair at their denial of God and of the possibility and power of prayer, Paul VI chose to encourage them to reach deeper into their own experience and acknowledge their inner thirst for God. At a Wednesday audience two years before his death he said: Is there not, perhaps, at the bottom of the contesting bitterness of so many young people today a state of mind that is lamentation, poetry, invocation, which it seems permissible to classify under the sign of prayer, a sign that has survived the hurricanes of modern disillusionment? Yes, the temple of prayer opens its doors to the men of our time, and they, most certainly, feel that it would be wonderful to go in again. But they are hesitant: how dare they? And how to pray?--they think. It is worthwhile accompanying them and inviting them again to pray with us30 Ever anxious to accompany and encourage, Pope Paul perceived that "a need, an orientation, a sympathy for some form of prayer is being born again in the heart of the present generation.'~ From the experience of alienation can emerge a rekindled interest and thirst for the Living God. Such sentiments are certainly those of a man confident that truth will eventually prevail. In a moving description of the desperation of the young and their world, Paul VI strives to discern in their pleas an unacknowledged but real prayer raised to God. He recognizes in those who "hear no other call but that of a wasteland, on which they have fallen in an attitude of listless sadness to testify to the unhappy emptiness of their existence . a kind of existential moan of their innate desire to live, to survive." He does not hesitate to call this "a prayer; yes, a prayer conscious only of the desperate devaluation of every magnified modern experience, a kind of De profundis, to the atrocious inner torment." Like the Athenians who did not recognize the objective orientation of their longing (see Ac 17:23), so today the young do not often recognize in 65~1 / Review for Religious, Sept.-Oct., 1983 their alienation their "innate, anguished need of Life, transcendent, rising again, divine." From out of the depths of this human anguish, according tO the pope, the possibility arises of encountering "a mysterious wayfarer, exhausted under a cross, who repeats his paradoxical but fascinating invitation: 'Come to me! And I will give you rest'" (Mt 11:28).22 In the very cry of those seemingly without God is revealed the first fashioning of prayer. Always intent on reaching to the crux of the matter and belie.ving that the human person "remains radically religious, essentially oriented towards the quest for God, towards a relationship with him, and therefore eager for, and capable of, personal prayer," Paul VI regards the spontaneous cries of the heart as the beginning of authentic prayer, the ''prayer-spark" which "bursts forth from the soul" in an "almost explosive" manner. Even for those untrained in religious conversation such a cry is a minimal, sometimes unno-ticed, expression of the soul's conversation with God.23 In this way, Paul seems to suggest the presence of a kind of"anonymous prayer" in the soul of many of his contemporaries. According to him, the drama of twentieth-century thought leads either to the failure of desolate skepticism or to "a science of God, which cannot remain just inert and passive, but experiences the logic, the vital urge to express a word; a word addressed to God: a call? praise? an attempt at dialogue? In any case, a prayer.'~4 If people would but open their eyes and their mind, they would discover in their own groans the beginning of prayer. Prayer as "Intoxicating Dialogue" Though Paul VI neither provided a manual on the practice of prayer nor described its dynamics in any detail, he frequently recalled the fundamental structure of personal prayer as God's call and an individual's response. The pope often reminds his listeners that even before a word is on our tongue, God himself is within us in "that mysterious and indescribable appointment which God, the one and threefold God, deigns to make with us, for filial and over-flowing conversation within our very selves."25 God reveals himself to us from within; he is closer to us than we are to ourselves. Paul never tired of calling to mind the mystery of the divine indwelling as the condition which makes all praying possible. Everyone needs to learn to pray inside oneself and by oneself, because God is with us inviting and beckoning us to interior.persona! p.m_ y~er. Despite our laziness, our being "slow and restive interlocutors," as the pope says, it is God who precedes and loves and goes in search of us first.26 Paul Vl's emphasis on personal, private prayer stems from his keen awareness that "the essentia! crossroads at which there is a meeting with the religious mystery, with God, is within us, in the interior room of our spirit and in that personal activity we call prayer.'~7 Liturgical prayer can never replace internal awareness and dialogue with the God who encounters us from within. Both God's sending of his Son in the Incarnation and of his Spirit at Pentecost provoke a "listening" in the heart of the believer. After listening to God's invitation, the pope said, "we cannot remain silent and inert" but must Crisis in Personal Prayer / 659 seek to respond.2s Paul VI was fond of referring to prayer as "conversation" or "dialogue"---terms dear to his theological method as it emerges, for example, in his first encyclical, Ecclesiam suam (1964). The simplest raising of the heart to God is already prayer when the mysterious Other is addressed, however inarticulately, as "thou." Nor is the individual disappointed "with the new joy of an intoxicating reply: Ecce adsum; here I am."~9 Prompted by the Spirit to recognize God within, and then to address him, the person is comforted with a reply. God listens. Dialogue unfolds "through filial conversation and concen-trated silence with him."~0 Prayer, then, is simple, austere and loving conversa-tion, an "intoxicating dialogue.TM In an address directed to rekindling the religious sense among men and women of today, Paul describes the dialogue which follows upon a person's awareness of God: Prayer is conversation: a conversation carried on by our personalities with the invisible companion, of whose presence we have become aware: the holy Living One, who fills us with awe and love, the indescribable Godhead, whom Christ (see Mt 11:27) taught us to call Father through his priceless gift of revelation)2 With his customary care to answer objections anticipated in the minds of his listeners, Pope Paul insists that prayer is authentic only when coupled with trust. The fear that our words are "a voice in the darkness" or merely "despair-ing poetry" is real. But once we remember that prayer begins with God and is established by Christ, it cannot be a monologue. Our very response is necessar-ily a dialogue.33 The "essential pattern of prayer" is that of a "conversation between God and the person,"a conversation which arises from a bilateral and beneficial relationship anchored in God's graciousness and an individual's trust.~ This model of prayer is readily accessible to contemporary human experience; it needs only to be'unlocked and directed to the God who waits. Conclusion Thus spoke Paul VI on prayer. To paraphrase St. John (20:30), there are many other things which Pope Paul said about prayer, but they are not ~ecorded in this article: his unceasing encouragement of liturgical prayer as the outflow of personal prayer, his esteem for the practice of simple vocal prayer, his promotion of Marian prayer. All these themes, and many more, together make up the rich legacy ori prayer which the pope bequeathed to the Church. Though not always highly original in his instruction, he taught assiduously the value and need for prayer if contemporary humanity is to survive. Paul VI restated traditional doctrine with a vigor and finesse attuned to our contem-porary self-understanding. More than all else, however, his calm and confi-dence that God is working through our barrenness to invite us to prayer is an encouraging testimony that from the very poverty of our existence might emerge the riches of loving dialogue with the Triune God. 660 / Review for Religious, Sept.-Oct., 1983 NOTES ~Jean Guitton, Paul VI secret (Paris, 1979), p. 12. 2Ibid., p. 15. 3The Teachings of Pope Paul VI, vol. 3 (Vatican City, 1971), p. 145 (22 April 1970). All subsequent references are to the collected works published in ~e Teachings of Pope Paul VL I I vols. (Vatican City, 1969-1979, also reprinted by the USCC). The date of the original papal discourse follows in parentheses. 4Teachings 8, p. 86 (30 July 1975). ~Teachings 7, p. 14 (23 January 1974). 6Teachings 2, p. 219 (13 August 1969). 7Teachings 2, p. 220 (13 August 1969). STeachings 2, p. 220 (13 August 1969). 9Teachings 2, p. 228 (27 August 1969). ~°Teachings 8, pp. 8687 (30 July 1975). ~ Teachings 2, p. 223 (21 August 1969). ~2Teachings 7, p. 147 (23 October 1974). ~3Teachings 2, p. 226 (27 August 1969). ~4Teachings 2, p. 228 (27 August 1969). ~Teachings 9, pp. 105-106 (8 September 1976). ~rTeachings 8, p. 415 (12 November 1975). ~TTeachings 3, p. 144 (22 April 1970). ~STeachings 3, p. 143 (22 April 1970). ~gTeachings 8, p. 87 (30 July 1975). ~°Teachings 9, p. 67 (9 June 1976). ~ Teachings 7, p. 19 (30 January 1974). 2~Teachings 7, pp. 145-146 (23 October 1974). 2aTeachings 7, pp. 14-15 (23 January 1974). ~4Teachings 9, p. 66 (9 June 1976). ~STeachings 3, p. 145 (22 April 1970). 26 Teachings 7, p. 15 (23 January 1974). :T Teachings 2, p. 221 (13 August 1969). 28Teachings 7, p. 17 (30 January 1974). ~gTeachings 2, p. 221 (13 August 1969). ~°Teachings 2, p. 225 (21 August 1969). ~ Teachings 8, p. 63 (2 June 1976). J~Teachings 2, p. 226 (27 August 1969). J~Teachings 7, p. 19 (30 January 1974). ~Teachings 9, p. 68 (16 June 1976). The "Active-Contemplative" Problem in Religious Life by David M. Knight Price: $.75 per copy, plus postage. Address: Review for Religious Rm 428 3601 Lindell Blvd. St. Louis, Missouri 63106 Jungian Types and Forms of Prayer Thomas E. Clarke, S.J. Father Clarke, theologian, writer and lecturer, is well known for his work with renewal efforts in a variety of communities. He now resides in a small pastoral community where he may be addressed: 126 West 17th St.; New York, NY 10011. It is well known that Jungian spirituality--approaches to human and Christian development which draw on the insights of Carl Jung--is experi-encing a high point of interest and influence.~ More specifically, the Jungian psychological types are attracting many, especially as these types are identified by the Myers-Briggs Type Indicator (MBTI), a preference measurement perfected over several decades by the late Isabel Briggs Myers.2 More particularly still, there is considerable interest in describing forms of prayer which correspond to the categories of the Jungian typology.3 In this context the present article seeks to identify and reflect on ways of praying which correspond to the functions and attitudes of the Jungian schema; it will also offer some suggestions and cautions towards the further exploration of such correspondences. It is written not only for those who are already acquainted with their MBTI types, but also for those seeking a basic explanation of this instrument in its usefulness for prayer. These observations are based on a dozen retreat/workshop experiences of six days which have sought to aid Christian growth by correlating Jungian type-categories with Gospel themes and Christian practices. They are also meant to supplement what has been said in a recent book transposing the retreat/workshop into print.4 The scope of this article is quite limited. First, it does not profess to know how people or groups belonging to any one of the sixteen types actually prefer to pray or, still less, ought to pray. Secondly, it does not seek to correlate each of the sixteen types with one or more forms of prayer. The basis of the correlations here suggested will be the four functions, with some consideration of the attitudes of introversion and extraversion. 661 66~ / Review for Religious, Sept.-Oct., 1983 The article does, however, go beyond the previously mentioned literature in three ways. First, it will speak not only of the prayer of individuals but also, though less in detail, of prayer in groups and in liturgical assemblies. Secondly, it will raise the question of prayer as a form of leisure, hence as a time for making friends with the shadow side of one's personality. And thirdly, it will raise the question of forms of prayer for individuals at different stages of life's journey. A Preliminary Observation One final preliminary re~ark needs to be made, on the method of correlation followed in our retreat/workshop, in the chapters of From Image to Likeness, and in the present article. Jungian theory and the Christian Gospel are two quite distinct and heterogeneous interpretations of what it means to be human. The properly behavioral and the properly religious dimensions of life are irreducible one to the other. Even where common terms, drawn from either sector, are used, we must be wary of assuming a univocal sense. Carl Jung presented himself principally as pursuing the science of the soul. Jesus Christ is God's Word of salvation, the founder of the faith community which bears his name. Nevertheless there are between the insights of Jung and the teachings of Jesus significant affinities, likenesses, analogies. As in the case of Plato and Aristotle, Darwin and Marx, penetrating Jungian insights into the human condition can meet, and be met by, facets of the Gospel. The method employed here, then, is one which centers on such resemblances. My impression is that much of the energy generated within Jungian spirituality today derives from the exciting discovery that these two basic perceptions of our humanity often converge in remarkable ways. The convergence on which we will focus here is that which obtains between the characteristics of each of the Jungian functions and different forms of Christian prayer. The Jungian Types My guess is that most readers of this article have already been introduced to the Jungian types either directly or through some such instrument as the MBTI. But a brief summary may be helpful, at least to those not acquainted with the types. Carl Jung's clinical experience acquainted him with the fact that while we all engage in common forms of behavior we also differ notably from one another in our behavioral preferences, and hence in the way in which we grow humanly. He used two generic terms, perceiving and judging, to designate the alternating rhythm, present in each person, of a) taking in reality, being shaped by it, and b) shaping reality, responding to it. Each of these two postures was specified, Jung postulated, in two contrasting functions. Perceiving (P) was specified as either sensing (S), the Jungian Types and Forms of Prayer / 663 function through which, with the help of the five senses, we perceive reality in its particularity, concreteness, presentness; or as intuiting (N), the function through which, in dependence on the unconscious and with the help of imagination, we perceive reality in its wholeness, its essence, its future potential. Judging (J) was also specified, in either thinking (T), by which we come to conclusions and make decisions on the basis of truth, logic, and right order; or in feeling (F), which prompts conclusions and decisions attuned to our subjective values and sensitive to the benefit or harm to persons--ourselves or others--which may result from our behavior. All four of these functions, Jung affirmed, can be exercised by way of extraversion or by way of introversion. He invented this now celebrated distinction to describe the flow of psychic energy inlany given instance of behavior. In extraverted behavior the flow of energy is from the subject towards the object of perception or judgment. In introverted behavior, the flow of energy is in the opposite direction, that is, from the object towards the subject. What makes the difference is not precisely whether the target of our perception or judgment is something outside ourselves or within ourselves, but which way the energy is flowing. Rather commonly, the impulse to share one's perception or judgment immediately with others or at least to give it bodily expression, signals the presence of extraversion (E); while a tendency to gather the perceiving or judging behavior and to deal with it within oneself marks introversion (I). Working independently of Jung, and on theoretical foundations previously explored by her mother, Isabel Briggs Myers developed an instrument which, on the basis of a preference questionnaire, indicated how the respondent prefers to behave in given situations. The typology is based on four sets of polar opposites: extraversion/introversion; sensing/intuiting; thinking/feeling; judging/perceiving. In tabular form: E-I S-N T-F J-P The four pairs of opposites in varying combinations yield sixteen types, each of which is identified with its code e.g. ESTJ; ISFP; ENFJ. In the process of decoding, which we cannot describe in detail here, one arrives at the order of preference of the four functions (described as dominant, auxiliary, third, and inferior), as well as the attitude (introversion or extraversion) of the dominant function. Thus one person's most preferred behavior will be extraverted feeling, another's introverted intuiting, and so forth. Also worth noting is that when the dominant function is a perceiving function (sensing or intuiting), the auxiliary function will be one of the two judging functions (thinking or feeling), the third function will be the other judging function, and the inferior function will be the perceiving function opposite to the dominant 664 / Review for Religious, Sept.-Oct., 1983 function. A corresponding pattern will obtain where the dominant function is a judging function. This is one way in which Jung's view of"compensation," or the tendency of the psyche towards balance, is verified. Extensive research and testing, especially with respect to the professions chosen by people of various types, enabled Isabel Myers to construct profiles of the sixteen types. These in turn have won for the M BTI an extensive use in the fields of career guidance, personnel policy, and the dynamics of groups and organizations. The key psychological insight on which the MBTI capitalizes is that people's behavior, development, and relationships are strongly affected by their preferences in perceiving and judging, as well as by the extraverted or introverted character of the respective preferences. If one makes the assumption that persons are capable of enlightenment and growth through free exercise towards more human ways of living, this psychometric tool then becomes a vehicle of human development. Such is the conviction which has sparked enormous interest in the MBTI in recent years. Out of the work of these two American women has emerged the Association for Psychological Type, whose membership has reached 1500, and which has sponsored five biennial conferences for discussing numerous aspects of the typology. One of the interest areas provided for in APT covers religious education, spiritual growth, prayer styles, missionary service, and similar themes.5 With this brief outline of the various functions and the two attitudes which qualify human behavior, we now turn to correlating each of the four functions with forms of Christian prayer. In the case of each of the functions we will ask: What are some of the forms of prayer--individual, group, and liturgical-- which correspond to this function? Sensing Forms of Prayer Forms of prayer corresponding to the sensing function will be, in general, those ways of praying in which we pay attention to present reality in a focused way, whether with the help of the five external senses or through a simple perception of interior reality. Here are some examples of what we may call sensing prayer. l) Vocalprayer, such as the recitation of the psalms or the rosary, will be sensing prayer when the posture of the one praying is characterized by simple attentiveness, a certain contentment with each passing phrase, and an eschewing of rational thought, imaginative scenarios, and strong emotional investment. Sensing prayer tends for the most part to be simple, quiet, undramatic, contemplative, and down to earth. Vocal prayer, whether the words are recited aloud, gently murmured, or just expressed within, are apt vehicles for exercising this side of our personality. 2) The "prayer of simple regard" is a traditional term used to describe a kind of prayer which, I would suggest, has ~he characteristics of sensing prayer. It consists in just "being there," present to present reality, especially to God within the mystery of divine presence. It needs no words (except perhaps to Jungian Types and Forms of Prayer / 665 recall one from distraction) and does not involve strong y~arnings of the heart, but in simplicity accepts the "sacrament of the present moment." 3) The prayerful "application of the senses" may also be an exercise of sensing prayer. But here I understand this term as referring to the use of the five exterior senses, or any one of them, on their appropriate objects. The first part of Fr. Anthony de Mello's widely ready book Sadhana contains many such exercises which he lists under "Awareness.TM The sense of touch, for example, may be prayerfully exercised just by letting myself become aware of bodily sensation, beginning perhaps with the shoulders and working down to the soles of the feet. Touch is also exercised when I attend to how, in breathing, I feel the air as it enters and leaves the nostrils. Listening to sounds in a quiet posture of receptivity and enjoyment is another instance of sensing prayer. Provided I have entered this exercise with faith, I do not need to have recourse to the thought of God or to any devout feelings, even though, as Ft. de Mello suggests, a variation of this exercise might consist in hearing the sounds as God sounding in all the sounds made by nature and humans. Thus the chatter of voices, the purr of a motor in the basement, or the thunder of a ride on the New York subway, can be grist for the mill of sensing prayer. Something similar may be said for gazing as a form of sensing prayer. I may look at objects of devotion, at pictures in a book or album, at faces in a crowd, at the beauties of nature. Even taste and smell can be vehicles of prayer for a person exercising faith with a heightened consciousness. 4) Sensing prayer can also draw upon the interior sense, our capacity for paying attention to what is going on within us. Focusing on our breathing or our heartbeat can be a point of entry. Then we may choose simply to attend to what is happening in inner consciousness, to the words, images, or feelings which spontaneously bubble up from the unconscious. Sometimes this kind of exercise can induce a gradual slowing or cessation of inner chatter, and we can for a while just listen to the silence within. We may even come to a happy interior verification of the Quaker motto, "Don't speak until you can improve on silence." Sometimes people ask with regard ,to such exercises, "Is it really prayer?" Even if it were not, it would not be a bad way of disposing ourselves for prayer. But when it is situated within a life of faith and for the purpose of expressing and deepening our faith, it can be prayer---excellent prayer---even though we do not name God, converse with God, or experience any devout surge of the heart. Sensing Prayer in Groups So far I have been suggesting sensing forms of prayer for the individual. But groups can also pray with an accent on sensing. Various kinds of vocal prayer such as litanies or the Office in common, especially when they are engaged in with simplicity and even with a certain routine, enable the members 666 / Review for Religious, Sept.-Oct., 1983 of a group to meet God and one another through the sensing function. It is also possible to create prayer services in which each of the five senses has its place, as, for example, by listening to the tinkle of a bell or to a guitar quietly strumming; by devoutly kissing a crucifix or extending a handclasp of peace; by smelling incense or flowers; by tasting a sip of wine; by focusing on the lighting of a candle. Sensing prayer in common leaves aside what is highly cognitive or interpersonal or imaginative. It calls the group to be together with a great deal of simplicity and quiet awareness of God, one another, and the environment. Sensing in IJturgical Prayer There are times when people come together in larger groups to pray, and particularly to participate in the official or public prayer of the Church. When we celebrate the Eucharist and other sacraments and the divine Office in large assemblies, prayer takes on what I would call a societal character, in contrast to the interpersonal character of prayer shared in small groups.7 The general thesis which I would propose is that a well-celebrated liturgy needs to attend to all four functions. Ideally, each participant and the congregation as a whole should have the opportunity to exercise both sensing and intuiting, thinking and feeling, in extraverted and introverted ways. In the present aspect, sensing prayer, liturgical celebration will meet our humanity when it evokes the exercise of the five senses in a congruous way by inviting the participants to look, listen, touch, taste, and smell, all in a fashion which nourishes their faith and deepens their solidarity. There is no need here to detail how apt the celebration of the sacraments in the Christian and Catholic tradition is for meeting this need of human personality. My impression is that consequent upon Vatican II the effort to break out of liturgical straitjackets sometimes brought an "angelism" insensitive to the importance of the senses in good eucharistic celebration. Heightened attention to the homily tended to move celebration excessively towards the cognitive, to the neglect of the sensate, elements of good celebration. To some degree we are today recovering the importance of the life of the senses in liturgy. This Jungian approach to societal prayer can assist in that recovery. Intuiting Prayer Intuiting prayer may be described as contemplative prayer drawing upon fantasy and imagination, as well as what might be called the prayer of emptiness or the "prayer of the vacant stare. The Jungian tradition uses the term "active imagination" to designate those behaviors in which we let images and symbols freely emerge from the unconscious and flow in consciousness. The term "active" could be misleading, if taken with a connotation of control or shaping reality. There is a sense in which this use of imagination is not active but passive, as the person's posture is one of receptivity. The orientation of such prayer is to what might be, to futuresdreamed of rather than planned. As Jungian Types and Forms of Prayer / 667 the five senses and the interior sense are the vehicles of sensing prayer, so the gift of imagination is what carries intuiting prayer. But, in my opinion, the intuiting function can be at work in prayer even when images are not freely flowing. The vacant stare into space aptly symbolizes a contemplative posture in prayer which is aptly subsumed under intuiting prayer. In such prayer the mind is not occupied with thoughts, the imagination is not delivering images or symbols, and the heart is not strongly surging toward the good. Such prayer of emptiness appears to differ sharply from the prayer of a simple regard, even though both forms are characterized by an absence of thoughts, images, and strong feelings. The difference consists in the focused or unfocused character of the gaze. To use a playful distinction which I once heard Brother David Rast employ, in the prayer of simple regard we are now/here, fully present to the present actuality of life, whereas in what I call the prayer of the vacant stare we are no/where (recall that the Greek term for nowhere is Utopia). Centering Prayer In this context it is worth asking just where "centering prayer" as developed by Fr. Basil Pennington is best situated from the standpoint of the four Jungian functions.8 My own inclination is to view it as a form of intuiting prayer. It is true that centering prayer makes use of a word in the journey to the center; and, as we shall see, the word in prayer belongs primarily to the thinking function. But here the word is functioning not as a mediator of rational meaning but as a carrier of the spirit to the beyond. Centering prayer .has a predominantly unfocused character and brings us to a certain emptiness. Hence I would put it with intuiting prayer. All of this having been said, here are some examples of intuiting prayer for the individual. 1) We have just discussed a first form, centering prayer in the proper sense. 2) The familiar "contemplations" of the Spiritual Exercises of St. Ignatius are appropriately listed under intuiting prayer. But it needs to be noted that these contemplations of the mysteries of the life of Jesus belong also to feeling prayer, as we will see. The imagination is exercised with freedom, but with a view to drawing the heart in love. It is the feeling function, we shall se~, which relates to the past through reminiscence. Perhaps a large part of the power of the Ignatian contemplations consists in the fact that both the dreaming imagination and the heart are drawn on to energize the retreatant engaged in the process of "election." Something similar may be said of the contemplation of the mysteries of the rosary. The imagination freely recreates a scene which contains in symbolic form deep Christian values. 3) Various kinds of fantasy in prayer have an intuitive character. Anthony de Mello's book here again contains some interesting exercises, Christian and non-Christian, under the general heading of "Fantasy." Some which might appear at first to be quite macabre can be a source of intense joy and peace: 661~ / Review for Religious, Sept.-Oct., 1983 attending your own funeral, or the "fantasy on the corpse" which Fr. de Mellow borrowed from the Buddhist series of "reality meditations." 4) Ira Progoff's "Intensive Journal," both in the sections devoted to dealing with dreams and in the various kinds of dialogues, offers an abundance of forms of intuiting prayer. The dialogues may be said to combine intuiting and thinking prayer, the latter because of the dialogue form of the prayer. 5) Praying with the help of symbols engages the intuitive function in a way that can energize us greatly. The journey, the cave, the house, the tree, the Cross, the City--these are just a few of the symbolic possibilities of intuitive prayer. Books of the Bible such as the Fourth Gospel and the Book of Revelation are a source of abundant Christian symbols which can be explored in prayer. 6) Finally, one may prayerfully explore God's call by asking the question, "What would it be like if . " envisaging oneself in alternative human situations, dreaming of new ways of one's pilgrimage. Intuiting Prayer for Groups Many of the approaches to intuiting prayer just described for the individual can be adapted for groups which are praying or prayerfully reflecting together. For example, a community which has gone off to the country or to the shore for some time together might have a very meaningful time of common prayer by having each member bring back some nature-object which symbolizes something important for that person. In planning for the year ahead, a community might put to itself the question, "What would it be like if . "making sure not to become too quickly pragmatic and sensible in dealing with the dreams of particular members for life in common. Another exercise of intuiting prayer in common might be to invite each member to select a Scripture passage which is symbolic of some aspect of the community's life, and to share the passages, taking care to be contemplative, without the need for discussion or response. Intuiting in Liturgical Prayer Lyrics from two well-known religious songs aptly characterize the intuitive element which ought to be present in any liturgical celebration. "Take us beyond the vision of this moment." and "Look beyond the bread you eat . "This note of "beyond," or (in Hopkins' poem, "The Leaden Echo and the Golden Echo") "yonder," corresponds to the eschatological quality of Christian faith. In sacramental celebration, it is the complexus of ritual gestures and of symbols which principally contains the invitation to dream, to be open to a limitless future which is God. Psychologically, this facet of good liturgy is effectively present when the congregation as a whole shares, in joyful hope, this unfocused contemplative expectation of future blessing. Though it may find verbal expression, for example within the readings of the celebration, its primary vehicle will be symbol, inviting to the "vacant stare.~ Jungian Types and Forms of Prayer / 669 Feeling Prayer Forms of prayer which correspond to the feeling function are rather easily described. They will be exercises of prayer characterized by affection, intimacy, and the devout movement of the heart. More specifically, feeling prayer takes place when the exercise of memory in gratitude or compunction brings us back to the roots whence our values are derived, when we come back home, so to speak, in the mysteries of the Gospel, the origins of a particular religious heritage, or the sources in our own personal life through which the gift of faith came to us. The third section of de Mello's Sadhana contains an abundance of such exercises of prayer. Here is a briefer listing of some forms: l) Any form of prayer in which affective dialogue takes place, with God, with Jesus or Mary or any of the saints, or with those who have been important in our personal life, verifies this kind of prayer. In the Spiritual Exercises of St. Ignatius, the contemplation of the mysteries leads to such affectionate "colloquy," in which the grace being sought includes a growth in intimate love. 2) Aspirations, when they are repeated with a view to stirring the heart, are a second way of exercising feeling prayer. The "Jesus prayer" of the Eastern tradition, when said with a view to engaging the affections, is a major example. 3) One can also wander "down memory lane" in one's own life, recalling the persons, the experiences, the behaviors, which have had great influence on one's growth. Such prayer of the heart can often be combined with the exercise of imagination, as we recreate a scene of childhood, for example, or tender moments later in life which make us grateful. Gratitude and compunction are the two distinctive graces of such kinds of prayer. For each one of us, the past contains both the gifts of God, especially in the form of the goodness of persons, and our failure to respond trustingly and generously to those gifts. 4) All of us have favorite hymns and songs, and sometimes in solitary prayer our hearts can be deeply mox~ed by singing them quietly, or letting their melodies flow through our inner consciousness. 7he Feeling Function in Group Prayer When groups pray together with some regularity, it can help occasionally if the prayer is directed toward the heart. This calls for discretion, of course, for even when the members know each other well there will remain considerable differences in the ability and desire to manifest emotion in common prayer. But experience will show just what is possible and desirable. Music and song is an easy vehicle, usually unembarrassing. The group might listen to an endearing hymn, or to some instrumental music which appeals to the heart. Story telling, the sharing of personal history about a theme important for the faith life of the group, is another simple and easy way of being together in an affectionate way. 671) / Review for Religious, Sept.-Oct., 1983 Spontaneous prayer, in which people are free to pray aloud and from the heart, can also deepen the bonds of affection within a community, and strengthen the common commitment to shared values. This is an appropriate place to mention the relationship of spiritual direction. At least in a broad sense it is part of the prayer life of both the director and the one being directed. It calls for the engagement of all four of the functions. But, inasmuch as it is an intimate relationship of two persons of faith and aimed at the fostering of Gospel values in the life of the person being directed, it calls particularly for the exercise of the feeling function. This is not the place to discuss the question of friendship within this relationship of spiritual direction, apart from observing that there are contrary views on the subject. But, whatever discretion may be called for to preserve the character of the dialogue as one of spiritual, direction, it remains a situation where the feeling function is expressed interpersonally. Feeling in Public Prayer From'what has already been said readers will be able to describe for themselves the aspects of liturgical prayer and other forms of public prayer which correspond to the feeling function. There is significant difference, of course, between the face-to-face prayer of a small group and the largely anonymous quality of public prayer in large assemblages. There will be corresponding differences, therefore, in the ways in which this side of our humanity finds expression. In my opinion, one of the imbalances of recent years with regard to our expectations of liturgy is that we have often expected it to nourish intimacy in ways beyond its power. Concomitantly, we have tended to lose contact with the deep enrichment which can come to our affective life from such experiences of faith. However one may be personally disposed toward the large gatherings of charismatics which have become such an important part of public prayer and worship, it needs to be said that the charismatic movement is more effectively in touch with this facet of our humanity than most people are. Some of the scenes in which John Paul II has been involved in his worldwide travels provide a further illustration of the energy which flows from religious values through societal prayer and worship. In particular, hymns sung by thousands of voices can be memorable in their impact, as anyone who has been to Lourdes or Rome can testify. The Thinking Function in Prayer I have left the thinking function till last for a few reasons. One is that I find it to be neglected and even, at times, disparaged. Why this is the case is understandable in relationship to the rediscovery of the life of feeling which has taken place in Roman Catholic circles in recent decades. Prayer had, in many respects, become too "cognitized," partly through a reduction of the Ignatian tradition to what was conceived as the Ignatian method of prayer as Jungian Types and Forms of Prayer / 671 exemplified in the well-known schema of a nineteenth-century Jesuit general, John-Baptist Roothan. In any case the thinking function in prayer has a rather poor press nowadays. Even Anthony de Mello writes, A word about getting out of your head: The head is not a very good place for prayer. It is not a bad place for starting your prayer. But if your prayer stays there too long and doesn't move into the heart it will gradually dry up and prove tiresome and frustrating. You must learn to move out of the area of thinking and talking and move into the area of feeling, sensing, loving, intuiting? Ft. de Mello is faithful to this conviction, for his book is divided into three parts, corresponding more or less to the sensing, intuiting, and feeling functions. There is no section on thinking prayer. Doesn't something more positive need to be said about our capability of meeting God through the rational mind? Surely it is no less important a part of God's image in us than the life of sense, feeling, and imagination. And, within the unity of the person, it is intimately linked in its workings with the operations of these other facets of our humanity. But instead of arguing theoretically for a place for thinking in prayer, let me offer some examples of how one may pray with the rational mind. l) A clear instance of thinking prayer for the individual is the famous "First Principle and Foundation" of the Spiritual Exercises of St. Ignatius Loyola. I can ponder it during a period of prayer and, first, try to appreciate its simple logic in the linkage of purpose, means, and attitude. After savoring its truth I can then examine my life to see where there is order and-where there is disorder, and just what area calls for the struggle to be free from inordinate affections. Knowing that I cannot free myself, I can turn to ask God's help. Then I can make a few practical resolutions touching some steps on the road to freedom. Such highly cognitive activities in prayer are really prayer, and not merely preliminaries to prayer. 2) Prayer may also take the form of setting down a personal charter or set of basic principles by which I wish to live, e.g., "Every human being I meet is worthy of my respect." Periodically I can review this set of principles in order to evaluate and improve my fidelity. 3) I may choose also to draw up for myself a plan of life, which would include a daily or weekly schedule of prayer, reading, provisions for work and leisure, practice with respect to money, and so forth. 4) From time to time I may wish to take a book of the Bible, and, with the help of a good commentary, carefully and systematically over a period of some weeks seek a deeper grasp of God's word, attending to the structure of the work, its cultural setting, the precise meaning of terms, and so forth. I may wish to write my own paraphrase of the book, or use the text as the basis of my own reflections. Most of us are accustomed to contrast prayer and study. But when study of God's word takes place within a life of faith and for the purpose of fostering faith, I believe that it lacks nothing of the reality of prayer itself. 679 / Review for Religious, Sept.-Oct., 1983 Thinking Prayer in Groups Not all group prayer needs to be self-revelatory and strongly interpersonal in its character. The common recitation of the Office or prayer of the Church is a good example of communal thinking prayer. Such prayer is characterized by clear structure, orderly procedure, and the absence of strong emotions. While it would be untrue to say that affectivity is absent, what prevails is a sense of meaning and purpose. Especially when such prayer includes reading a passage from Scripture or from some other source, the mind's desire for meaning is being fed. Spiritual reading, which is another form of thinking prayer for individuals which might have been mentioned, can also take place within a group united in faith. Thinking in Liturgical Prayer Liturgical celebration, especially when it occurs in larger assemblies of people, takes on a societal or public character. The very term liturgy conveys this, of course. Inasmuch as the movement from the private to the public in all dimensions of our life involves a significant shift of behavioral attitudes, it brings to the fore the thinking side of our personality. As we begin to relate to people outside the circle of intimacy, it becomes necessary to create conven-tions, etiquettes, structures, which provide us with supports and safeguards as we relate to larger and more anonymous gatherings of people. It is for such reasons that our liturgical celebrations contain a good deal of structure and ritual gesture, and tend to be less highly personal than informal prayer in small groups. More of the thinking side of our humanity needs to be engaged when we celebrate the Eucharist and other ceremonies on a large scale. Similarly to what was said previously about sensing prayer in public worship, I think that we can be helped to understand both the tensions and the failures which have characterized our experience of liturgical worship during the past few decades if we bring to bear on them an understanding of personality types. At the risk of being simplistic one might say that the Tridentine liturgy had become ossified and institutionalistic in its absolutizing of the thinking mode of public worship. This made it understandable that, in the swing of the pendulum in recent decades, we experienced some loss of the basic sense of structure, decorum, and ritual which needs to preside over our public prayer. Some (not all) of the negative reactions to the kiss of peace probably stem from an uneasiness lest the distinction of private and public worship be overlooked. The present juncture, I would say, is a time when we need to recapture, without returning to rigorism and institutionalism, the rich energies of a thinking kind contained in our sacramental and liturgical traditions. We will pray much better in public if we prize this aspect of our .humanity and of our Christian prayer. Jungian Types and Forms of Prayer Further Considerations Up to now this article has offered principally a correlation of forms of prayer, chiefly individual but also interpersonal and societal, with the four functions of the Jungian personality types. As has already been said, we should be wary of too easy identification of any of the sixteen types with one or other preferred way of praying. It is not one's type alone but a variety of factors which affect our attractions in prayer. Two of these factors will now be discussed briefly. They concern 1) prayer as an exercise of leisure; 2) prayer in the stages of human development. Prayer and Leisure One plausible theory which one hears voiced in Jungian circles would have it that, when we turn from the areas of work and profession to the exercise of leisure, there is a spontaneous inclination in the psyche to move from a more preferred to a less preferred side of our personality. In terms of the functions this would mean, for example, that a person whose work or ministry calls for a great deal of extraverted intuiting--being with people in situations which call for a good deal of creative imagination--will spontaneously seek relaxation after labor by some quiet exercise of sensing: baking a cake with careful attention to measurements, or working at one's stamp collection, or hooking a rug according to a given pattern. Similarly, someone whose work is highly analytical and impersonal, let us say in dealing with a computer, might want to relax by sharing a Tchaikovsky concert or a TV sitcom with a few friends. Such a suggestion makes a good deal of sense, especially in view of the natural mechanisms of compensation which seem to be built into our psychic life. If one then adds the similarly plausible suggestion that prayer is or ought to be an exercise of leisure, then we would appear to have a useful criterion for evaluating our forms of prayer, and for suggesting new approaches to prayer, particularly when we seem to be getting nowhere. In such a view, we might profitably ask ourselves from time to time whether our behavior in prayer does not tend to be too much a compulsive continuation of the kind of behavior which we prefer in our work or ministry. And we might, if such is the case, deliberately seek ways of praying which helped to disengage us from such compulsive patterns. Someone whose primary gift, for example, is introverted intuiting, and who spends a good deal of time in the course of the day exercising that gift, might deliberately choose some extraverted sensing forms of prayer, for example, praying the rosary with simple attention to the words, the touch of the beads, and so forth. Or someone whose ministry makes heavy emotional demands---caring for the senile or the retarded, or counselling disturbed people, for example--might find some interior exercise of thinking prayer to be balancing and eventually attractive. One small suggestion regarding this experiencing of leisu're in prayer. It should take place, like all prayer, not by violence but by attrai:tion. It might well be that, though one appreciates the value of shifting gears when one 674 / Review for Religious, Sept.-Oct., 1983 approaches prayer, it is not so easy to disengage from one's favored behavior. One might have to make an entry through the preferred function, especially an auxiliary function, before learning to exercise a less preferred function, especially the inferior function, in prayer. This use of the auxiliary function to wean us away from too exclusive a reliance on the dominant function is part of a Jungian strategy of individuation. It would seem to be applicable to strategies in prayer. For example, if thinking is my dominant function and I exercise it abundantly in my work, I may find myself attached to it even when I come to prayer. Instead of directly trying to rouse myself to feeling prayer, I might begin by letting my auxiliary sensing direct my gaze to particular objects, interior or exterior, which in turn and in due time may stir my heart to affective prayer. The philosophy of non-violence has an important area of application in prayer. Prayer and Development Numerous are the theories which, in the present century, have sought to plot the course of human development, in its cognitive, affective, social and ethical aspects. The well-known names of Piaget, Maslow, Erikson, Fowler, and others have provided rich insights into the various facets of growth. One characteristic of a Jungian perspective on development is that, in the light of the diversity of personality types, it will be wary of imposing a monOlithic pattern on the wide variety of human preferences. When prayer is viewed in this light, there are some salutary cautions and perhaps some qualifications of long-standing assumptions .about progress in prayer. Dr. W. Harold Grant has, for some years, been investigating the hypothesis of our ~pe.riods of differentiated human development, starting at age six and ending at fifty, with major switching points taking place at twelve, twenty, and thirty-five. In each of the four periods, according to the hypothesis, the person would be developing one of the four functions: the dominant in childhood, the auxiliary in adolescence, the third function in early adulthood, and, from the age of thirty-five on, the inferior function. The hypothesis includes also an alternation of introversion and extraversion in the successive periods. Prior to age six and subsequent to age fifty development would be taking place more randomly, and not selectively, as in the four periods between six and fifty. If one accepts this as a plausible hypothesis, some implications for forms of prayer at the differe.nt stages of life would seem to be present. First, one would be open to the possibility that the spontaneous employ of sense, imagination, reason, and affection in prayer may not be uniform for all persons or types. Any such prevailing assumption that growth in prayer takes place first by the use of reason and imagination and then, in a darknight experience, by their cessation, might have to yield to a view which acknowledges more diversity in the way in which the attachment/detachment phenomenon takes place in different types of personalities. Jungian Types and Forms of Prayer / 675 Secondly, the hypothesis may help to throw light on crisis periods in people's prayer lives, by suggesting that the emergence of a new function-- especially of the inferior function about the age of thirty-fiv~e--may be signaled through the decline or collapse of previously fruitful ways of praying. It might also suggest that the person involved in such a crisis might do well to explore some alternative ways of praying, ways which would be in keeping with whatever function was seeking to find its place in consciousness. Let us think, for example, of persons in whom feeling is dominant, experiencing something of a crisis in prayer around mid-life. They might do well, with the help of a. director, to exercise their thinking side in prayer, for example, by keeping a journal in which reflection on the meaning of what they are experiencing, or meditation on the meaning of some scriptural passages, was cultivated. It should be obvious that these two factors, touching the question of leisure and the question of diversity in human development, do not exhaust the sources which make for different experiences in prayer. Factors stemming from each person's unique personal history will be at least as important in deciding what course we wish to chart in prayer. And ultimately, as has already been said, it is the attraction of the Spirit of God at every juncture of life which is the primary determinant of how we choose to pray. Conclusion But if it all comes down at last to attraction, why bother consulting the Jungian types for help in praying? For two principal reasons. First, such a consultation will make us wary of being misled by stereotypes of prayer and of progress in prayer, and particularly of the monolithic character of many descriptions of growth in prayer, even among the great classics. And secondly, when persons are in a time of crisis or barrenness in prayer, they may be helped in dealing with the situation if they have had some practice in a variety of ways of praying, and if they realize the affinity between these various ways and the different functions within the Jungian personality types. With the reservations we have indicated in this article, acquaintance with one's type through the MBTI can help foster better praying. NOTES ~See, for example, Morton Kelsey, The Other Side of Silence, (New York: Paulist, 1976); idem, Transcend: A Guide to the Spiritual Quest, (New York: Crossroad, 1981); John Sanford, Healing and Wholeness, (New York: Paulist, 1977); idem, The Invisible Partners, New York: Paulist, 1980); Wallace B. Clift, Jung and Christianity: The Challenge of Reconcilation, (New York: Crossroad, 1982); John Welch, Spiritual t~'lgrims: Carl Jung and Teresa of Avila, (New York: Paulist, 1982); Robert Doran, "Jungian Psychology and Christian Spirituality," P~vtEw FOr RELtatot/s 38 (1979), pp. 497-510; 742-52; 857-66. 2See Isabel Briggs Myers, Gifts Differing, (Palo Alto: Consulting Psychologists Press, 1980). 676 / Review for Religious, Sept.-Oct., 1983 3See Christopher Bryant, Heart in Pilgrimage: Christian Guidelines for the Human Journey, (New York: Seabury, 1980), pp. 182-195; Robert Repicky, "Jungian Typology and Christian Spirituality," REVtEW FOR REMGtOVS, 40 (1981) pp. 422-435. 4See W. Harold Grant, Mary Magdala Thompson, Thomas E. Clarke, From Image to likeness: A Jungian Path in the Gospel Journey, (New York: Paulist, 1983). SAPT publishes a newsletter, MBTI News, for its membership, and is based at 414 S.W. 7th Terrace, Gainesville, FL 32601. 6See Anthony de Mello, Sadhana: A Way to God, (St. Louis: Institute of Jesuit Sources, 1979). 7See Thomas E. Clarke, "Toward Wholeness in Prayer," in: William R. Callahan & Francine Cardman, 7he Wind ls Rising: Prayer Ways for Active People (Hyattsville, MD: Quixote Center, 1978), pp. 18-20. sSee Thomas Keating, M. Basil Pennington, Thomas E. Clarke, Finding Grace at the Center, (Still River, MA: St. Bede Publications, 1978). 9De Mello, p. 13. The Time for Figs There twinges in my heart A pity for that fig tree--barren-- Caught up within the eyes of Christ, Cursed by his lips. There echo in my soul Defenses for the tree's unburdened limbs Held light against the sky-- Perhaps because it's I who am the fig tree, content to wait the seasons out. But now is the time for figs-- Season or not-- IX, e looked for the sun too long, Yearned for the rain to come and comfort me, The earth to gather and to nourish. It is the time for figs-- The hungry and the weak pass by And the blossoms are an empty, bitter food. It is the time for bearing. Oh, Jesus. look again on me And cause in me such heaviness of fruit That it shall fall unreached for round your foot. The season is ripe: It is the time for figs. Sister Ann Maureen. I.H.M. 11201 Academy Road Philadelphia, PA 19154 Prayer of the Paschal Mystery: Sorrow in the Risen Lord's Company David Hassel, S.J. In this article Father Hassel continues to explore the subject of Radical Prayer (also the title of his recent book). His last article for us, "The Prayer of Daily Decisioning: Hungering for God's Will," appeared in the issue of May/June, 1983. He continues to live and teach at Loyola University, where he may be addressed: Jesuit Community; Loyola University of Chicago; 6525 North Sheridan Road; Chicago, 1L 60626. Prayer, taken radically, is a deep attitude towards life, a basic way of living in the world with God and with others. Thus prayer of reminiscence is characterized by an attitude of thankfulness; prayer of Christ's memories (Gospel prayer), by a deep wanting to companion Christ; prayer of listening-waiting., by a strong trusting in God's graciousness; prayer of contemplation; by an aCtitude of welcome to God and his worldJ How, then, would one characterize the attitude behind the life and prayer of the Paschal Mys~ery.'~ . One of the presumed grand masters of the spiritual life, Ignatius Loyola, 3 . challenges, even shocks, us when he describes the life of the Paschal Mystery and thereby implies the type of prayerful attitude of humility which, he thinks, animates this life: The most perfect kind of humility [its third stage] consists in this . Whenever the praise and glory of the Divine Majesty would be equally served, in order to imitate and be in reality more like Christ our Lord, I desire and choose poverty with Christ poor, rather than riches; insults with Christ loaded with them, rather than honors; I desire to be accounted as worthless and a fool for Christ, rather than to be esteemed as wise and prudent in this world. So Christ was treated before me.3 At first sight, this third stage of humility, i.e., this prayerful attitude of Paschal- Mystery life, appears to be incredibly negative. It is seemingly a rejection of contemporary incarnation theology which so strongly emphasizes creativity and the resurrection. In Ignatius' description of the Paschal-Mystery life, the 677 6711 / Review for Religious, Sept.-Oct., 1983 crucified Christ seems alone to occupy one's vision, and the good Christian appears to ambition nothing more than poverty, ignominy, and degradation. In such a pessimistic, if not inhumane, way of life and prayer, Christ's resurrection and the Christian's consequent joyful creativity would seem to have little place. The shock increases when it dawns on the person praying within the Spiritual Exercises that Ignatius considered this third stage of humility the very heart of the Gospels for all Christians and not simply the storm center of life for his Jesuit sons.4 Could, then, this third stage be accurately describing the prayerful attitude and life of the Paschal Mystery? Is it possible that, in grappling with Ignatius' description, we could come to understand more satisfactorily this mystery of Christ's death and resurrection occurring within us? If such wrestling is to be worth our time, then our first effort should be to deal with those initial distracting fears and angers surfacing against the challenge of this third stage of humility. Having thus somewhat freed our hearts and minds, we could then more fairly check out whether or not Ignatius' third stage of humility expresses truly, though only partially, the Paschal Mystery of the Gospels. If it should do so, then we are ready to catch, within our experience, the four scriptural pulse-beats which may define our attitudinal prayer of the Paschal Mystery. Following this, we could seek out the signs of 'he Paschal Mystery felt within our prayer experience and later describe some imple ways of deepening this prayer within us. Here it is notable how Paschal- Mystery prayer may well be a basic attitude towards all of life even amid acute suffering. Could it possibly turn out to be a strengthening joy (the risen Christ himself?.) within our demanding apostolic endeavors? Fears Diverting Us from Praying the Third Stage of Humility On first hearing Ignatius' third stage of humility proposed, most of us experience deep fears. These quickly smother any attempts at considering, luch more praying over, this terrible challenge to our sensibility and to our .ationality. Consequently, before even trying to understand the third stage of aumility as an expression of the Paschal-Mystery life, we must face these powerful fears.5 One initial fear is that my educated skills will be lost in the muddle of becoming poor with Christ poor. My education is a richness not appreciated by the uneducated poor and not supportable in impoverished circumstances. Ask the U.S.-educated Filipino physician or Indian technician returned to his native city if this is not the case. This means that I will rarely get the time or have the equipment to pursue my art or music or sociology or psychology or computer mathematics or history or engineering~ My talents will lie dormant and later atrophied; my personality will be impoverished and made dull; my angry frustration, like a corrosive agent, will burn me out. Indeed, identification with the poor Christ would eventually strip away all prize possessions like my car; stereophonic tape and recording deck, modish Prayer of the Paschal Mystery / 679 clothes, well-stocked refrigerator, the social rounds with close friends, regular opportunities for vacations, long-distance telephone calls, comfortable bank-account, and a few other precious items. For, when one identifies with the poor in their work, neighborhood, and life-style, one inevitably assumes their ways no matter how skilled, talented or comfortably endowed one may be. A second source of fear is the call to identify with Christ dishonored. If my~ skills, talents and perquisites are enfeebled, I will certainly become less effective' in my work, perhaps, too, in my human relationships. Where once before I was respected for my skillful intelligence, artistic finesse, and guaranteed delivery of promised products; now; I am seen as the bumbler. This, in turn, could well involve a distancing from my friends, not simply because I no longer look good to them but more because our times together will be fewer, our interests different, and our cultural neighborhoods far apart. In other words, like Christ's poor, I will be gradually reduced to being a marginal person whose voice is no longer heard in the councils of the great or small. I will be lost in the masses. This last statement reveals the root-source of all ~my fears concerning the third stage of humility: self-annihilation. The fear of death, the most powerful dread of my life, repels me from the embrace of the third stage. I do not want to be the grain of wheat dying to produce a further harvest. I do not want to lose control of my life, my developing personality, my destiny. The third stage seems to demand a total trust--something which I am willing to award only to myself. Living the third stage of humility appears to be slow suicide. Historical examples abound to let me know that my fears are well grounded. Damien of Molakai identified only too well with his sick lepers and was rewarded with government disdain. Many founders of religious orders have discovered themselves made marginal within their own communities when they identified too fully with the maligned Christ; for example, Francis of Assisi, Madeline Sophie Barat, Cornelia Connelly, and Guillaume Chami-nade. 6 Teilhard de Chardin, a man all his life hidden in Christ, was considered a dangerous fool by the superorthodox Christians and a silly fool by those appreciative of his writings and paleontological competence but not compre-hending of his obedience to Church authorities.7 More recently in El Salvador, Archbishop Romero and Rutilio Grande were hated, disparaged, and then assassinated in the same way as their despised campesino friends with whom they identified,s In response to these fears stimulated by the third stage of humility, one may say that those living this stage can die to one career and then rise to a new one far more fruitful for the Church. Note how Mother Teresa of Calcutta moved out of the classroom and her congregation to dedicate her life to those literally dying in the streets of Calcutta and to the founding of a new worldwide congregation. One can also point out that those living the third stage develop new talents and skills to their own great surprise as when one priest of my acquaintance, being ordered under obedience to do spiritual 6111} / Review for Religious, Sept.-Oct., 1983 direction with some difficult personalities, discovered a new ability for counseling and a fresh realism of judgment which made him much more effective in classroom and pulpit, his first interest. As a third instance of victory coming out of defeat, notice how voices, suppressed or muffled with dishonor before the Second Vatican Council, now echo more strongly than ever within and outside the Church. I speak of Yves Congar, Karl Rahner, Henri de Lubac, and John Courtney Murray. Their sufferings, undergone in silent loyalty to the Church, have validated their insights and given new life to the Church. Just as the missionary letters of that long-dead "failure," Francis Xavier, populated the sixteenth-century novitiates and lured thousands to the missions; so, the lives of these contemporary heroes for Christ raise hope and ambition in countless Christians to serve the Church and her anawim (the marginal and powerless people). The above responses to fears of the third stage are unfortunately only slight glimpses into that Paschal-Mystery attitude which Ignatius' third stage of humility attempts to express. Their inadequacy is painful. Yet they indicate how greatly faith and trust enter into the living of the Paschal Mystery. This does demand of us a remarkable willingness to entrust our priceless skills, talents, possessions, reputation, friends, and hopes into the hands of the poor, dishonored, and unappreciated Christ. The great temptation is to refuse this ultimate trust lest one lose all comfort, much respect from others, and a satisfying career, when actually this "death" through trust may be the final and fullest growth of person in the Christian. The Third Stage of Humility and the Paschal Mystery If living the third stage of humility should turn out to be a deep living of the Paschal Mystery and therefore to be at the heart of the Gospel, then evidently one could never totally comprehend this third stage any more than one could exhaustively understand the Paschal Mystery. But at least one can attempt to remove some of the blinding misunderstandings of the third stage which keep people from appreciating and from living the Paschal Mystery. In other words, the best one can do here is to remove exterior obstacles for the one wishing to pray and to live the third stage of humility. Then, as this person enters into the Paschal Mystery, his or her life will be illumined and directed by a new wisdom--a wisdom which slowly dawns within any person attempting to identify more and more with Christ poor and dishonored. First of all, a frequent charge against the third stage of humility is that it is anti-creationist. This would be true if its expression of the heart of the Gospels did not fit well the first two chapters of Genesis, the first four chapters of the Letter to the Ephesians, and the first chapter of the Letter to the Colossians, where man and woman are to complete God's creation by mastering and developing it. Therefore, the third stage, if it be validly Christian, must mean that identification with Christ poor and dishonored is a creative act. It cannot be, even implicitly, a depreciation or suppression of those human skills, talents, Prayer of the Paschal Mystery / 611"1 and opportunities which make woman, man, and the universe more beautiful and more joyful. Otherwise the third stage as an attempted expression of the Paschal Mystery is inhumane and is to be regarded as unchristian. Consequently, it is vicious to interpret the third stage as insisting that we ask for and directly seek out sickness, business failure, loss of friendship, defeat, the misery of poverty, and the humiliation of dishonor in order to become closer to Christ. This would be to make the third stage a depraved description of the Paschal Life--as though it were requiring that we pursue evil in order to be more perfect Christians. Such a. style of life would not only destroy its pursuants but seriously injure all the people whom the pursuants are trying to serve and companion. Such spiritual athleticism based on a totally negative theology of the cross exemplifies more a gross pride than a Christlike humility. Man has been given a free and inventive nature so that he can cooperate with a free and inventive God to make the world more beautifully humane. In this way, man and woman attain full manhood and womanhood, that is, they become more like the risen Christ. Indeed, the Lord has promised his close followers that they will receive a hundredfold "houses, brothers, sisters, mothers, children, and land--not without persecutions--now in this present time and, in the world to come, eternal life" (Mk 10:29-30; Mt 19:27-30; Lk 18:31-33- Jerusalem Bible). It is precisely those living the third stage who are more eligible, amid persecutions, for this hundredfold of creative joy based on interpersonal relationships. Secondly, this hundredfold is guaranteed by the Christ of today, the risen Christ, who is the present Lord of the universe and the future culmination of all history. Nevertheless this Christ, under the Father, has freely chosen, even preferred, for himself and for his followers, to win his kingdom through suffering as well as joy, through defeat as well as victory. For the risen Christ is also the Christ of the passion and death; he carries the wounds in his risen body. But because he is the resurrected, immortal Lord, no Christian's suffering or defeat will be without the joy of his strengthening presence. For this rea.son, underneath the sufferings described in the third stage of humility, there must be a strong and perduring joy, namely the strength by which the suffering Christian perdures without bitterness. This is, of course, the Paschal Mystery working itself out, as simultaneous crucifixion and resurrection, in the life of every true Christian. More specifically, this joy would be union with Christ and oneness with his Church. There is a third reason for suspecting that a joyful creativity strengthens the living of the third stage: God's every action in the universe is meant to make all the human participants more human. After all, God's glory, as extrinsic to his own being, is precisely and more fully the wholesomeness of humankind, the fuller womanhood and manhood of each person. The paradox occurs when the Christian is asked to trust that a particular suffering or sorrow will not end in a diminishment, but rather in an enhancing of his or her person, so long as 6112 / Review for Religious, Sept.-Oct., 1983 the pain is borne trustingly in and with Christ suffering. To look back twenty. years and to reflect with Christ upon a particular calamity is, often enough, to discover in oneself an important growth-period. But even if an objector to the third stage of humility were to agree that underlying this state would be a strengthening joy and peace, he could still accuse the third stage of encouraging individualism, simply a "me and Jesus suffering" type of piety. This forces us to clarify what is meant when the third stage urges us "to choose poverty with Christ poor, rather than riches; insults with Christ loaded with them, rather than honors." The question is: "Who is this Christ?" Is he only the historical Christ of Nazareth or is he also the mystical Christ which is the Church and which is unified by the one presence of the risen historical Christ? Because the Ignatian Exercises are aimed at enabling the retreatant to make decisions which will expand the kingdom of Christ according to Christ's standard, the Christ of the third stage must be also the Mystical Christ, the Church. Thus, the third stage of humility is basically other-centered. It makes little sense unless it represents a deeper loyalty to the historical risen Christ and to his people. Its inner dynamic is, then, to put the retreatant in contact with the poor, the abandoned, the lonely, the twisted, the sick, the unhappy of Matthew's famous last-judgment scene (25:31-46): "whatever you did to the least of these brothers of mine, you did to me." The third stage of humility, then, as an expression of the Paschal Mystery has a powerful apostolic thrust because it not only rises out of the deepest personal loyalty to the risen historical Christ of Nazareth but reaches out in wholehearted social loyalty to the Mystical Christ, the Church. Naturally, if the Christian lives deeply with these poor and dishonored of Christ, he will become marked with their characteristics. Let a priest or layman work closely with the homosexual community and he will be labeled a homosexual and treated accordingly. Let a laywoman or a nun work in a woman's rights organization and she will be labeled fanatic, abortion-minded, man-hating. The psychiatrist spending long hours with the mentally disturbed risks not only his own mental health but also the stigma of being considered "a mere shrink." It is literally dangerous to live the third stage and to identify with Christ's poor and dishonored. Thus this basic attitude of the third stage is no mere mental fiction--for example, a mental trick to be used for giving one balance against the inclina-tions of Original Sin towards the easier way of life. It is, on the contrary, a real preference to be with Christ's suffering people, a definite mind-set and heart-set which enable the Christian to do pioneer work wherever people are hurting most from neglect and weakness. Such an attitude also enables the sick person to accept his or her illness positively as an opportunity for knowing Christ better and for contributing in some hidden way to the good of Christ's people. It enables, too, the South American labor-organizer to risk his life in order to rescue his people from economic slavery and psychological degradation. Prayer of the Paschal Mystery / 15113 All this takes for granted that suffering and sorrow can be creative moments in the Christian's life. Not that suffering and sorrow of themselves are creative; they are destructive in themselves--unless good is drawn out of their evil. But the person living the third stage of humility as an expression of the Paschal Mystery is convinced in faith that God the Father intends to draw good out of the evils spawned by personal sin and by original sin. Further, he is sure that Christ the Son has preferred to achieve the liberation of man through suffering, and that the Holy Spirit prefers to achieve the unification of the Church and of mankind through human historical sufferings as he completes the universe. This is the central mystery of life, that God would want the world to reach its destiny through suffering and defeat as much as through joy and victorious accomplishment. Somehow, t.hrough suffering and sorrow, a depth of wisdom, patience and loyalty is reached, which in this present world is not available to those enjoying the easier life. Under the illumination of.Christ's resurrected life, this vital mystery of earthly suffering and joy is seen to be the Paschal Mystery of resurrection amid death, i.e., of creative power amid galling limitations and sharp agonies. This is why one can speak of creative suffering when dealing with the third stage of humility. In contrast to the stifling self-pity which arises in one who sees no reason for personal suffering except bad luck, the person of the third stage is aware that God does not waste a moment of human suffering. Instead, every twinge of pain, every throb of sorrow, every burning moment of fair and unfair humiliation, every blasted hope, can somehow, by God's providence, contribute to the final cooperative triumph of humanity and God: that Great Community of the Great Today and Tomorrow called the Communion of Saints. Man, however, must allow his sufferings and sorrows to become creative by identifying them with the risen Christ's passion and death. In this way a person wastes nothing. All his or her skills, talents, capacity to love, and opportunities to build a better world are focused positively on others and are not paralyzed by bitter self-pity. Indeed, this pers

Issue 36.4 of the Review for Religious, 1977. ; REVIEW FOR RELIGIOUS IS edited by faculty members of St Lou~s Umverslty, the editorial offices being located at 612 Humboldt Btnldmg, 539 North Grand Boule-vard; St. Louis, Missouri 63103. It is owned by the Missouri Province Educational Institute; St. Louis, Missouri. Published bimonthly and copyright (~) 1977 by REVIEW FOR RELIGIOUS. Composed, printed, and manufactured in U.S.A. Second class postage paid at St. Louisa Missouri. Single copies: $2.00. Subscription U.S.A. and Canada: $7.00 a year; $13.00 for two years; other countries, $8.00 a year, $15.00 for two years. Orders should indicate whether they are for new or renewal subscriptions and should be accompanied by check or money order payable to REVIEW FOR RELIGIOUS in U.S.A. currency only. Pay no money to persons claiming to represent REVIEW FOR RELIGIOUS. Change of address requests should include former address. Daniel F. X. Meenan, S.J. Robert Williams, S.J. Joseph F. Gallen, S.J. Jean Read Editor Associate Editor Questions and Answers Editor Assistant Editor July 1977 Volume 36 Number 4 Renewals, new subscriptions, and changes of address should be sent to R~:v~w yon RELiGiOUS; P.O. Box 6070; Duluth, Minnesota 55802. Correspondence with the editor and the associate editor together with manuscripts and books for review should be sent to R~vmw roe RELIGIOUS; 612 Humboldt Building; 539 North Grand Boule-vard; St. Louis, Missouri 63103. Questions for answering should be sent to Joseph F. Gallen, S.J.; St. Joseph's College; City Avenue at 54th Street; Philadelphia, Pennsyl-vania 19131. In Process: John the Baptist Mary Catherine Barron, C.S.J, Sister Mary Catherine, whose last article appeared in the March, 1977 issue, resides at 91 Overlook Ave.; Latham, NY 12110. ¯ Are you the one who is to come, or have we.to wait for someone else? (L.k 7,: 19). It seems that John the Baptist spent his-wtiole life.waiting. As such, he was an extremely patient man. Somehow, through the centuries, ~ though, we came to have his story wr6ng, and tend to name him solely as messenger and prophet. In doing so, we miss the mighty impact of his questions and the overwhelming witness value of the answers he accepted. He must have learned something vital---early on--in the, womb, as he expectantly waited for the moment of his birth. Again, we tend to ascribe that birth to a certain day and hour.when,."the time of fulfillment came for Elizabeth to have her child." Actually, it happened earlier, some three months past, when John first met Jesus and greeted him with joy: The symbolism of that encounter must have haunted the heart of John even as its vestiges traced a pattern through the years. In the darkness of confinement John felt divine intrusion and in a mystical leap of faith, he assented to vocation. And then divinity withdrew and John, was left to wait. Had he known that waiting period was to be not months, but years, he may not have had the courage. Had he known it would end in another dark confinement and another mystical leap to another divine intrusion, he may not have had the strength. But Yahweh was merciful and John was content to grow. And he did so slowly through the years, in ~the shadow of the question: "What will this child turn out to be?" Neighbors asked it first, but its overwhelming import must have~g,radually fashioned the contours of his life, drawing him like a lodestone into the current of salvific process. Surely, in. the desert, it must have echoed, in the wind and the force of 497 4911 / Review [or Religious, Volume 3~6, 1977/4 its persistence must have, at times, lured John to fear. "Suppose it is all myth? Suppose I am only a deranged desert'man, wa~iting for a prophecy never to .be sent, waiting for a mission never to be given? Suppo'se I am to be like the shifting desert sand--blown back and forth relentlessly by an overwhelming passion? Suppose I am deluded and my life is just a waste?" What impels a man to wait in the face of such a doubt? What causes him to stand expectant and receptive? What constitutes the tenacious re-silience of his heart? Perhaps it was only the glimmer of remembrance, the flash of light and grace that had exploded in his soul the day his cousin first had come. Who knoffs the value we posit in the memories of love? Or the power they have to summon us? So John was summoned, probably in much the same elusive fashion that he had been beckoned all along: a change of mood, a passing desert flower, the way a bird called, the different shape, of sky--and suddenly he knew the~time had come~ and he was ready. "And so it was that John the Baptist appeareOd., proclaiming a baptism ' of repentance" ~Mk 1:4). This is where we get things all confused. This is where we miss the prophetic message. We are so used to reading all'that John announced that~we never get to,discerning.all that John was asking. You~see, he lived in mtich the same condition .that we do'--waiting for 'a Someone whia is,to come. And he did not know any more than we, when that Someone would emerge nor how he could be known~ And so, the discipline of his river days was as intense and all embracing as the discipline of his wilderness. Nothing much had changed except that life was less his own. What had shifted was responsibility. Now he was em-powered to,convert and to baptize and this authority made him responsible for the followers he engendered. So that is why we find him sometimes a bit harsh--loud and somewhat strident, demanding and even fearsome. He was impelled to trumpeting because he was so needy. And the quality of his message derived from solitary waiting. ~ The gospel.tells us that "a feeling of expectancy had grown among the people" (Lk 3:15). How much more so had it grown within the heart of John? ~ ~ ~ The anguish of that wait must have been unbearable. "Is this the day? Is that the Man? Am I where I should be? What if 'he never comes? And 'why do all these people think 1 may be he? Am I?" ' We ~will never know the . terrible questions John kept buried in his heart but ~his flailing words indicate their power and their~ pain . : "Brood of vipers, who warned you to fly from the retribution that is coming? Even now the ax is~laid to the roots of the trees. Any tree which fails td'.'produce good fruit.owill be cut down and thrown into the fire'~ (Lk .3:7-9). In Process." John the Baptist /_499 And the flame of his own vigilant spirit burned without being con-sumed. Then, one day, He came. Suddenly, out of nowhere, he strode across ~the hills and asked for baptism. The relief which floods John is almost pathetic in expression. The force of vindication overwhelms him and in torrential words he iterates: This is the one I spoke of when I said: A man~is coming after me who ranks be'fore me because he existed before me. I did not know him myself, and yet it was to reveal him to .Israel that I came baptizing with water . I saw the Spirit coming down on him from heaven like a dove and resting On him. I did not know him myself~ but he who sent me to baptize with water had said to me: 'The man on whom you See the Spirit come down and rest is the one who is going to baptize with the Holy Spirit.' Yes, I have seen and I am the witness that he is the Chosen One of' God. (Jn 1:30-34). The ph'rases are haunting: "I did not know him myself, and. yet it was to reveal him to Israel that I came baptizing with water . I did not .know him myself., and yet I am the witness that he is the Chosen One of God.~ . John does~not verbalize the implied question but it resides: "Why did I not know him? Shouldn't I have known him? How could I be.asked 'to ~witness within such total darkness?" His only uttered protest, however, is humble simplicity::~ "It is I who need-baptism from you and yet you come to me" (Mr3: 14). His only answer received is to "Leave it like this for the time being; 'it is fitting that we should, in this way, .do.all' that righteousness demands." It is another womb experience: in darkness John feels the divine intrusion and in a mystical leap of faith, he assents to his vocation. And then divinity withdraws and John is left- to wait--"for all that.righteousness demands." . Certainly, if John had little foreknowledge,.of preceding~ even'tS, he has even les~ .cohcerning those to come. His mission apparently is fulfilled; his prophecy is verified; his baptism is authenticated. What more is there to do? For what does he still wait? What yet will "righteousness demand"? And then in mounting disbelief, John begins to see, the route---the :winding way. he must tread after straightening other ~roads; the~rough trail he must walk after smoothing other .paths. He never asks the question "What will become of me?" He merely waits,for it to be fulfilled. The womb, the wilderness and the rivet will meet,,within the prison. Sensing, this, John begins divesting. , What a lonely figure he becomes etched against the hills hand out-stretched, finger pointing towards-that elusive Someone;~''Look, there°is the Lamb of God" he,urges his disciples--and watches.as they walk away to follow a greater prophet. Even.when some faithful friends balk,, at such diminishment, John refuses consolation~and speaks of growing smaller. It is his life played backwards to confinement. It is the full cycle of seed 500 / Review ]or Religious, "l/olume 36, 1977/4 and flower and. seed. Cynics choose to call it the terminus of life. Some others, more graced, name it a beginning. All that John perceive~ is that, again, he lies in readiness, awaiting a delivery. Deep within the bowels of earth, he languishes in prison, formulating the tormented question that rings acrbss the ages: "Are you~the one who is to come or have we to wait for someone else?" It is a valid death cry. A man should know, shouldn't he, the reason for which he dies? If angering kings on moral issues involves the risk of life, shouldn't One" be assuaged in kho~ving the risk to be well taken? rAndso John awaits an answer from his removed, and distant Cousin-- some sort of vindication for the truth that he has uttered. It is a lonely wait made lonelier by the answer: "Go back and ~tell John what you have seen and heard: The blind see again, the lame walk, lepers are cleansed, and the deaf hear; the dead are raised to life, the Good News is proclaimed to the poor--~nd happy is the man who does'not lose faith in me (Lk 7:22-23). Jesus tells John nothing more than that he is to wait--to wait and see the signs fulfilled--signs which John foretold. He sends this message know-ing well that John will never behold any of that for which he preached and forowhich he will give his life. And with an utter emptiness, John accepts the answer, urged to a fidelity of heart ratified in faith. The rest is just the spectacle--bringing all things to fulfillment--"all that-righteousness demands." Thus, in one sense, John's life ends whim-sically, of no account or importance weighed against a girlish dance. And yet, in another ~ense, it ends with abrupt savagery, brutal and unpredictable asia woman's.rage. In the darkness of confinement John feels divine intrusion and in a .mystical leap of faith he assents to his vocation, And 'then divinity with-draws, and John is left to wait--to wait for his disciples to place him in the earth. And so, he does not hear, of course, the tribute he is paid: "I tell you, of all the children born of women, there is none greater than John" (Lk 7:28,). For he is still awaiting the ultimate birth, when Jesus the Messiah will deliver him from death. His. life is prophetic, not because of what he said, but because of how he .lived. The irony is that he did not know this. He was a man in process, with a heart full of questions, with a tongue full of words, with a head full of visions. He could never quite integrate the visions and the questions and the words because he lived in mystery. All he could do was wait~-- wait in silence and °darkness and faith--for the words to be uttered, for .the questions to be answered, for the vision to be fulfilled. And in this hi~ is our brother--and very near to us. Towards a Sacramental and Social Vision of Religious Life Philip J. Rosato, S.J. Father Rosato teaches theology at St. Joseph's College and also to the novices of his province (Maryland). He resides at St. Alphonsus House; 5800 Overbrook Ave.; Philadelphia, PA 19131. Today there are signs that the crisis which has marked religious life since Vatican II is waning. Religious watched the pendulum swing from an overly institutional conception of vowed life during the pre-conciliar period, to an overly individual condeption of the vows during the period directly after the Council. If the one conception was so communal that the individual religious suffocated due to a lack of personal freedom and self-worth, the other was so intensely individualistic that the religious froze due to isolation and loneliness as each one sought separately to gain freedom and identity. The one extreme was God-centered almost .to the detriment of the human; the other was man-centered almost to the point of excluding the divine. Now a new synthesis of these opposing conceptions is emerging. There is a felt need to correlate the spiritual and the human, the ecclesial and the personal, the eschatologic'al and the psychological? Thus a more sacra-mental understanding of religious life is in the air. Today's religious 'are struggling to keep God-centeredness and man-centeredness together in fruitful tension, just as the two foci of an ellipse, though distinct, form one ovular figure. This paper will aim at developing some of the dimensions of this new turn in the theology of the religious life. 1This search after a synthesis is evident in the Documents o] the XXXil General Congregation o[ the Society o[ Jesus (Washington: The Jesuit Conference, 1975L the central theme of which is stated as "Our Mission Today: The Service of Faith and the Promotion of Justice," pp. 17-43. 501 502 / Review ]or Religious, Volume 36, 1977/4 Religious Life and Contemporary Theology: Living the Third Section of the Creed One way of schematizing the different theologies behind each of the ex-tremes noted above would be to look to the Apostles' Creed, a key statement of Christian belief and a touchstone of all theology. Previously religious life was too Father-centered, too centered on the first section of the creed. The vows took on such an ethereal and transcendent dimension that many religious stifled their humanity in order to live out their promise to the Father. The other extreme, centered solely on the second (Son) section of the creed, resulted in an incarnational or Christ-centered theology of religious life. In this model the humanity of the individual religious could find breathing room again; Jesus of Nazareth was seen as a paradigm of human freedom and self-possession. This Son-centered spirituality, though a corrective to the first model, proved in the end to lead many religious to such an affirmation of the human person that the need to lose one's self and to qualify self-centeredness through radical openness to the divine dimension was overlooked. Many religious ceased to pray, viewed com-munity life as a denial of their freedom and the institution of the Church and of their own congregation itself as a hindrance.to social relev~ance and engagement as well as to self-fulfillment. As religious search for a new balance today, it might be possible that a theology of the Spirit, that is, of the third section of the creed, could offer them a new model by which to combine Father, centeredness and Son-centeredness.'-' If the Spirit is the bond of love between the Father and the Son, it may be that Spirit-theology could lead to a synthetic theology of religious life which, grounded in love for God and man, avoids stressing either God's transcendence over his immanence, or Godls immanence over his transcendence. A Spirit-centered theology of the religious life could well bring religious back to the kind of balance which is currently being sought in the mainstream of theological speculatiofl today.:' " Why is this so? The third section of the creed links the Spirit with the pneumatic life of the community, with sacrament, service and mission. "I believe in the Holy Spirit, in the one, holy catholic and apostolic Church. I believe in the communion of saints." According to the Spirit-model~ religious life would be viewed as a specific way of living within the com-munion of the saints.The third section also affirms the reality of forgive-ness and of grace: "I believe in one baptism for the forgiveness of sins." If this were underlined, religious life could be seen as 9 special way of living out the Christian life of forgiveness and of being totally dependent on ~Karl Barth and Hans Urs von Balthasar, Einheit und Erneuerung der Kirche (Frei-burg: Paulusverlag, 1968), p. 12. aAvery Dulles, Models o[ the Church (New York: Doubleday & Co., 1974). pp. 58-70, where Dulles discusses the Church as a sacrament, a model which balances visible and invisible aspects of the Church most directly. Towards a Vision of Religious Life / 503 baptismal grace? Finally, the third section stresses the eschatological hope .of all Christians for themselves and for the whole cosmos: "I believe in the resurrection of the body and life everlasting." According to this phrase, religious must be marked as men and women of daring, of vision, of hope. In short, a~ theology of religious life based on the third'section 0f the creed ,would be pneumatic, ecclesial, apostolic, dependent on grace and eschat-ological. Inca word, it would be sacramental; it would take both the divine and the human most seriously and keep them in continual tension. But sacramental means more than bringing the divine and the human 'into a synthetic vision. Sacrament in this context also has to do 'with the sign-function which makes religious life distinctive. Religious live from grace more~ visibly and more unmistakably, that is, more sacramentally, than other Christians. Their life is not better than that of the baptized layman or laywoman, but it is less ambiguouS a sign, a pointer, a witness to the 'reality of grace? Religious live at the center of the Church and yet point to its eschatological edge. They live in the world as much as lay people do, but they are fascinated by the frontier, by the "not yet" of the promised kingdom of God. Religious life thus has a prophetic and end-time char-acter. This particular form of ecclesial life gives unmistakable and visible expression to the pneumatic, enthusiastic and eschatological elements of faith which are essential to the whole Church. Religious manifest God's victorious grace in the world by pointing beyond the world: The com-munity of religious humbly gives witness to the reality of paschal grace for 'all~ men and women by living~totally from forgiveness and from hope. Sacramental thus means that religious unmistakably witness to the divine and to the human in Christ and in his Church, and that Christ!s restless dynamism and his restful faithfulness to. God a~d man are most clearly symbolized in the ~world through the lives of religious in the Church,'~ The religious as such are at rest and yet restless, very human and very close to God as Christ was. This is the sacramental, Spirit-cgntered quality of re-ligious life. , It would be wrong, therefore, to separate the sacramental character of religious life from its 'social character. For the social and the sacramental go hand in hand. The vows ar~ ~not private promises; they are public signs in the midst of the world which offer prgmise to all men and women of the ultimate alleviation of want and pain at the eschatological fulfillment of the human and of the natural world. Too often in th+ past the theology of the vows had tgo little to do with the poverty of the world, with its loneliness 4Joseph Ratzinger, Introduction to Christianity, trans, by J. R. Foster (New York: The Seabury Press, 1969), pp. 257-259. :'Karl Rahner, "The Life of the Counsels," .Theology Digest XIV (1966) 224-227. "Karl Barth, Dogmatics in Otttline, trans, by G. T. Thomson (New ~York: Harper & Row, 1959), p. 148. 504 / Review [or Religious, Volume 36, 1977/4 and search for love and intimacy, with its desire for independence and free-dom. Poverty, chastity and obedience were, as it were, divorced from the real needs of others. Today :it is important to view the vows in light of the social and human problems of the whole community of men and women,r Only in this light will religious life maintain its true sign-function. In the midst of human poverty, voluntary poverty says no to man's injustice and lack of concern for the brokenhearted and the hungry. In the face of the sexual loneliness and frustration of contemporary society voluntary chastity says no to man's search for warmth merely through uncommitted pleasure. In the midst of a world crying out for freedom, voluntary obedience says no to man's use of brute power and violence to bring about a more inde-pendent future. Today the sign-function of religious life, its sacramental witness to the power of the Spirit of God, must be seen as most .relevant to the social problems of the day. The more identical religious are to their vows; the more relevant they will be to society in its deepest yearning for liberation,s The future of religious life, therefore, must be more sacramental and more social. The rest of this p.aper will try to spell out these two themes by.examining each of the three vows. One preliminary question, however, still remains. Which of. the vows, by its very nature, is most clearly pri-mary, in that it best ,demonstrates the sacramental and social dependence of religious on grace? It would seem that obedience is primary, since, though many Christians may live a poor and a chaste life, only religious live out poverty and chastity in the context of obedience to other members of the communion of saints in their particular religious institute? Religious find God's will for them by discerning the needs of the world with the help of the religious superiors in the community. Furthermore, obedience is the hallmark of Christ's own relationship to the Father; he humbled himself to the conditions of his human existence and became obedient unto death. In what follows, therefore, the main stress will be put on obedience as the distinctively evangelical way of living in the communion of saints. Then poverty and chastity will be seen in light of obedience, Finally community life itself will be viewed as resulting from the three .vows" and as essential to the prophetic and critical apostolate of the religious, in the world. In this-way it is hoped that a view of the religious life of the future will be rDocuments o] the XXXII General Congregation o] the Society o] Jesus, p. 13. sJiirgen Moltmann, The Crucified God: The Cross o] Christ as the Foundation and Criticism o] Christian Theology, trans, by R. A. Wilson and J. Bowden (New York: Harper & Row, 1974), pp. 7-18. 'aKarl Rahner, ',A Basic lgnatian Concept: Some Reflections on Obedience," trans, by Joseph P. Vetz Woodstock Letters 86 (1957), pp. 302-305. As opposed to others, such as Ladislas Orsy whose work is cited below, Rahner chooses obedience and not chastity as the central vow, and sees poverty and chastity as two ways of living out the total commitment to grace which obedience signifies. Towards a Vision of Religious Life / 505 presented which is both more balanced and more relevant, more sacra-mental and more social. Obedience and the Human Cry for Freedom: Becoming Independently Loyal Religious When the early Christian communities came together, they were known for their desire to discover God's will for them through corporate discern-ment which had as its aim a concerted effort to preach the gospel and min-ister to the needy. Each member of the community was aware of his or her own gifts and was allowed to exercise them in the common task of wit-nessing to the grace of Christ in the world. Yet each individual was also loyal to the whole community. This type of fruitful balance between indi-viduals and the institution led the early Christians to see the relevance of their life-style for those outside the community who were searching for freedom as well as for unity."' For too long religious superiors in the Church did not allow individual religious to be independent, to exercise per-sonal responsibility or to find ways of making religious life relevant to the hunger for freedom in the world which marks the history.of modern man. As religious look into the future, it seems that obedience is a possible waY of expressing both the sacramental and the social dimension of being a Christian. Obedience is not the loss or relinquishment of personal freedom, but the means by which religious are more open to grace and more sensi-tive to the cry for liberation which is being heard throughout the globe.11 Through obedience religious give witness both to. the interrelation of the divine and the human in the world, and to the freedom of the gospel which has profound significance for the liberation which is so desired by all today. The religious obedience of tomorrow must therefore become more sacramental, that is, more unmistakably a sign of the divine and the human dimensions of freedom. The religious must become an independently loyal 'person. This means that more personal freedom on the part of the indi-vidual should lead to greater corporate fidelity and commitment rather than to less. If before, obedience either constricted religious or left them so free that they were not working together in a concerted way, obedience in the future must combine a healthy sense of individual inde.pendence with a pronounced sense of corporate responsibility for the preaching of the gospel and for the service of the whole human community. The more self-deter-mined and independent a religious is, the more ready he or she should be to accept the discernment of the community as it decides how the aposto-late can be carried out effectively. Thus obedience in the future should not 1°See-Martin Hengel, Poverty and Riches in the Early Church (Philadelphia: Fortress Press, 1974). 11Karl Rahner, "A Basic Ignatian Concept: Some Reflections on Obedience," pp. 299 and 308. 506 / Review ]or Religious, Volume 36, 1977/4 be understood as submission to traffic laws which govern the well-being of the community, but as a quality of ecclesial existence which is not an end in itself but which exists for the concerted apostolate of witness and ser-vice. 1'-' The individual charisms of religious should be fostered so that the ecclesial service of the whole congregation is intensified. In tfiis way obedience will have a pneumatic and eschatological character and be an unmistakable sign that the Church depends totally on grace by discover-ing God's will through a genuine listening to the fellowship of the saints. Once religious obedience regains its original sign-value by producing men and women for the Church who are independently loyal, this vow will no longer be seen as simply a private matter between the individual religious and God through his or her superiors. Obedience will be a sign to the whole society in which the religious lives and works. It will broadcast the fact that a life of faith has tremendous ,import for the liberation movement.13 What all men and 'women seek is a way of being free individually and cor-porately; in their scepticism over whether such a realization of corporate freedom is possible, they turn away from Christian revelation ~and ground their freedom on some other basis. Religious who can' live in obedience and who are still free to contribute their talents and energies to the human task of building' up the world in expectation of the coming kingdom of God offer the broader society around them a paradigm of human freedom in brotherhood. This societal dimension of religious obedience is not as emphasized as it should be. Religious tend to view themselves in abstrac-tion from the world which is searching for a genuine form of freedom. The eschatological sign-function of obedience, however, is that it speaks not only to. 'those in the Church and in the congregation, but also to those out-side it who yearn for liberation. In the future religious obedience must be so conceived .and so lived that it becomes a beacon of hope for those who hunger for independence in the context of interdependence.14 In this way religious obedience is itself an invitation to faith in Jesus Christ and to hope in him and his Spirit as the guarantors of man's search for liberation within a community. Poverty and the Human Cry |or Justice: Becoming Self-possessed, Sharing Religious , ~ ~ As was the case with obedience, religious poverty was often presented as an ascetical norm by which an individual religious could attain detachment from the world and lean towards God alone. This concept of poverty, how- 12Ladislas M. Orsy, Open to the Spirit: Religious Li]e alter Vatican 11 (Washington: Corpus Books, 1968), pp. 159-160. 13Gustavo Gutierrez, A Theology o] Liberation: History, Politics and Salvation, trans. by Sr. Caridad Inda and John Eagleson (Maryknoll: Orbis Books, 1973), pp. 104-105. 14Avery Dulles, The Survival'o] Dogma: Faith, Authority and Dogma it~ a Changh~g World (New York: Doubleday & Co., 1971), pp. 52-57. Towards a Vision o[ Religious Li[e / 507 ever, had two debilitating effects: it made religious doubt their own self-worth by~ creating in them guilt feelings concerning their use of material things, and it isolated religious poverty from real poverty and thus deprived the former of its relevance for the latter. Many religious lost all sense of their own personal dignity by never becoming responsible in their use of possessions. Often they were not taught how to 'treasure and protect the goods at their disposal. Poverty was more a matter of not using something than it was of sharing goods with the needy and the hungry. As religious look to the future, it seems that religious poverty will be a way of becoming self-possessed and yet sharing persons.1:' This vow should not make religious childishly dependent on superiors, but responsible Christians who share all they have and are with others. Religious poverty should open the hearts of religious to the cry of the poo.r for bread, for protection and for justice. The vow of poverty can only do this if it becomes more sacramental and more social. The religious poverty of tomorrow must take on its original sign-func-tion. It must be an eschatolog!cal sign of hope in the midst of human want. It can only do so if religious freely choose to identify with the poor in order to bring them to faith in Christ's promise to be with them in their hunger and' to alleviate their misery. Religious are not destitute, but they freely elect to be like the very poor, so as to share whatever excess goods they have with their brothers and sisters in poverty."~ In effect religious pattern forth a model, of a sharing. Christian community to the whole Chuich. In this way religious poverty regains its prophetic and end-time character. It urges the whole Church tO be equally concerned with the hungry and encourages those who live 'in unjust' circumstances to hope. in the Christ who became poor,for their sake and who is preSent to them through the love of religious. The poverty of religious is 'therefore not an end in itself, but a form of ecclesial life for the destitute, so that they can hear .the gospel and taste its power. Religious who are self-possessed, sharing people give witness to their dependence on grace in the use and possession of material goods. They are an unmistakable sign to the world that the Christian community does not exist for itself and is. not insensitive to human misery,lr Religious poverty is a catalyst which makes the whole Church bring the grace of Christ into the homes and the hearts of the poor. Religious poverty, as a.sacramental sign,,mustrediscover its sociological roots as well as its theological significance. Just as the Eucharist is a meal l~Horacio de.la Costa, "A .More Authentic iPoverty," Studies in the Spirituality o[ Jesuits Vlli (1976), pp. 56-57. 16David B. Knight, "St. Ignatius' Ideal of Poverty," Studies it, the Spirituality o[ Jesuits IV (1972), pp. 25-30. lrPhilip Land, "Justice, Development, Liberation and the Exercises," Studies itl the International Apostolate o] Jesuits V (1976), pp. 19-21. 508 / Review for Religious, Volume 36, 1977/4 which has social as well as re!igious dimensions, since Christ cannot be recognized in the eucharistic bread if he is not first recognized in the poor and the hungry, so religious poverty presupposes that the religious choose poverty because they recognize Christ's presence among those who are in ghettoes, in prisons, ;in nursing homes and in soup kitchens,is Byobeing poor, religious,,also identify with Christ in the helpless, the confused, the power-less, the uneducated and the injured even in the midst of affluence. This identification is not, as the Marxists claim, the way in which Christians sanction injustice. Rather. the religious chooses to be identified with the poor so that Christ's promise of ultimate liberation from want becomes a present reality for the destitute. The charity which being voluntarily poor makes possible is nothing else than the religious' desire to feed the poor in the name of Christ and thus to bring them more than bread, shelter, technical assistance and organizational techniques. The religious witnesses to God's grace in the face of the evil that does more than deprive the poor of food and power, but also deprives them of dreams and hope?"' Chastity and' t.he Human Cry for Warmth and Fidelity: Becoming Sexual and Celibate Religious At a time when the sexual revolution is sending shock waves through the institution of marriage, religious celibacy certainly ~akes on a different character than it did only a decade ago. In the past most people viewed the religious as asexual people who lacked human affection and warmth. This critique was partially justified. Many religious were taught to suppress their sexual feelings and even more their sexual identity, The beauty of human sexuality was often underplayed in formation, and religious were encouraged to live as though they did not have bodies, feelings, sexual roles or psychological needs for intimacy and friendship. Recently religious have rediscovered how to be at peace with the fact that they are sexual beings, and are now learning tO live with their sexuality by making it a vital source of energy and enthusiasm in their apostolates,'-"' Yet there is a deeper mean-ing to religious chastity which is opening up to religious in the face of modern man's frustration and loneliness in an age of sexual liberty. Many people feel isolated even in the most intimate of relationships and are exaspe{ated when the experience of marital love disintegrates into infidelity, separation or divorce. As religious become more aware of the need for bal-ance in their daily lives as celibates, they must also become more aware of the social significance of their total dependence on grace in the matter lsPhilip J. Rosato, "World Hunger and Eucharistic TheologY,," America 135 (1976), pp. 47-49. ~"JiJrgen Moltmann, Man: Christian Anthropology in the Conflicts o[ the Present, trans, by John Sturdy (Philadelphia: Fortress Press, 1974), pp. 116-117. ZODonald ,Goergen, The Sexual Celibate (New York: Seabury Press, 1974), pp. 115- 116. Towards a Vision o[ Religious Li]e / 509 of sexuality as this speaks to those who .are unable to make any kind.of lasting commitment."' There is no doubt that the religious chastity of tomorrow must be more sacramental than it ever was before. Religious must' be human and warm as well as genitally pure. The more their bodies and hearts belong to Godi the more they must be at the service of the love and the friendship of Christ. Celibacy .can no longer be an escape from affectionate relationships which can lead others to faith.'-'-~ A sacramental conception of chastity means that religious must be more free to give witness to the depth of divine love by practicing human love faithfully, Religious can only do this not by sup-pressing, but by channeling their sexual feelings and needs. Religious celibacy must not be seen as a relinquishment of sexual identity, but as a free renunciation of valid, though ambiguous, human intimacy and ex-clusiveness. Human sexuality is therefore an important force in the Church since it gives men and women the power to introduce others into the loving relationship with God which is the end of all love.'-':' A sacramental religious chastity would.~aim to combine a true .love ot~ God with a true 10ve of' other men and women. Often the sign-function of religious chastity is lost wlaen religious fail to love deeply on a human level precisely because they do not love deeply on the supernatural level. A proper balance of both affectionate love for God and affectionate love~for others is the challenge of being both sexual and celibate. Only if the religious loves genuinely, does he or she witness to the eschatological goal of all hum~in love when Christ will return in glory to lead to completion the men and women of all ages who have ¯ sought to reach out to others and commit themselves to him through them. The sacramental, then, cannot be seen in isolation from the social. If religious free themselves from exaggerated 6goism in the form. of self-serv-ing gratification which results in insensitivity to the needs of others, it is only for the sake of the kingdom of Christ and for the sake of others who are lonely, frustrated, unfree sexually or subjected to sexual abuse and lack of fidelity.:4 There is thus a very legitimate social aspect to religious chas-tity. This vow is not simply a matter,of private devotion; it has by its very nature a sociological function. This function is not simply critical in that' it protests against the excesses which result from sexual force. The sociological -°x John C. Haughey, Should Anyone Say Forever?: On Making, Keeping and Breaking Commitments (New York: Doubleday & Co., 1975), pp. 101-105. -°-~Ladislas M. Orsy, op. cit., pp. 94-97, where Orsy develops his thesis that virginity is the source of all other aspects of religious consecration. See also: Vincent O'Flaherty, "Some Reflections on Jesuit Commitment," Studies in the Spirituality o[ Jesuits 11I (1971), pp. 42-46. '-':~Donald Goergen; op. cit., pp. 220-223. See also: Pierre Teilhard de Chardin, The Divine Milieu (New York: Harper & Row, 1960), pp. 81-86. '-'~John 0. Meany, "The Psychology of Celibacy: An In-depth View," Catholic Mind LXIX (1971), pp. 18-20. 510 / Review for Religious, Volume 36, 1977/4 function of religious chastity is also positive. The religious models forth a pattern of human love which is not merely a blind effort to distract,man from death through embracing sexual pleasure. Christian love, as the religious :livesoit, symbolizes God's unswerving love for all and thus lends to, human love the character of a relationship with the source of all affection and warmth--God!s own trinitarian community of love. Just as obedience offers the human .search for independence an ultimate vindication, and just as religious poverty offers human want ultimate hope, so religious chastity has a social significance. It Offers the lonely and the frustrated, ~.who see human love as the only escape from absurdity, a vision of love which ultimately vindicates their own disillusionment over ,human. infidelity and hard-hearted: ness.~'~ In the person of the religious a type of faithful human love is ex-perienced which points to divine love and which thus attests that there is ~a deep, meaning to human tears and-hurt. In this sense religious chastity is sacramental as well as social. ,Religious Community and Christian Mission: the Locus of Healing Criticism o The basic thesis of this paper is that, just as religious faith in geheral has a sociological dimension in that it is concerned with justice, so also does religious life. The more identical religious are with their own tradition, the more able they are to criticize the society around them when it fails to live up to its responsibility to heal broken men and women.'-'~' Just as the whole Church serves faith by promoting justice, so the religious community lives out its prophetic and end:time sign-function by bringing the healing presence of Christ to the unfree, the poor and the lonely. The other theme, which has been woven into the first, is that religious can only be signs'of a critical and healing love if they themselves are balanced, Only if religious channel human talent and divine grace into an on-going sacramental.synthesis, can the~, carry out their call to be Christ's healing presence where men and women .harm each other by not living according to human,, and religious values.° The quest for personal identity which many religious are going through today is not irrelevant to the quest for the social relevance of the whole Church which is more pressing.:~ This paper would qike to assert that a more sacramental type of religious life would lead to a more socially relevant, precisely because socially critical, understanding of vowed life. -~Peter L. Berger, A Rumor o] Angels: Modern Society attd the RedisCovery o] the Supernatural (New York: Doubleday & Co., 1969), pp. 53~75. "~Pedro Arrupe, "The Hunger for Bread and Evangelization: Focus on the 'Body of Christ, the Church' in the Service of Faith and the Promotion of Justice," Interna-tional Symposium on Hunger: The 41st International Eacharistic Congress (Phila-delphia: St. Joseph's College Press, 1976), pp. 21-24.o -°:John Courtney Murray, The Problem o] God Yesterday and Today (New Haven: Yale University Press, 1964), pp. 119-121. Towards a Vision o[ Religious "Li]e / .511 -, In effect~ this paper is advocating that a Spirit-centered Christology~be the mrdel for an understanding of the sacramental, that is, the spiritual and the social, significance of religious life today. For. the Spirit-filled Jesus did not allow himself to be categorized or to be understood solely in terms of any of the typical expectations which were prevalent' in his time. Instead he insisted on his identity as the one who proclaimed that the kingdom of God is near. The close identification between Spirit-theology and eschatology in the Scriptures leads us to see that Jesus' eschatological message was the fruit of his Spirit-filled being.~ In him God's future broke into the world time. God's kingdom dawned upon man and offered the whole cosmos the ability to head towards a new future that was guaranteed to it by the fully Spirit-filled and glorified Jesus. A Spirit-filled person and a Spirit-filled community, therefore, is esgentially a critical one; it is restless until the c~osmos is complete, until the kingdom'of God breaks definitely int6 its rriidst. Yet it,is also at rest because that kingdom is already a present phenomenon through the Spirit's activity in the ecclesial°community spe-cifically and in the whole cosmos as well.~' Religious who live together at the heart of the .Church are particularly the locus where the Spirit's activity everywhere is made most visible and most inc~indescent. A religious com-munity is a critical'community because it is not totally at peace until the kingdom is manifestly present. This critical function of religious communities in the Church adds a special~character to all of the vows, to their life-together and to their apostolate. As indicated in this paper, all of the vows are eschatological, and therefore critical, by nature. Th(y do not criticize society for the sake of criticism, but in order to awaken all men and women tb the'presence of God's kingdom which is already hiddi~n among them. Religious are also 'critical of each other since they are corhpelled to urge their brothers and sisters to live in the presence of the coming God and to view all things, and especially the community itself, as elements ~of an as yet incomplete cosmos which needs the healing and purifying presence of the Spirit.:"' If religious are critical of many aspects of 'their community 'life, it is not because~ they are discontent by nature, but because they long for the ever-fuller manifestation of the kingdom in their community, and thUg call their ¯ fellow religious to be what they are meant to be: a sign of the eschatological promise of God in the every-day life of the world. Re, ligious witness to God's coming in the midst of~ man's coming and going. The same is true of the zsC. K. Barrett, The Holy Spirit in the Gospel Tradition. 5th ed. (London: SPCK Press, 1970), pp. 153-156. :gWolfhart Pannenberg, The Apostles' Creed in the Light o] Today's Questions, trans. by Margaret Kohl (Philadelphia: The Westminster Press, 1972), pp. 139-143. aopierre Teilhard de,Chardin, The Divine Milieu, p. 112. See also: Avery Dulles, "The Church, the Churches and the Catholic Church," Theological Studies XXXIII (1972), pp. 222-224. 512 / Review ]or .Religious, Volume 36, 1977/4 apostolate. Religious seek to make their work a sign, of the eschatological promise of God. If any work loses this end-time character and does not sign forth to others a longing for God's ultimate fulfillment of all creatures, it,has. Ios!~ its salt. Religious community, therefo.re, is not a haven of peace, but a place where members of the communion of saints strive to be ever more Church, ever more a community of pilgrims who await the coming of the Lord and work to prepare his way.:"- In the end religious communities, like the Lord whom they follow, canno~t, be categorized since they have a unique mission. That' mission is service.of men and women in the world with the specific intention of open-ing them to the Spirit who, is the bringer of the kingdom. Religious are not private individuals with an interior depth and an exterior way of life which facilitates and disciplines their co-existence for its own sake. Religious are social beings whose religious commitment is a public sign of God's promise. Their life is sacramental because it is a confluence of the material and the spiritual, the social and the religious, ~just as the being of Jesus was and remains sacramental.:~ Life in the third section of the creed is essentially sacramental life. A visible community of men and women exist in unity, in holiness, in universal openness and in apostolic service. They proclaim for-giveness and look to hope; they allow the Holy Spirit~to work among men, so that he can create a human body of men and women who are joined in word and sacrament to Jesus Christ. They are living signs in each genera-tion of the Church that the Spirit-filled Jesus will return and that he is in-deed already among men and women who wait in hope for him. The special form of life in the communion of saints and of life in the context of the third section of the creed make religious a healing and yet critical presence in society. As independently loyal, as self-possessed and sharing, as sexual and celibate persons who live in commun.ity and witness to the social dimension of the gospel, religious are a model Church in minia-ture, a local congregation of believers who have a sacramental as well as a social function.:':~ Their very existence is a visible sign that Spirit-filled indi-viduals in community can heal the brokenhearted and at the same time criticize the social institutions which are indifferent to the unfree, the poor and the lonely. In light of the thesis which forms the underpinnings of this paper, namely that religious life is both sacramental and social, it can be sa~!d that to deny either element would be to .lessen both the identity of religious life and its sociological relevance. The vows of religious make them into a community which can heal as well as criticize. Religious stand up in the cen.ter of the Churqh and, like Jesus at Nazareth's synagogue, .~lAvery Dulles, Models o] the Church, pp. 149-150. a~Edward Schillebeeckx, Christ, the Sacrament o1 the Encounter with God (New York: Sheed and Ward, 1963), pp. 13-20. 3aKarl Rahn~r. "The Life of the Counsels." Theology Digest X1V (1966), pp. 226-227. Towards a Vision of Religious Life / 513 identify themselves with the words from Isaiah which he chose to define his own mission: The Spirit of the Lord is upon me, because he has anointed me to preach good news to the poor. He has sent me to proclaim release to the captives and recovering of sight to the blind, to set at liberty those who are oppressed, to proclaim the acceptable year of the Lord (Lk 4:18-19). This is the sacramental and social function of religious life. The vows speak to the world in a way which reminds all men and women of the healing work of Jesus of Nazareth and which causes them to gaze into the future and to be critical of the present, since they wait for the promise that "the kingdom of the world has become the kingdom of our Lord and of his Christ" (Rv 11:15). Deep within "becoming seed," sheltered in soil of fertile earth, life stirred-- and broke the barrior of crusted shell. Rooting down and pushing up, till tender shoot, warmed.by sun and washed in r~in, ., ~ budded :i prelude of l~idden beauty among foliage of natured kin: ,Serenely being, silently becoming, patiently maturing-- flowered sleep---still heavy and cloistered. Gentle wind touches, but bends not the bough: Storm pellets thee earth, but yields vanquished to supple strength of maturing bloom. Nature's war ended, beauty emerges, uniqu~e witness of silent fidelity-- of woven strands of love, a flower unlike it~ kih-- beyond and beside all others. Humble~herald of "terrestial otherness," prophetic vision of "Celestial bliss." Sister Mary Nanette 'Herman', S.N.D. 1600 Carlin Lane McLean, VA 22101 The Kingdom of God --Our Home Donald McQuade, M.M. Father McQuade is stationed at the residence of the Maryknoll Fathers; Box 143; Davao City, Philippines 9501." Near the cross of Jesus stood his mother and his mother's sister, Mary the wife of Clopas, and Mary of Magdala. Seeing his mother and the-disciple he loved standing near her, Jesus said to his mother, 'Woman, this is your son.' Then to the disciple he said, 'This is your mother.' And from that moment the disciple made a place for her in his home (Jn 19:25-27). The Catholic Church has traditionally seen in this passage of John's gospel the role of Mary as the spiritual mother not only of the Church, but of each individual Christian--each of us who share by the mystery of grace in the very life of Jesus himself, Mary's son. In going beyond this basic insight, the pas'sage also reveals the incredible depths of the love of Jesus for all of his brothers and sisters, ~and perhaps in a particular way fbr those who, like "the disciple he loved," have responded to his invitation to leave all things and follow him completely,, and who continue today to stand with him by the cross. JesuS' words--and the graceful gift they contain-- spoken to John on Calvary, l~ave been repeated to all of his disciples and friends down through the. ages. They too, like John, are to "make a place for Mary in their home." But just where is the home of a disciple in which Mary is to live? It is obviously more than any physical reality. Even a "~,arm ~ind healthy milieu of loving human relationships, though necessary and contributory, still do not completely encompass the reality of a disciple',s home. For the home of a disciple must ultimately be conCerned with the depths of his faith, his hope and hi~s lov.e. It is there at the very roots of his being, where he comes in touch with God :an~l where the Spirit moves and breathes the life and the Word within him, that a disciple is truly "at home." 514 The Kingdom o[ God." Our Home / 515 Quite,simply, the home of a disciple is the kingdom of God. And the kingdom is ,within us (.Lk 17:21). A disciple makes .himself at home to the. extent that ~he: shares in the kingdom, to the degree ~that.the Lord lives within: him. And so, a chosen friend of our Lord is really meant to. be at home.:anywhere in the world. ~ On the night, before he died, Jesus promised his friends his parting gift of,~peace and joy in the Spirit (Jn 14:27)~ To be at peace and full of a deep and abiding joy; to be so free in today's regimented world that a ~disciple can be completely and fully himself---to others, to God, and to him-selfLto trust in the .Lord's care totally; to have a joyous and real hope .in life; to see the miracles of creation-and, of .God's loving providence con-tinually unfolding in the world about him despite the evil, the suffering, the sin.; to love deeply; and in turn to know and feel oneself incredibly loved .--this is a disciple's home; this is the kingdom of God on earth. However, the gift of a home in our Father's house which was prepared for~and given to us by Jesus (Jn 14:2) is, like,all his gifts, not an exclusive or selfish right for the disciple alone: It is given to be shared. It grows more loving and more profound to the extent that others are invited to enter into itnf0r we are compelled by Jesus,.himself to.invite our brothers and sisters into our home, into the kingdom. This is an invitation desperately"neede~d in~the.world today--the witness of men and ~women whose lives' reflect the peace and love of Christ and become an,, unspoken invitation t6 "come and see" the Source of such joy. So much has been written in recent years (and which can be readily seen and experienced all around us) of the alienation and loneliness of the men and women of our times. Threatened, on edge, never truly relaxed, so often without faith or a deeply meaningful .reason for life, many people today live, in Thoreau's phrase, "lives of quiet desperation." Increasingly, relief is sought in an excessive dependence on alcohol, in drugs, perhapg in hedonism or some other temporary escape. But the haunting and ultimately deadly loneliness, isolation and meaning-lessness of much of modern life always returns. This experience, so common today, of loneliness and despair, of never really feeling at home in the world is captured perfectly in Jesus" parable of the prodigal son. After the son has squandered everything he had in-herited on a life of debauchery, he is left totally alone, abandoned by his friends, reduced to a job of feeding swine while he himself is starving. In despe.ration he decides to return to his father, now emptied of all his former pride and arrogance, tremendously ashamed and feeling absolutely worth-less, a broken man, but a man who admits to being what he is--a sinner. He now seeks only enough to keep alive; and so he turns, to go home. In his state and in anticipation of meeting his father, he comes up with a prac-ticed, rather stilted request: "Father, I have sinned against heaven and against you; I no longer deserve to be your son; treat me as one of your paid servants." So he left the place and went back to his father. While he 516 / Review ]or Religious, Volume 36, 1977/4 was still a long way off,~ his father saw him and was moved with pity. He ran to the boy clasped him in his arms and kissed him tenderly (Lk 15: 18-21). The.son hesitantly ~begins to recite his rehearsed line, "I no longer deserve to be your son . ".but the father doesn't even hear him in his overwhelming love and desire to give back to his son all that he has. "My son was dead and has come back to life; he was lost and is found." "My son, after so long a time in lonely and desperate searching, in suffering and being shattered by despair. -. my son who was lost has.come home." Thankfulness, joy, peace--there is really no word to describe the feel-ing of a man or woman who has deeply experienced the infinite and tender love of God our Father personally. Nor can any words ever adequately con-vey the fullness of the kingdom of God--the loving home into which the Spirit leads us even now. The whole life of Jesus has been an incredible gilt to us. At the very end of it, on the cross, he gave us the gift he held most dear in this world --Mary his beloved mother, to be our mother. We are "to make a place for her in our 'home." For she truly belongs in o,ur home, in the kingdom of God within us. This home needs a mother; the kingdom is incomplete without her. For our home, the kingdom, is in the final analysis the life of Jesus Christ, the incarnate Son of God, within us, and concerning the mystery of his life, upon which all creation hinges, Mary his mother most definitely has a very special place. Mary: Type and Model of the Church Barbara Albrecht Translated by St. Lucia Weidenhaven, O.D.(7. Doctor Barbara Albrecht has studied Catholic and Protestant theology, philosophy and Christian social studies at Marburg, Ttibingen, Freiburg and Miinster, receiving her doctorate in Catholic theology. She is head of the Training Center for Parish helpers ¯ in both Bottrop and Miinster. This article originally appeared in Christliche Inner-lichkeit II, I. Sister Lucia is a member of the Carmelite Convent; N. unnery Lane; Darlington; Co. Durham, England D13 9PN. It is not particularly fashionable to speak about Mary. But for the sake of the Church, which we are ourselves, it is necessary--one could even say urgently necessary--to swim against the stream. What is our situation? Hans Urs von Balthasar hits the nail on the head when he says: "The post-conciliar Church has largely lost her mystic features. She has become a church of permanent dialogues, organizations, commissions, congresses, synods, councils, academies, parties, pressure-groups, functions, structures and changes of structures, sociological experi-ments, statistics: more than ever before a ma!.e church." Without Mary the Church becomes "functional, soul-less, a hectic brganization without resting-point, alienated . . . and because in this male world one new ideology replaces the other, the atmosphere becoines polemical, c~itichl, humorless, and finally dull, and people leave his Church in masses.''1 There are many reasons for ~this state of things. Let us disentangle a single thread and think for a while about it. Let us ask ourselves whether, perhaps, a sometimes excessively isolated Marian piety, no longer rooted in the theology of Christ and of the Church, has not contributed to this IK/arstellungen (Freiburg, 1971). 517 5111 / Review for Religious, Volume 36;~ 1977/4 situation¯ Not without reason does the glorious final chapter of the Dog-matic Constitution on the Church of VatiEan II point out that true devo-tion to Mary must grow from true doctrine. But this question we only wish to ask in passing. Our aim is to speak of Mary herself: to contemplate not so much what she is, but how she is what she is: anima ecclesiastica--the clear, transparent type and model of the Church. Mary as type of the Church: thus she was seen and loved esp~ecially by the Christians and theologians of the first centuries who pondered on the tremendous challenge this implies. If we moderns wish to know what it means to be the Church, we, too, have to think about her .again, because in Mary the Church's attitude is exemplified in crystal purity. We can here only sketch a few outlines of this Marian-ecclesial attitude. Mary--Type of the Obedient Church Let us recall the beginnings of our whole Christian and ecclesial existence: Nazareth; a young woman, Mary, taken into service by God as receptacle for his eternal Word the mighty, infinite Word; Mary, wholly listening, all openness, space for the Holy Spirit, type of a Church not regarding herself, not centered around herself, but always orientated towards God: at his disposal in unconditional obedience, lovingly bpen to his Word, and putting no limit~ in his way. l~either man,'nor the Church, but only God has all the right. Mary is surrendered to him "in strength and in weak-ness: in the strength of one who is ready for anything God or~dains, and in the weakness of one who has already been taken possession of completely, weak eno~ugh to recognize the power of God.''~ "My grace is sufficient for thee, for power~is made perfect in infirmity" (2 Co 12, 9). This directive is not only given to Paul, it is given to Mary, to the Church, to every single one of us. And whfit is the word which God addresses t6 Mary? The word of the good news of the coming of God, of the I~irth of the Lord among men, an-nouncement of the joy that shall be for all the people. The~Angel says t0 her, "The Holy Spirit will come upon you, the power of the Most,.High~ will overshadow you. You shall conceive and bear a son." He does not ask cautiously, "Would you be ready to receive the word of G0dT' No detailed explanations are given, but it is stated very definitely: so it shall be! This is an absolute divine command. Th9 weight of the grace that God should allow a human being to cooperate in the salvation of the world falls on Mary. Not her action, but the action of God "not her~'rea~li-ness, but that of God, is the first thing for man. The initiative rests with God, not with man. Mary's action, the cooperation of the Church, is accomplished in receiving, in the acceptance of the saving-act of God.oTh6 s~mple wholehearted Yes of obedient love is the answer. "I am the hand- 2Adrienne von Speyr. Mary: Type and Model o[ the Church / 519 maid of the Lord, be it done unto me according to your word." Uncondi-tional readiness for God's demand, obedience that cuts into the flesh; a response that is a plunge into an abyss, because it is God alone who gives fullness and content to this response, and to any genuine response in the Church. There is no margin left for any possible and justifiable ifs and buts. "You shall . " And on Mary's part there is no demand for ano.explana-tion, h new exegesis, as it were, for God could'not possibly have meant what' he said!--There is only Yes or No, surrender or refusal. The word is clear as crystal, and, so is the answer of obedience. We are at the origin not of a "stretched" or "colored" obedience, but at the origin of the "uncolored obediences" to use an image,of Adrienne von Speyr. "In self-evidence, be-yond all,discussion, all rationalization.":' Here lies the source given and received as grace--of the possibility to dare to say Yes to the complete discipleship, as Church and member of the Church. Here, in the obedience of Mary the Church begins to be the handmaid of the Lord--confronted with the total demands of the cidl of God. Here is the source, the spring of the clear sound of the Fiat rnihi which in numberless variations has been repeated and maintained in the. Church of God throughout the ages, and must be continued throughout time to come: an echo resounding eternally. The .prayer of St. Ignatius, for example, ig. one such variation, which has influenced the history of the Church: Sume et accipe . Take, Lord, all my,,freedom.' . One could~equally mention the life and prayer of a Charlesde Foucauld, an Adrienne von Speyr, an .Edith Stein, a Mother Teresa, or other ardent members of the Church in our day, They all live in the Church in the sign of Mary, obedient to the Father's will and open to the Holy Spirit. " Nazareth-remains all through Church history as the focal-point where freedom and obedience meet; where the spotlight is thrown on the invisible grace which makes it possible to say: "All freedom unfolds from surrender and the renunciation of unrestraint. A~i:I from this t~reedom in subjection," from the obedience of those totally committed to the Lord, "proceeds every kind of fruitfulness and holiness in the Churt:h."' It is for us .to ask ourselves whethe~r we have not forgotten these fundh-mentals. MarybType of the Church Fiile~d with the Holy Spirit The attitude of listening obedience toward God the Father, the attitude of openness and receptivity to the Word which is the Son, is at once also absolute openness to the Holy Spirit. Mary allows herself to be filled, be-albid. 41bid. 520 / Review for Religious, Volume 36; 1977/4 come a dwelling-place for the Spirit, gives him room within herself. Be-cause it can be.said of her par excellence: '~I live, now not I, Christ lives in me," it can equally be said of her--and it should to some degree be said of us, the Church--"But. not I, the Spirit lives in me." One conditions the other. Both demand of Mary to be a human being totally given over to God: her whole heart, her whole soul, and all her strength. It is a matter of total identification with the Fiat once pronounced. Partial identification is in-sufficient. The source of Mary's mission is that her being is filled with the Holy Spirit by the Son. This is reflected in the story of her visit to Elizabeth. The Spirit within her makes her rise. He is the finger of God that leads her and she allows herself to be led. He is the impulse and moving-power of Maryqthe Church---on her way to bring the Son as the One who is to come, to men. The Spirit, one with the Son, communicates himself like a spark to Elizabeth, moves the child ~ within her and allows Elizabeth to recognize: the Lord in Mary. The encounter between the young and the old woman takes place in the Holy Spirit--through the Son. and on behalf of the Son. And the Spirit urges both to joyful praise of God. "There are few other examples which make it so abundantly clear how grace always over-flows and ne~ver remains alone. It goes from Jesus--in the Spirt--to Mary, from Mary to Elizabeth, from Elizabeth to John, in order to be poured out here more fully, and return to its divine origin, thus increased?''~ It becomes clear that the Church can only be fruitful and enkindle the joy of the gospel in others, her apostolate being only then efficacious when it springs from the total identification with the initial Fiat mihi and all it implies. "One whole person is more efficacious in the Church than 'twenty half-hearted ones," is a saying of Adrienne von Speyr. And further: ecclesial apostolate is only fruitful when it is service to which the Spirit sends. Should our energies be exhausted in multil~lying schemes and activities, without the Holy Spirit everything we do is empty and shallow. ' Mary--Type of the Praying Church What is it that enables Mary to walk in the obedience of faith, without understanding what is happening to her? It is prayer. "Be it done unto me according to your word," is her prayerful answer to the Word of God. It is not day-dreaming. It is rather her extremely wakeful "amen" to God's speaking. Prayer does not begin with man, but with God. But we cannot hear God if we begin at once .to speak ourselves. It needs silence. Only in silence can Mary, can the Church, and can we perceive what God is saying to us, and then try to conform to it completely. Mary's prayer is objective, simple, childlike submission, not a prayer of many words and considera-tions: hers is the direct answer that God expects. And the uniting factor in ~lbid. Mary." Type and Model oJ the Church / 521 this exchange is again the Holy Spirit. Through him, God's Word comes to life and grows to maturity in her, Thi,s again is only possible because Mary continues to cooperate prayerfully. Her entire activity is envelrped in contemplation. "Mary treasured 'this word' in her heart" (Lk 2, 19 and 51 ). She ponders and savors it. This contemplative pondering over the Word in the heart of Mary does not only begin with the word addressed to her by the shepherds. It begins with the conception of the Word in her womb. It even precedes it. And this "treasuring" includes everything not yet under-stood, everything beyon.d her comprehension and possibilities. This treasuring and pondering of the Word of God is something like the Church~s womb. of. contemplation, without which there can. be neither spiritual vocations, nor spiritual life, nor theological perception. Adrienne von Speyr once called prayer "the key to theology that always fits.'~' We are inclined to forget this today. And that is why the Church, losing sight of Mary, often becomes, as Hans Urs von Balthasar sketches her: a church of activism, of many and shallow words, a church without silence, where theological knowledge can-no longer mature in patience, a church without lasting fruit. The Spirit overshadowing Mary is the Spirit of obedience and at the same time the Spirit of prayer; silence, and therefore of wisdom and knowl-edge, the Spirit of counsel and of all the other gifts necessary for the service of missionary witness and ecclesial theology. No one can grasp the Marian° ecclesial mystery or any other mystery of faith with his own unaided intel-lect. They remain veiled. But they can be encompassed "by the Spirit of faith, by that intuition of love, that sense for the mystery''~' that is given to the soul in prayer. This Marian attitude is necessary for the theologian of today more than ever before: the renouncement of possession, the renounce-~ ment of a neatly fitting truth, which he has grasped.What he needs most is not intellectual theorizing but "a committed surrender in faith and docility." Humility and recognition of one's poverty: this is theology as service in love, not proving what it believes, :but witnessing tO it in the strength of the in-sight into the mysteries of God which prayer alone can give. MarymType of the Believing and Hoping Church Mary is not onlythe type of the unconditionally obedient Church, bringing forth fruit for the glory of God. Nazareth is also the beginning of a way through the darkness over which one has no control, a way in Advent-faith, a concrete unfolding of Mary's fiat in time, and a preparation for the way of the Son. She allows things to take their course. She goes the way of being tested in everyday life--without angel, without light. "Mary did not say 'yes' once, in a great moment; she has carried this 'yes' through patiently, in silence Glbid. 522 / Review ]or Religious, Volume 36, 1977/4 and constancy.''r Mary has to live 'in concrete terms what it means to be-lieve, not only until the birth of' her Son, but at Cana and in the strange rebuffs of her Son and at the ~foot of the cross; to cling to that God whose thoughts are not our thoughts, and whose plans are mysteries; to be content that God is always greater, that. he is and thinks and acts as the quite other than .ourselves, To live faith as conformity, not arguing With God, but al-ways keeping step with him--always and everywhere, not for a time, but for-ever. o - Mary's Advent-r~ad of faith is one of hope, that does not rely on any strength of. her 6wn but on God's grace; a hope not without the wavering that is ours when we become aware of the ever greater God and his demands. For our effort is not made null but is fully necessary; hope that knows the fearfulness of wondering, whether: one will come up to the expectation; never; however, leading to discouragement but always aware that power is made perfect in infirmity. Mary--the Church--can never see herself other-wise than as the lowly handmaid of the Lord; a Church not powerful, but powerless, a Church .that disappears behind her. service, that is not self-regarding. And Mary is the absolutely positive model of this ChOrch. Here is also the place where we point to the silent and suffering Church and her fruitfulness in endurance. The silent Church has the deepest share in the Advent mystery of hope on this pilgrimage through time. Because she perseveres in patience, she bears much fruit. She brings forth her chil-dren after the model of the woman of the twelfth chapter of Apocalypse, in whom the ChurCh has always seen Mary: Mary not~ only as Mother of the incarnate Son of God but as "mother" in the universal sense: mother of many children whom she brings forth in pain. Mother and children are exposed to the Adversary, ~the' Evil One. Because he cannot touch the Son, and because he cannot destroy Mary and the .Church with his hatred; he 1falls upon the individual Christians--the "other childi'en" whom the "woman" brings forth. He makes war against them~ This war against the confessors and saints who "ke~p God's commandments and hold on to the testimony of Jesus Christ" (Rv 12, 17), has many faces: sub-human ones, inhuman ones, those Of the serpent, those of the dragon. The Adversary, the dragon, has been 'vanquished by Christ forever. That is why his last despairing efforts are still so powerful that "his tail wipes off one-third of the stars:from the sky" (Rv 12, 4). The power of evil does:not only reach the earth, it is capable of darken-ing the sky, since one-third of .the stars are swept away. It can extinguish hope, devour faith, and obscure love. This is a terrible possibility, and into this situation Mary--the Church--has been placed, into these eschatological sufferings for the world, a blind world without hope: Is this not th~ time for rKarl Rahner. Mary: Type "and Model of the Church ~/ 523 us .who are children of this Mother ;to support, today, in this hour the ".woman" giving birth, Mary--the Church--by trying "to. ,fulfill :the com-mandments of God and hold on to the testimony .of Jesus. Christ"? God's help does not exclude but includes the help of her children! .~This~help of God which ~sustains us is. also spoken of in the twelfth chapter of the Apocalypse. °God is near to the ,"woman," ,to Mary and the Church. He comes--he, is with her, protecting her in the midst of the battle. He,carries her on, the strong wings of his love. He prepares a place for her. Fiat mihi. This place is not one chosen by herself, in palaces and safe castles, but in the desert, in poverty~ in silence. There God is present. There he feeds her "for a time and two times and half a time." God feeds his Church. in every new today, so that she can continue to walk in .the strength of this food: on.the road that is her destiny. ~ All this:~ the battle, the endurance:of tribulation, the bringing forth of fruit in patience and suffering, the testimony held on to, the desert, biat also the 19ying protection of God who is our hope--all this is also demanded ot~ us and promised to us, who are the Church of today. . ¯ Mary and the (~hurch in Advent We have spoken of Mary as the type of the obedient, believing, hoping, Spirit-filled, praying Church. Like a luminous thread through this little meditation ran the thought: Mary on the way, on the road of hope and faith, on the move to encounter Elizabeth. Nowhere do we read that Mary's road was an easy one,. without obstacles or eclipses, without fears and hesi-tations. On this same pilgrim journey, the Church continues to travel, to meet the coming Lord, that great Advent which presupposes the first com-ing of God in the flesh, uniting the Alpha and Omega, beginning and end. He is the One who ever was and who is to come and who, hidden under the veils of his presence as he w~s hidden in Mary's womb, determines every present moment, including every moment of our own lives. He is there, Emmanuel, God with us and.for us, even though we are still on the way, in faith, as Mary was during her ~earthly pilgrimage. He is Emmanuel,' even tho~ugh'we are engaged in battle with the adversary, even should this battle 3~et grbw~fidrcer. The Loi'd walks, battles and stiflers with us, because he has made our battle~ ahd sufferirigs his own in a~ unique., way. He is~already the victor, carrying and protecting us, and he will always be with,us, On this road, the Lord takes Mary, the Church and each single one of us into his service: Our mission is to~ be witness and our witne~s is our mis-sion- no one i§ excluded. Everyone C'an and may and must.-.take ~art in the work of b~ingihg God to ~en, of making him present t9 men. The Christian has an Advent task. He is called to cooperate in kindling the hid-den longing for God which is in every man, just as it took place between Mary and "Elizabeth. Through human beings, through the Church, God wants to show his presence, and bring his joy into the darkness of our 524 / Review ]or Religious, Volume 36, 1977/4 prayer, our faith, and our hope. "God wants His own in joy.''8 And he wants his Church to proclaim the great joy, the good news, on the way. But we have to remember that joy is born from the obedience of the Fiat mihi, from a surrender that day after day commits itself anew to the unpre-dictable God, to his unfathomable and demanding will. It is a joy that does not ~o much look back at something that is complete and behind us but that looks forward and makes men raise their heads to look for the One to come. He conies in every "new today--in the midst of the desert of our times. But the Church--and that is all of us---can live this joy in obedience, in faith, in hope, in suffering and in praise only when she shakes off her for-getfulness and allows the Spirit."to remind her again of all things," in order to ponder and treasure the word of the Lord again in her heart. This alone will re-awaken in us Christians the longing for the final coming of Christ, and make us cry out again in the Spirit ahd in love: "Maranatha! Come, Lord Jesus!" SAdrienne von Speyr. -o It should give woman a feeling of exaltation to know that she--particularly in the " virgin-mother Mary--is the privileged place where God can and wishes to be re-ceived in the world. Between the first Incarnation of the Word of God in Mary and its ever new arrival' in the receiving Church, there exists an inner continuity. This and only this is the decisive Christian event, and insofar as n~en are in the Church, they must participate--whether they have office or not--in this comprehensive femininity of the'-Marian Church. In Mary, the Church, the perfect Church, is already a reality, long before there is an apostolic office. The latter remains secondary and instrumental in its representation and, just because of the deficiency of those who hold office (Peter!), is so made that the grace transmitted remains unharmed by this defi-ciency. He who has an office must endeavor, as far as he can, to remove this defi-ciency, but not ~by approaching Christ ~as head of the Church, but by learning t6 express and live better the fiat that Mary addressed to God one and triune. Hans Urs von Balthasar ¯ L'Osservatore Romano, Feb. 24, 1977, p. 7. Chapter: A,Community's Call to Conversion Colette Rhoney, O.S.F. Sister Colette is involved in the ministry of prayer, spiritual direction and retreat work. She resides~at 1340 E. Delavan Ave.; Buffalo, NY 14215~ While examining the technical aspects of a chapter and ways of imple-menting its decisions, it is also necessary to examine the results of a com-mun. ity's chapter as lived by the individual members of the congregation. Father Conleth Overman, C.P., recently presented a thorough development of.chapters from the "imposition chapters through the .liberation chapters into the. planning chapters."' The lived experience of this development and the future involvement of members takes place in the on-going conversion of each individual sister. In order to implement the plans, the mission and the decisions of a chap-ter by. the.members of a community, these members must recognize that a call to conversion becomes part of the spiritual dynamics of the chapter. :This call to conversion remains through the months and years ~that follow a chapter in the daily death and rising of each member of the community. It becomes an essential element in the process of community life, making each member aware of her attitudes toward the community in general and toward members in particular. The summons to continued growth leads each one to examine her response to the Spirit who bids her grow. Basically, conversion is a change of heart and attitudesmit is taking on the 'mind and heart o~ Jesus Christ. Within the religious congregation, con-version lies in our openness to experience God's calling us forth through 1Conleth Overman, C.P., "Chapter--An Opportunity," Sisters Today, June-July 1976, pp. 651-655. 525 526 / Review ]or Religious, Volume 36, 1~977/4 ~ the power ~f the Spirit, to ~examine, as our foundresseS did, the life of Jesus and to find a modern response to his salvific ministry. The successful chap-ter is not one that ends with a written document, but one that leads to con-tinuol discernment and growth in personal conversion. The elements of this conversion would seem to be those of penance, healing, reconciliation, and confirmation. Penance Penance fundamentally involves the grace of change, and so also do most new constitutions formulated by a community's chapter. Penance 'is centered in conversion, in metanoia, an admitting one's own sinfulness before God, self, and neighbor. It is a turning to God and self and neigh-bor in a serious attempt to grow in the knowledge, love and will of God. The grace of a new-found trust in God's fidelity amid our own infidelity leads us to an openness before the Spirit. This openness graces us with the desire and courage to surrender to the voice of the Spirit as expressed in the documents of the chapter. Metanoia is continual, a constant, thorough, on-going, despite the human weakness which We all carry with us. ~The belief, in hope, that God-with-us can do marvelous deeds, impo~sibie ones, moves us on even in the midst of our woundedness. Healing Those who have experienced the"healing p0~,er'that is possible anibng chapter members who have been gifted by.grace and trutti in the S~irit, the community and each other-~can bring themselveg" to believe and to work for the healing Of the whole community. The day~ ankl w(eks follow-ing a chapter are seeded with opportunities for th~ healing of memories, of personal and comhaunal hurts sustained during the long hours of debate, dialogue, and discussion. There is a time for everything; and"the period immediately after chapter seems to be an appropriate time for the healing of the mistrusts and mistakes made in the process Of chapter, i3od's saving action in our lives heals our wounds through Jesus--=and calls us forth to minister'a like healing to one another. Redonciliation Before we can know the power of recc~nciliation we must pe~:~onally experience the forgiveness of God. /~fter positioning' ourselves wiih the prodigal son or his jealous older brother, we turn back' to our loving Fatl~er who longs for our return. Our weakness and failures do not discourage him from stretching forth to eml~race us, to welcome us b~ick and to~ cele-brate the occasion with the entire household. The forgiving Francis of Assisi words it this way for his followers: There should be no friar in the whole world who has fallen into sin, nb matter how far he has fallen, who will ever fail to find your forgiveness for Chapter." ,4 Call. (o Conversion /o 527 the asking, if he will only look into your eyes. And if he does not ask forgive-hess, you should ask him if he wants it. And should he appear before you again a thousand times, you should love him more than you love me, so that you may draw him to God.z The sacrament of forgiveness, of healing, of reconciliation takes flesh as we offer ourselves to the power of God's Spirit and one another. The "grace" of our own self-righteousness must die before we can gift another with new birth in reconciliation. What succeeds from any chapter proposals for the building up of the kingdom will be rooted in the spirit of forgiveness among the members. As this forgiveness and reconciliation takes hold, the members of the community can extend this Good News to other members of the kingdom. Confirmation Perhaps the success or failure of a community chapter can be determined by the conversion of its members. The signs within the community that the ~vord and action of the "Spirited" chapter are still, alive would seem to be the lived forms of these document-words uttered in ,the lives and ministries of the members. The decrees of a chapter wi.ll not be understood completely or effected immediately. However, the on-going affirmation of its statements _i_s a sign of confirmation by the Spirit of Truth. ,The signs of the individual sister who is graced in the decisions and odocuments of her community's chapter will be an increased faith in her vocational call, the harmony pf her own being and the courage and determination to live out the written word. Conclusion As each of us enters into chapter planning,or emerges f~rom the process involved in the search for the new direction of religious life, let us be en-couraged by Jesus' words: . . . the Advocate, the Holy Spirit, whom the F~ther will send in my name, will teach you everything and remind you of alibi have said to you. Peace I bequeath to you, my own, peace I give you, a peace the world cannot give, this is my gift to you. Do not let your hearts be troubled or afraid (Jn 14:2.6-27). -°"Letter to a Minister" in English Omnibus Edition o] the Sources (Chicago: Fran-ciscan Herald Press), p. 110. " Contemplation Vera Gallagher, R.G.S. Sister Vera's work is described in her article. She resides at Christ the King Convent; 11544 Phinney Ave., N.; Seattle, WA 98133. I was fifteen when I.decided suddenly, totally, to join a contemplative religious order, God's call 'was clear, if abrupt, and I responded~ whole-heartedly. My parents, however, were unwilling to consent to either the Carmelites or Poor Clares, my first choices. Because I was equally reluctant to wait until I was eighteen, we compromised. They agreed to the Sisters of Charity of the Refuge, then a cloistered, contemplative order devoted to serving and rehabilitating delinquent teenage girls. ,~ Always protected, I knew nothing of delinquency. But, having read widely the books in my parents' bookcases, I knew a great deal about prayer. And into that I threw myself. Between meditation, Mass, Office and reading we devoted about three and a-half hours daily to prayer. I gobbled that up. Sundays were free, so I turned to six or seven hours of prayer then. While I was a second-year novice, our isolated convent in Vancouver, B.C., joined the Good Shepherd Order--world-wide, devoted to the same work, and with the same emphasis on prayer. For six weeks I was sent to a Good Shepherd novitiate in Minnesota, and then became professed. Shortly, I found myself teaching in our special education schools (spe-cial, not because our girls were retarded but because they had missed so much school), then sent to college, then appointed principal. So I wandered, principal of our schools, from Minnesota to Washing-ton to Montana to Nebraska to Colorado; back to Montana, and Minne-sota, and Nebraska. All the time, while I willingly served wherever God 528 Contemplation / 529 called, I lived a split-level life: level 1, being principal; level~2, being a con-templative. What hours I could beg, borrow, or steal were unceasingly devoted to prayer, my primary calling and delight. Over and. over, I asked God why he so clearly summoned me to contemplation and so obviously assigned me to administration: He did not reply. ~ Finally, when state and child-care agencies' rulings came to the point that religion, of whatever denomination, could no longer be freely taught and promoted, and when my order had meantime emerged into one no longer cloistered, no longer primarily contemplative, but apostolic, I re-quested a change of work: from education into pastoral ministry. Forthwith, I was engaged by a medium-sized church in Seattle. Here for three and ~a half years I have rediscovered and---finally--integrated my vocation as contemplative and apostle. Lilurgy In the convent, we had observed the church year but, somehow, it had usually passed me by. When I joined, as staff.,person, our Liturgy Commit-tee and discovered lay people studying the gospels, creatively designing methods of changing background, music, space to emphasize each mood of the liturgy, really living, in mind and spirit, every aspect of worship to make it compellingly clear to the congregation, I burst alive to the wonder, grandeur, simplicity, lowliness of the worship of the Lord. Personal prayer had meant too much for me to have become aware of the ever-chan~ing, challenging worship of the Church. Now that same liturgy, parish-celebrated, summons me to a. communal meal of adoration, love, and thanksgiving wherein each of us enriches the other by his/her gifts of insight and prayer, and all of us complete each day of living worship more attuned to God because we know our neighbor better, while all the adjunEts to worship which we have designed emphasize, in color and shape and texture, kaleido-scopic stories of God's relationships with his people. Home Visiting Most nights I am out visiting families throughout our widely scattered parish. Generally, these visits are devoted to pastoral counseling, spiritual direction, theological up-dating, accordir~g to the various requests and desires of those whom I visit. Simply and easily, as we chat together, people often share with me their experiences of God. Coming from men and women I know, in the simplest of everyday language, those descriptions of personal encounters with God leave me so silently breathless that I feel as .though I ought to be kneeling. There is the man who drank a fifth a day, smoked heavily, lived with little regard for God's law---but whose wife prayed for him unceasingly. One day, in total self-disgust, he turned to God and his wife in heart-broken sorrow. Such an overwhelming visitation by God was granted him that he 530 / Review for Religious, Volume 36, 1977/4 never as much as desired alc6hol or cigarettes again. Because he was so overpowered by gr~ice, he quit work for two years to pray, ponder, meditate, absorb the wianders he had seen. When I came to his apartment, Bob's greatest, desire was for an in-depth discussion of the~ works of St: John of the Cross. He had read, comprehended and loved every word in the saint's writings. He quoted them to me easily, expounding on their beauty. And I --- I felt like a child listening to a master of the contemplative dire. .There are Richard and Nancy, a young married couple who,have taken private vows of poverty, chastity and obedience to free themselves for con-templation. Their .lives are totally regulated by their need for prayer, Each works half-time, earning only enough for a simple life,~giving away anything in excess. They rise very early in the morning for their first hour of prayer together, meditating daily for a total of three hours. Their love for Scrip-ture is so great that they have memorized whole chapters, setting them to music. Their sights are so irrevocably, irresistably fixed on God that they see nothing unusual about so living. Naturally enough, their parish commit-ment is to the St. Vincent de Paul Society. I could' write story after story, each thrilling, . about parishioners who, through the ~scintillating brilliance of everyday living in closest harmony with the Eternal, direct the onlooker, like the whirling lights of a police car, straight to God. Pastor Very few diocesan priests have ever been canonized. I used to believe this was because of a life which, de facto, militated against sanctity. I have discovered the reverse: lives so simply and poorly dedicated to Jesus that no association or congregation has been built up to study the individual, obscure life, promote tit, pay, for its publicity, push it through to canoniza-tion. In our parish we have team ministry: the staff consists of one priest, three sisters, two deacons and one deacon's wife on a volunteer basis, and one single young man. All decisions are reached by consensus. No one per-son leads, directs or governs. In this situation, the pastor could be lost. Our pastor lives his very busy, very undistinguished life according to one principle: what"would Jesus do? His consequent devotion to poverty, love, service, compassion, understanding is such that I watch him to see Jesus incarnated again. I remember my first Christmas in the parish. Father '~X" brought me to the :tree in the rectory, surrounded by gifts. "These are my Christmas presents," he said. "Take whatever you wish." Then he handed me an en-velope full of bills--half of the money given him for Christmas; the other half he gave to another sister. That was my first introduction to the stark poverty of Father "X's" life. He has no savings account. He uses his salary primarily to give it away to whichever person asks for it first. His days off and vacations are simple, ¯ Contemplation / 531 usually spent with other priests. He shares his rectory with whoever comes along: currently two priests are resident; the young youth minister and the male head of the liturgy committee live there; whatever man is unfortunate, poor, in need of an overnight accommodation gets the one room which is left. In ,that last room I have discovered a poor black family passing through town; a .veteran with amnesia waiting for an opening in vet's hospital; a disturbed man with a knife.under his pillow awaiting transportation to Cafiada; a chef wit.hout .a job, and many others. Finally, in the housekeeper's apartment in the rectory, lives a talented drummer Father "X" picked up off the streets, homeless, hooked on drugs and alcohol, hungry. Totally re-habilitated now, he does his own thing from the rectory, and will, until he feels safe enough to move out on his own. Naturally enough, the rectory has become everybody's home. Father "X" owns nothing which he does not share. The parish drops in, commit-tees meet, people come for appointments, and all of us learn that the parish is more than a church: it is a radius of sharing love--a koinonia--a dia-konia-- a drop-in center--a haven for all in need. ~ The words of~ Script:ure are inspiring. But meditating and praying over them has not ,compelled' me to follow Jesus as forcefully as has the life of a diocesan priest devoted to making .that Scripture alive--today, now. Preaching About every six weeks I preach on weekends. What I have learned thereby would fill an encyclopedia. To compress the messages of the readings of the Sunday into a ten-minute homily means that those readings must be meditated over, pon-dered, searched, re-searched until they become a light glowing in my mind. So brightly incandescent does that one word become, after the hours of contemplative prayer devoted to it, that neither writing it down nor memo-rizing it is.necessary. Also, I need stories, everyday tales, to illuminate the gospel of. yesteryear into the imper~ative of today. So I reach back through my life, or into the stories of their lives which parishioners have shared with me, or into the happenings of this particular calendar month of 1977. And in so doing, I discover how truly each occurrence of everyday an-nounces, again, the coming of God's kingdom, the incarnation of his Son. I discover, too, that in nothing have I ever been alone: those experiences I tfi~ought to have been most personal, most private, most singular become, when shared in the light of the gospel, the most universal experiences of my congregation, the ones they tell me they know and have lived. I ha.ve learned that nothing should be hidden because God is alive in all--writing straight with crooked lines--so that the whole world with its sins, its sorrows and its shortcomings--and its soarings--becomes one sung paean of praise to the Almighty. Translating that song into simplicity is the task of the preacher. ' 53:2 / Review ]or Religious, Volume 36, 1977/4 Fasting Often throughout my life I have heard God's call to fast, and almost as often shuddered and said "no," hurrying on my way. One Sunday in the parish, three different persons told me that they were leaving the Church because of their problems with the institutional Church. I was stunned. In our parish we have, I thought, everything: a priestly priest, excellent liturgies, first-rate music, good preaching, a devoted community. What else could we offer? And three parishioners were still leaving the Church! I prayed for enlightenment as to ways to help~for I knew both the men and the young woman very well. Clearly I heard the words: "This kind of devil goes not out but by prayer and fasting." Those words left me with no alternative: pray, I would; fast, I must. For four months I fasted. Meantime, one man and the young woman not only came back to the parish, but became deeply involved in parish activities--much more so than usual, The third young man had dropped out of my sight. I continued to fast and to pray, a bit hopelessly. Th6n, one night, as I stood in the convent of a distant parish, Rob walked to the door: We looked at each other, and embraced. He had come, he told me, for a meeting of youth ministry in the parish: he intended to get involved; and he said that he had joined the choir. "I searched for something better than the Church," he said, "but I couldn't find it." That convinced me of the value of fasting in the service of the Church. Now I frequently fast: a week here, a week there; now a month; then two. Fasting brings me closer to God in prayer, but without the real-life motiva-tion of the parish, I would not persevere in it. Ecumenism Eight Protestant and two Catholic churches, one of which is ours, cooperate in our neighborhood. The ministers of the churches meet twice monthly, the laity meet once a month. As soon as I was engaged for work, Father "X" involved me in CHOICE ("Churches Involved in Common Effort"). The first really important happening was our ministers' decision to keep a prayer diary, meet weekly, and share. For me, the decision was no less than terrifying; prayer had always been very personal, very private to me. However, my curiosity as to how Protestant mirdsters prayed was so great that I consented to go along. We continued for one year. I discovered many things: foremost, perhaps, my realization that not only were Protestant ministers comprehending of contemplation, they also lived rich and variegated prayer lives of their own. I discovered a pyramid of errors in my past concepts of Protestant ministers: Contemplation / 533 Celibacy is not absolutely essential to the developm'ent of a rich prayer life. ¯ The gospels apply to all persons of whatever denomination; within them, God lives for all. God reveals himself to whoever wholeheartedly searches. Protestants, by their eagerness and uprightness, can challenge Catholics. .Catholicism does not have an edge on the ecclesiastical market: I learned to share my prayer, my closeness to God, my silences in his presence, my ecstasies in the love of his sheltering arms, and to feel myself totally accepted and understood in what I would formerly have considered an.inappropriate company: a circle of Protestant ministers! That experience has been one of the most important, most radical in my life. It lifted me suddenly and freed me from the parochialism in which I had been reared. In many ways the CHOICE churches have cooperated to make God better known, more real, better served in our area and neighborhood. All of. this I have found enriching to our congregations, as well as truth-reveal-ing to me. God is found in truth, not in error. We must reach out, beyond ourselves, to discover where those unknown errors lie. Social Justice When I was less wise, I attended some social justice workshops at a large university and came back, I thought, permeated with an urgency 'for social justice in the world. I preached a couple of sermons on the subject and was disappointed to discover that my congregation was not totally with me. Figuring that I must be, in some way, stumbling about in wrong turns, I decided to let the matter drop for the time being. Then I discovered a group of parishioners who wanted to form a social justice committee, another grouWwhodesired to organize for Bread for the World, a third who wanted to create a St. Vincent de Paul Society to care for the poor, the hungry, the frightened, the homeless, especially in the area contiguous to our parish. I assisted each group in its formation, and met with them. There I discovered hard-headed; practical Christians who cared about the hungry homeless men and women next door, in preference to those a continent away to whom they were not sure they could get bed and ~board. Meantime, I discovered that our parishioners were ready to pour money into the St. Vincent de Paul Society when they knew it was immediately transferred into relief for the very poor; they were delighted to contribute food to a neighboring parish in the Central Area for its Food Bank; they were eager to organize to provide legislatively for the food needs and ap-propriate distribution centers with adequate safeguards for the hungry of the world,, They had been turned off by sermons~which revealed to them a naivete and lack of pragmatism inherited by me from Academe. "534 / Review ]or Religious, Volume 36, 1977/4 , Because money, efforts, work flowed freely to the really poor, I found myself involved with the impoverished. The ideals of social justice and the thundering of. Isaiah had sounded out like trumpet calls, but dealing with the querul.ousness, and the unrealistic, improvident needs of the poor, first-hand, became a different and much, more challenging matter--one which I would gladly., have ducked. But Jesus lives hidden in the difficulties, de-mandings, despotisms of the poor; and, with the aid of our laity who give of their time without counting, I have found him there. I must admit it: it was easier, more pleasant, more justifying to h~ave discovered God in. social justice workshops on broad grassy campuses among .nice people ~dressed in clean clothes than among the very poor, improperly dressed, poorly housed, querulous, and sometimes "ungrateful" impoverished. Contemplation Finally, this article closes where it began: with the quest for contempla-tion. Contemplation is not, as once I thought it was, a way of prayer, Contem-plation is a way of fife. Truly, in embracing .a religious life devoted to cloister and to .prayer, I chose a life-style immediately preparatory of contemplation. I had not, how-ever, counted on the life-style changing radically from one of cloister ~0 one of intense apostolic activity in interaction with the ,world. When that hap-pened, I scarcely knew which way to turn. Now, I realize, it didn't even matter, God lives, in the world. God created that world, and made of it his' own cloister. The more we know and interact with God's world, provided we. keep aware of what, in fact, we are about, the more imbued with God we be-come. On silver trumpets, my parish has called forth the name of God from every cornet wherein I have sought him and his people, and from other corners into which, unseeingly, and unknowingly, Ihave wandered. J I have found God vibrantly alive in people's homes; on the deserted city streets which I may be walking at midnight; in ch6i'ch; in poverty; in fasting as well as in restaurants; in priest and in people; in the hitchhikers I have picked up; in the cold, wet weather and the .Seattle sun; in the puddles I have plodded through and on the dry, comfortable kneelers in church; in the pants I wear,to keep warm and in the skirts I adopt to look good; in the faces of parishioners and in the stranger's' smile I meet at an intersection when-we bump into each other and apologize; in Protestant ministers and in Catholic laity. ' God encompasses me. He attends my lying down°and my getting up. His shadow cools me in the day and ~warms me at night. He guards my "waking hours and my broken dreams. He loves me alone in the midst of crowds. God is my be-all and end-all; he is my life. And that, I think, is contemplation. I have reached it, at last. Prayer and Freedom of the Spirit Maria Edwards, R.S.M. Sister Maria is Secondary Rdigious Educ'ation CoOrdinator ,for the diocese of Nash-ville. Her last article in these pages appeared in the July, 1976, issue. ,Her office is located in the Catholic Center;. 24~00 21st Ave. S.; N~shville, TN 37212. One day Jesus stood up in the synagogue and read the~following passage from Isaiah: "TheSpirit of the Lord has been given to me;°for he'~has anointed me. He has sent me to bring the good news to the poor, to proclai~m freedom to captives, and new sight to the blind, to set all captives free, and to proclaim the Lord's year of favor" (Lk 4:17-19). As ~eligious are we able to affirm the statement that the Spirit of the Lord has .been given to and accepted by us; are we certain that he has anointed us and called us his own? The more certain we are of his love and his presen~e~ the clearer do we hear his invitation to. proclaim .the good news, to be his special ministerg,'to be his disciples. As we allow the.Spirit room to move in our lives, we begin to feels, the urgency to help others to be more aware and more open to the working of the Spirit. within them. People are yearning to hear that this is the year of the Lord's favor for them, that now is the day of salvation. Prayer is our proclamation that Jesus is risen and is living, among us--that he not. only exists but that he is present and alive in all who believe in him. Prayer is our expression of hope in times that to many ~people seem hopeless. It is our conviction ,of faith, lived in'a world that seeks proof for everything. It is our experience of love reaching out and touching persons who are the abandoned, the forgotten;° the bitter, the disappointed, the poor, the disgruntled, the spiritually blind. Prayer is freedom! It is life lived in the fullest manner, for through, prayer we are healed and set free again and again. We are con-stantly being formed into new creations, into the very image of God, How many of us have been set free by the love of the Lord and then 535 536 / Review [or Religious, Volume 36, 1977/4 have allowed ourselves to be bound up again? How many of us are like Lazarus waiting for Jesus to call us forth again from the tomb of our own selfishness, our own complacence, our own indifference to a world that needs our help in order to be set free? How many of us are still bound up by our past lives, our past experiences, experiences which may have hurt us so deeply that we have vowed never to open ourselves to love again for' fear of being crushed again in the process? How many of us have wrapped our-selves up in our own burial cloths and have settled down for a long, slow, comfortable death? To live as Christians in complete freedom demands too much effort, too much dying to selfishness. "If today you hear my voice, harden not your hearts." In God's eyes it is never too late to begin again. He wants us free to love and be loved. Will we give the Spirit full reign in our hearts and lives? Are we willing to risk being a part of what we pray for: peace, love, joy, hope, freedom? Are we ready to take responsibility for our prayer, no matter what the cost? Can we honestly place our lives freely and unreservedly in God's hands? If we refuse to take the risk with Jesus, our prayer will become a selfish enslavement rather than a real liberation in the Spirit. "For freedom Christ has set us free; remain free therefore, and do not submit again to the slavery of sin . . . for you were called to freedom, brothers, but do not use your freedom to do. wrong, but use it to love and serve each other as the Holy Spirit directs . If you are living by the Spirit's power, then you will follow the Spirit's leadings in every part of your liv.es" (Ga 5: l ; 13; 25). What Is Freedom? Freedom is being open to new awarenesses of who we are, who God is, and what life is and holds. Persons who are truly free are persons who are able to live in faith. They are in touch with, and willing to share their weak-nesses as well as their strengths; they are able to grow with the pain as well as with the good times. Since they are people of faith, people who believe in the now, they are also people of hope, people who believe in the tomor-row. They admit that they do not have all the answers, that they do not possess all the truth, and this very admission sets them free to grow in the spiritual life. ,. Definitions or descriptions of freedom are as varied as the persons en-deavoring to explain them. But to Jesus "freedom" meant everything. It meant his very life. "I have come that they might have life and have it to the full" (Jn 10:10). He came to free the captives. He never forced freedom on anyone; he generously offered it to everyone. With his life, death, and resurrection he freed us all from sin and guilt, anxiety and fear. Are we daily allowing him to heal and free us in prayer--from loneliness, a sense of rejection, lack of self-respect, narrow-mindedness? How difficult it often is for us to choose life over death! "I have set before you life and death, Prayer and Freedom of the Spirit / 537 the blessing and the curse. Choose life, then, that you and your descendents may live by loving the Lord. " (Dt 30: 19). Jesus daily reminds us that he is the way, the truth and the life as he gently calls us to follow him. God is infinitely patient as he waits for his people.to make choices. He is in-finitely patient as he waits for his chosen people to choose him. The type of freedom that the Lord offers us is so special that no indi-vidual or group can take it from us. It is essentially an inner 'attitude, a whole orientation toward life that is deeply implanted within those who believe. The well-known Austrian psychiatrist, Viktor Frahkl has written about this type of freedom from his own experience in his book Man~s Search for Mbaning.1 During the horrible years spent in a concentration camp in World War II, he often meditated on the meaning of freedom in his ~own life. Everything was taken from the prisoners---family, possessions, status, and identity itself (they were known as numbers). But after months and years in such an environment he was able to say that everything can be robbed of a man but one thing, the greatest of human freedoms: to choose one's own attitude in any given set of circumstances, to choose one's own life, one's own way. In the midst of his suffering, God and prayer became living realities to Frankl. It was the "freedom to be" that prayer gave to Frankl. He was a prisoner on the outside, but a free man on the inside. No person, no torture, no enticement could motivate him to give up his God-given freedom. Many people have the tendency to think that the two words, "motivation" and "causation," have the same meaning, but that is not true. No one can cause us .to be or do what we do not wish; people can only motivate. There are some religious who state that their bitterness or lack of interest is caused by hurts that they have received in the past. If they are bitter it is because they have chosen bitterness; they have chosen not to forgive and forget; they have chosen not to be healed and set free. This may seem a hard saying but after reading Frankl~s life it seems more evident than ever. No one is to blame for our lack of freedom but us ourselves. We can never anticipate what we might do in any given circumstance of the future, but we can make prayer such a part of our very .being that we can always be assured of being able to pray, and hopefully we will always have the courage to pray. It is this quality of courage, this growing awareness of our constant need to, pray,, that enables us to be listeners to and followers of the Spirit, to step into the uncertainty of the darkness knowing that God's presence is ever with us. The more we pray the more certain of his presence we become. Doubts will never cease to drift into our lives, but doubts give rise to the opportunities we need to choose the Lord: It might be well to remember that the Lord wants to be chosen, that he does not wish to be taken for granted in our lives. 1New York: Washington Square Press, 1959. 5311 / Review for Religious, Volume 36, 1977/4 Freedomand Commitment W~hen talking about freedom in a Christian ~context, by necessity the aspect of commitment must be touched upon. Some of the major crises in our .lives and in our times occur because of lack of meaning, lack of purpose, lack of hope, and especially lack of love on the part of individuals and of groups. If' we are living as committed Christian religious we should be filled with purpose, with meaning, with love. Commitment implies total giving of self on a. daily basis; it implies new discoveries of faith and love. Each of us has, forfeited certain freedoms in preference for a particular freedom-- Jesus Christ himself. We have chosen a definite life-style, we have chosen a vowed life. .In :searching the gospels there is one thing we can be certain of: Jesus wants committed followers. He never minced any words on the subject: "He who is noLwith me is against me, and he who does not ~gather with"me scatters" (Mt 12:30). Either we receive these words with joy or we live our lives as religious in misery. All the~.rationalization in the world cannot blot out the bold pass, age: "How I wish you were one or the.other--hot or cold! But because you are lukewarm, neither hot nor cold, I will spew you out of my mouth!" (Rev 3: 15-16). He asks us to make a choice daily, either be hot or cold~ but for God's sake make a choice. Are we setting any captives free; are we allowing others who love us to set us free; are we feeding ~any poor people; do ~we have something and Someone to give to the spiritually blind; are we signs, of faith and hope to the people.with whom we live and the people we endeavor to serve? We must not wait until, we are "perfect" before we begin to live out the gospel message. We must try to live the gospel message even in our profound weak-ness and°then we will be on the road to perfection!: How many minutes a day do we spend reading and praying over the Word of God; how ~any minutes a day do we spend living it out? .How many minutes a day do we spend growing closer to the One with whom we will live for all eternity? God needs our commitment; God so needs :our lives. The whole history., of God's chosen ones is the story of a people claim-ing to have responded fully to God's words to follow him in freedom, while in, actuality most were too bound up in their own sicknegs and powerless-ness to let the Lord, call them forth and free them. But Jesus° makes the process "too" simple: "Give up all that you have and come follow me!" What a risk that kind of freedom involves. It seems so frightening and yet all we have to do is to, let ourselves be filled .with God, to empty ourselves in prayer, so that .he can fill us with himself. Prayer can lead us to total commitment; prayer can free us sothat we can continually make total commitment~ As religious we need one another to support us in our choices, in our prayer and in our commitment. Although our lives as religious do not depend solely on whether or not those around us live in a Christian way, Pr~ayer and Freedom~o]~ the Spir!ti~ / 539:. we have to admit that living with those persons who are kind, loving, and service-oriented naturally encourages us to be and do likewise. The Lord told us to form community, to carry one another's burdens freely. We must nev.er give up trying to make Jesus the center of our community life. We may be "a voice crying in the desert" but if we cease to cry we may soon cease to care. The cry says that we need one another; the cry says that we are almost dying on the inside and we want to live again'; the cry says that we have not yet arrived. "If you continue in my word, you are truly my disciples, and you will know the truth, and the truth will make you free" (Jn 8:31-32). To be free, then, is really to be able to follow our quest for the truth, to be able to fulfill our potential for spiritual growth. Conclusion Prayer is our witness to an unbelieving world that the Lord is present and living within us. Prayer opens us up to choose freely God and life over nothingness and death. We must .decide in what ways' we are bound, in what ways we.need to be set free. We must believe'that God loved us so much that he sent his Son to take on our flesh and our weakness in order that we might be led to freedom in the Spirit. The Lord wants his religious to be free. In his eyes each a~ad every living person is special and beloved. As religious we should know this even though others do inot .know of their specialness. In prayer each day let us hand over to the Lord all '.of our fears, our dreams, our burdens, our insecurities, our hopelessness, and even our faithlessness, If we want to be free we can The,.Lord not .only accepts us and loves us unconditionally, but he gives us the~freedom to choose to be changed. This change begins the moment we say~a total yes to.him and allow him to set us free in the Spirit. Off COmmitment to the Poor Gerald R. Grosh, S.J. Father Grosh, in addition to teaching theology at Xavier University (Cincinnati), also gives retreats and resides at the Jesuit Renewal Center; P.O. Box 289; Milford, OH 45150. We live in a divided society. We live in a society in which the clamor of the oppressed rings forth to all people to struggle, for love and justice and peace in our world. The poor, especially those in the Third World, cry out that they cannot live as human beings, that they have no sense of their own value as persons, because the structures of society keep them from feeling their own dignity. Many men do not earn enough to provide the basic necessities for wife and family. Many do not receive an honest day's pay. Often the system is such that a man cannot even get a job; or, if he does get one, it is only through political favoritism and not on his own merit as a man and a worker. Today the poor are crying out that they are op-pressed by the system--political, social, economic, and cultural--and thus are robbed of their dignity as human persons. As religious we have a choice, just as all people have a choice in the face of this reality. We can shut our ears and refuse to hear, we can close our eyes and refuse to see the misery and suffering of the poor. Or we can let this reality sink in. "The poor we have always with us"; but today men and women are shouting that this poverty is unnecessary, that it is the result of the evil and greed of men---even of so-called "committed Christians." The poor and the hungry throughout the world are calling for brother-hood, freedom, justice, love and sharing. These are the values of the kingdom which Christ preached. Meditation on the gospels reveals Jesu.s as a man of love, as a man who entered into our situati0n--the human situation, the concrete situation of the people of his time. He, too, lived in a divided society; and in this divided society he drew close to those who were weak and oppressed. He challenged those who were: the organizers 540 On Commitment to the Poor / 541 within this society; he preached the kingdom. He preached the reconcilia-tion of man; he effected justice. The values of his kingdom were brother-hood, freedom, justice, 10ve and sharing; and in order to realize these goals he found himself in conflict---especially in conflict with money, honor and power. If a religious is one who espouses the values of Christ's kingdom he must espouse brotherhood, freedom, justice, love and sharing. Like Christ, he too must draw near to the poor, the weak, the oppressed. And it is impor-tant for him to reflect on why he commits himself to the poor. There are many possible reasons: ideological, political, reasons arising from sadness because of the sufferings of the poor or from guilt because of the injustice they suffer. As religious, our primary motivation is simply Christ and the desire to announce Christ and his kingdom. We believe in the values which Christ preached. Jesus committed himself to the poor and the oppressed. The ~call to religious today, as well as to all Christians, is to follow Christ, doing in our day what he did in his, that is, doing justice and effecting reconciliation. Frankly, some of us do not want to do this because we are too attached to the comfortable life-style in which we now live. Others are afraid to abandon the security that the system provides them. For these people, a conversion is necessary--a conversion which depends on the Lord's grace. But there are also many religious who do see the need for commitment to the poor, though they are confused as to how they might respond. Many are using their talents in important work, and they are so overwhelmed and overworked that they find little time to reflect on or to act on a commitment to the poor. The question before them is how the way in which they lead their lives can reflect a genuine concern for the poor. The present article will attempt to offer these religious some concrete suggestions as to how they might commit themselves to the poor. Becoming ln]ormed ~ If we are really to help the poor, we must know their needs. We must hear the national and international cries of the poor and oppressed. We must know how the);" want to be helped, rather than how we think they want to be helped. First,hand experience, wit_h the poor will clarify our perspective a great deal. But many of ~us are very busy people and our present commitments m~y not allow much time for this. Most cannot do first-hand investigating. That means we have to choose to whom we are going to listen. As we filter the information we receive, we must always keep in mind what truly beriefits the poor, what helps them grow and respect themselves as persons. Personal Contact We are incarnate people; our physical presence has Significance. The poor suffer from a lack of dignity. They cannot choose where they live; 54~2 / Review ]or Religious, Volume 36, 1977/4 perhaps we can. When some of us religious choose to live in their neighbor-hood, they can gain anew respect for themselves. Yet not all can or should live among the poor. Living among the poor depends on a personal call.and on the different, psychological drives of each person. Furthermore, the ghetto life is already overcrowded; we don't need thousands of people suddenly pouring themselves into homes in the ghetto, though it is obvious that each one of us needs some material contact and sharing in the lives of the poor if we are really to enter into their world and commit ourselves to them and to their struggles. Contemplating th~ Lives o[ the Poor One's stance before the poor should be contemplative--that is, one has to listen, and to listen long. We come from our own cultural and economic backgrounds through which we have accepted many blind biases. We.have to listen long to the poor to discover their values and ways of looking at things, thus destroying our own ideological blocks and preconceived notions. As we listen, we shall discover some values that are quite attractive: simplicity, joy, hospitality, and sharing. We shall also discover their in-security. Their insecurity is not an experience that we can ever enter into fully. We cannot live their insecurity, their closed horizons, their closed present; we can never really lose our status. But we can enter into the way that they try to deal with their insecurity. We can enter into the security that they .can have in material work and in brotherhood in the Lord. We can recognize in their values the presence and action of the Lord in their lives and we can respond, to this in faith. As we contemplate their suffering and pain, we may also discover some attitudes which are very different from our own, attitudes with ~egard to sex, for instance, or violence, or deceit, or the struggle between classes. We need to listen long to understand what their attitudes are really saying. For example, a poor person may try to manipulate you or deceive you in the hope of getting some material gain or economic help. We Can judge this out of our own moral system, applying to it the valu~ that we put on honesty an'd truth, on honest communication. Such a judgment may be perfectly sound according to our own biases and cultural values. But it fails to take into account the real, lived situation in which the poor person exists, a situation that we have never really experienced. If we enter into the world of the poor man, we may discover that what~he is really saying is that h,~is situation is so bad, that the system is so destructive of who he is, that he desperately needs this economic help and will go to any length to get it. Contemplation does not mean a blind acceptance of what the poor say or what they ask for; but it does mean that we really try to listen to them, tO see where they are coming from, and to understand what their experience is. We try to judge their actions and,our response from the gospel: what.helps the poor man to be more a person? On Commitment to the Poor / 543 Questioning Our Own Lives From the Experience of the Poor It is not just simply a presence among the poor or a contemplation of their lives and their values to which we are called. We are called also to look at ourselves and the lives we lead in comparison with the lives and experi-ences of the poor. We need to enter into the suffering that they experience because of the system--the political, social and economic system of our times. Thus it is fruitful to experience the frustrations that the poor endure as a matter of course. Try to experience dealing with the power structures without, using "cc~nnections," and get the same run-around that the poor receive. Travel by bus not in order to save money, but simply because this is the experience that the poor have; Such experiences might enable a per-son to question his life more fully in the light of the experience of the poor. We must be rea

Transcript of an oral history interview with David Zobeck conducted by Sarah Yahm at the Sullivan Museum and History Center on February 10, 2015, as part of the Norwich Voices oral history project. The bulk of the interview focuses on Zobeck's experiences as an an instructor of the Transcendental Meditation technique, both at Norwich University and elsewhere. ; 1 David Zobeck, NU Instructor, Oral History Interview February 10, 2015 Interviewed by Sarah Yahm SARAH YAHM: So, I'm here with Dave Zobeck at Norwich, in our little studio at the Sullivan Museum. It is February 10th, 2015, which I know because tomorrow is my birthday. DAVE ZOBECK: Well, happy birthday tomorrow, in advance. SY: Thank you. I wasn't fishing for that or anything. DZ: No, not at all. SY: (laughs) And we're about to do an oral history interview. And so, question one is where were you born? DZ: I was born in Pueblo, Colorado, which happens to be a steel mill town. And it is the largest steel mill west of the Mississippi. And it's a town with wonderful mixed ethnicity. So, my neighborhood was from Yugoslavia, from Ljubljana in Yugoslavia, in Slovenia. And there's about a 12 or 13 block, square block area near the -- right on top of the steel mill. And then, on the other side of the bridge, there's a good-size Italian community. And now Latinos, mostly Mexicans, dominate the city's population. There's an African American population as well, Jewish and Greek. So, it's kind of like a little Pittsburgh. Little bit of everything. And I love it. It was a marvelous experience. I'm one of eight children, so we were good and Catholic. SY: What's your birth order? DZ: My -- I'm the sixth out of eight. So, I have a younger brother and a younger sister, yeah. SY: Number six. DZ: Yes. SY: You're, like, in the messy middle, right? DZ: Yes, kinda sorta, yeah. But, yeah, it was -- so, it's a marvelous experience growing up in that city. And really paid dividends, being exposed to all the different ethnicities. And, you know, we have pictures of -- when we were on our baseball team, it kind of looked like something out of the United Nations, you know? Little bit of everything. And we were cursed in several different languages when we won games, and it was marvelous. It was good experience. SY: Were there turf wars or was it [pretty immigrant?] -- DZ: No, no, not at all. It was very integrated. And especially my neighborhood, it was truly the statement about it takes a community to raise a child. I mean, the families looked out for each other and -- very much so. SY: Were your parents immigrants, too? DZ: My father -- my grandparents were. My father was born in this country. And my dad -- the house that I grew up in is the house that my father grew up in. So, my grandmother bought the house after my grandfather died in a -- extraordinary accident at work where he was killed with -- by a train. And my father was standing there, watching. And so, they bought the house, and my grandmother was raising the rest of the children. They had five children, and then she was also -- it was a boarding -- she was -- like a boarding house for steel mill workers. So, she would cook for them and so on and so forth, and that would help pay the rent and so on, so forth, so -- SY: And was that happening when you were a kid? 2 DZ: No, no, that was when my father was six years old. So -- SY: Oh, so she raised him alone? DZ: She raised them alone, yes. So, you know, it's a neighborhood and a community of extremely excellent work ethic. And if you're not work-- I mean, there was no welfare, just out of pride. Not that there wasn't a need for it. But no one would accept that. SY: Union town? DZ: Yes, and -- but they -- just was not going to happen. And everyone was -- you know, very -- oh, the yards were really well kept. The kids were clean, the -- you know, there was little to no crime other than orneriness. You know, lot of patriotism. Lot of guys went to war, and -- during World War II and then during Vietnam, my generation. So, it was a very beautiful experience because, you know, we were raised Catholic. The mass was in Slovenian for the older folks that didn't speak English. And then, you know, all the festivities and holidays -- and some of my friends who were Greek and Italian and Mexican and -- you know, when they had the festivals and -- everybody went and mixed, and it was great. It was a -- it's a marvelous place to grow up, but very -- definitely very blue collar. And all the children in my family worked their way through college. And that was the joy of my father, to see everyone with a college degree, of course, and all of our children and his grandchildren and great-grandchildren have -- everyone that could have graduated from college -- like, 48 of us or something like that, total, with nieces and nephews have graduated from college. And we expect success. We're going to make that. So, it was a really beautiful -- yeah, I'm very fortunate. SY: So, growing up, was the expectation that you would work in the steel mill or that you would get out? DZ: Oh, my family didn't work at the steel mill. My father didn't want that. He wanted us to do something different and -- not that it was a negative thing, but -- SY: He had seen his father die in a work-related accident. DZ: He did, and -- but he worked in a clothing store for a long time and was the manager of a clothing store. And then it burned down. And because he had assisted a customer who was extremely well off in -- fitting him with a suit, my father was excellent at doing that. And he was cleaning up the store one night after hours and he looked in the dressing room where this man was trying on his clothes, and he saw a paper bag and it was filled with money. And so, he knew who that belonged to. So, my father never drove a car. We didn't own a car. And my mother and father never drove a car their entire lives. Got on the bus and it took him, you know, an hour or so to get across town. And he knocked on the door, presented this bag of money to this gentleman. And, of course, he offered my father a reward, and that wasn't going to happen. And he got back on the bus, got home. Well, after the store burned down, my father was scrambling, looking for a job and "What are we going to do?" He has eight kids, and phone rings one day and it's this gentleman who left his money in the store. And he said, "I understand that the store burned down and you might be looking for work." He said, "If you call this number at the Pueblo ordnance depot," it's an Army depot, "they might be able to direct you some employment." So, my father called, and sure enough connected him to a job. So, he worked there for another, you know, 25 years as a federal government employee and was able to continue to support us and that sort of thing. So, you know, there -- it was a beautiful story, but I don't look back on it -- I don't feel -- we don't feel sorry for ourselves. It wasn't a poor us -- you know, we were poor, but it -- we were not at the 3 same time. I mean, we were rich with my parents and my brothers and sisters. And it was always a fun place for friends to come to the house, because they knew my mother would love them, and we would have a good time. And we were all athletic, we liked to play. And, you know, thank God, with all -- as rowdy as we were, there were no broken bones in the family or any sort of major illnesses. And so, in that regard, it was a -- we were real fortunate. But I'm extremely fortunate, so -- I had a marvelous upbringing. Marvelous. Yeah, no complaints. SY: So, well, I have two questions. DZ: Sure. SY: First of all, when you're a little kid and you're this kid running around on the streets, right, playing outside -- DZ: Sure. SY: -- what'd you want to be when you grew up? What were your dreams and visions? And also, what did you play? Do you remember if you had imaginary games that you played? DZ: Well, first of all, the games -- we played every sport imaginable. And one of the reasons is that, you know, we didn't go skiing because we didn't have the money or the transportation. But we did have a shotgun in the house, so my brother and I went hunting, you know? We would hunt ducks and geese and pheasants and, you know, quail and rabbit and -- not deer. We didn't have a rifle, but -- and we would eat everything that we shot. It was pretty good. So, that was one of the things that we did. The other thing -- I mean, we just dreamt of -- one of the things I wanted to be when I was younger was I wanted to be a professional baseball player. I always thought that I would be "in the show," you know? And I'm sure every young boy in that neighborhood who took up a glove and a ball and a bat had the same thing. I mean, we always had the same -- we thought we would all be on the same team. I mean, there was so much community spirit. And then, my younger brother was drafted several times and was very magical in his talents. And so, he was better than I was. He was younger. And that was my dream, that he -- then it, my dream, kind of shifted from myself doing that to him. So, I was helping him do everything he could to do that, because that was our dream. And in his senior year in college, unfortunately, he was injured and didn't get to make it. And that was a -- at that time, of course, it was a tragic event for both of us, you know? We saw this dream go by. But I think, at one point, I thought, early on -- I thought I might be a priest. And there was always this idea that the oldest -- I mean, one of the boys in every family would become a priest. And so, I thought it was me, and I enjoyed that thought. It was kind of cool. I just loved the parish priest. He was from Slovenia, and he was just -- he had such a heart of gold. He liked to help everyone, and I liked that feeling of helping everyone, and then the idea of saying mass and that was kind of cool. And these Catholic nuns, some of them were much better than others, of course. But there was one that was particularly interesting, and she was from our neighborhood. She grew up in our neighborhood, so she knew our culture and everything. So, she was -- she really took me under her wing, as she did all the children. But I just thought that was going to be something I would do, and even continue to think that when I was in the Air Force later on. I thought, as I was getting out of the Air Force, that I might become a Catholic priest. SY: Really? DZ: I thought so. I had the idea that I just wanted to do something extraordinary. And I thought maybe I would -- I talked to this priest when I was stationed in Torrejón Air Base 4 in Spain, in Madrid, Spain. And I told him that I wanted to become a priest. I thought I wanted -- I just wanted to talk to him about it. I wasn't 100 percent sure. And so, you know, we had these different chats from time to time, and then finally concluded that I could do priestly work because isn't everyone a priest? Isn't everyone a rabbi? Isn't everyone a minister? Can't you do that without having to wear the cloth and do that? So, he said, "You know, I think you'd be a wonderful father, and you would have that opportunity to do many things as well as help people." And so, it was a real cool experience. It wasn't a letdown. It was just, I think, a good part of my vision of doing things greater -- that I knew I didn't have to be one particular thing to do everything that I wanted to do. So -- SY: You're certainly doing pastoral work now. DZ: Well, you know, the interesting thing is, right after I got out of the Air Force, I had -- and I know you're probably going to -- I'm probably ahead of schedule here, but as far as -- SY: Chaos is my middle name. (laughter) Linearity? Whatever. DZ: OK. (laughter) Yeah, "so what if I have these questions that you're answering before I ask them?" SY: Oh, no, no, no. I write them down -- DZ: I'm teasing. SY: I never look at them. DZ: Yeah. SY: I just have them. DZ: Yeah, yeah, no that's good. SY: [For?] just in case. DZ: Good reference. SY: Yeah. DZ: But when I was finishing my last -- I was in the Air Force for four years. And when I finished my last -- the four years, last part of the four years, I was stationed in Torrejón Air Base in Spain, in Madrid, Spain. And I had already learned to meditate when I was in Tucson, Arizona, couple of years prior. And I got into some advanced courses, and I really enjoyed -- my friend and I started running, and then we started doing some camping, and we started watching what we were eating. And there was no -- there were very few guidelines at that time. We just started thinking about -- there has to be something to the quality of food that you put in your system, and how it helps your system perform. And, you know, kind of like the type of fuel or -- that you put in your vehicle. So, we thought we were just on the cutting edge, you know, with that thinking. And then, we would go camping and hiking, and we would just do the extreme stuff, like go -- we're going to go to the top of this mountain, we're going to camp out, and then we're going to come back. And this is what we do on the weekend when we're stationed in Tucson. And it was -- beautiful place to be. So, we would run together and [just?] that sort of thing. And one day, the -- there was an advertisement in the base activity center. And it said there's a yoga class. So, he said, "Let's go. Let's go check it out." So, this woman was talking about yoga and how it would benefit you. And we said, you know, why not? What do we have to lose? Nothing. So -- SY: Now, what year is this? What -- DZ: It was 1972. SY: OK, so this is the beginning or it -- 5 DZ: Yeah. SY: Yeah, OK. DZ: Nineteen seventy-two. Beginning of my four years. SY: [And you're?] -- DZ: Actually '71, I got in. But in '72, I was stationed in Tucson. SY: So, if you were in the Air Force, right -- DZ: Yes. SY: -- and yoga at this point is, like, firmly the bastion of, like, hippie stuff. DZ: Total hippie stuff, there's no question about it. SY: So, I'm having trouble picturing this guy in the Air Force being, like, "Sure, I'll go to yoga!" DZ: Well, it wasn't just "sure, I'll go to yoga." I said, "Let's check this out, you know, before we do that." And then she was talking about -- what caught our attention was she was talking about the benefits it had. And we were in that mode of how do we make our nervous systems function at a higher level? And so, we're running, and we got this runner's high. That's what the mode of, you know, the day was. You're going to get your runner's high, and we felt that. And then, we went hiking, and we would run up in the mountains in the higher levels and just say, you know, this is really cool. And all this healthy stuff. And we didn't drink and we didn't do pot. I've never smoked a cigarette in my life or even drank a cup of coffee. But I just thought there has to be some high and some way to get that inside of you. There has to be more inside than outside. What I see that grows out of the earth -- and people smoke pot and do all that sort -- that's good for them or whatever. They think that's good for them and that's their choice, no problem. But has to be the same or more inside. I have to be able to go inside and get to that place. Because when we would camp, we would look out and see the sky, and it would be -- and we'd see all these -- [well, you know?], in Flagstaff, Arizona, for example, we would look, and as far as -- I mean, it was just beautiful. And we would [say?] -- as far as we can see and then beyond what we can see still is space. So, it has to be the same thing inside. It has to be as far as we can go and beyond where we can go. It has to continually be space, so it has to be a reflection -- the outside has to be a reflection of the inside. And so, this woman started talking about yoga and "this position will create this flow in your circulation and will bring awareness and alertness to your mind," because she was talking to us in kind of a scientific way. And then we would start twisting around and doing things and -- you know, I didn't buy into all of it, for sure. It's a little too much. But we were doing that, and then -- we did that for about -- I don't know, about a month straight, and we would go to these classes three or four times a week. And we liked it. It was neat. And then, you know, lo and behold, here's this picture of Maharishi Mahesh Yogi in the community center on base. And it said there's a lecture on Transcendental Meditation. So, he said, "Hey, let's go to that one." I said, "Are you sure?" And he goes, "Yeah, let's go." I said, "All right, what do we have to lose? Let's go," right? So, we sat there. So, in comes this guy who was a Marine Corps veteran, and he had had two tours in Vietnam. And he sat down, and we -- there were about four of us, I think, that showed up. And, you know, introduced himself and was very casual, and start talking about meditation. And then he said, "My story is that I served two tours in Vietnam." So, that caught our attention. And he said, "When I got back, I knew there was something more. I was looking for something more." And he said, "So, I got back to Tucson, then I just 6 went to California. And I cruised around in the mountains, and I stayed on my own and I just kind of let this stress go out of my system. And then I start doing some thinking in this silence." And he said, "What I wanted to do was become a meditation teacher." So, he said, "When I came back to Tucson, I gathered my things and found out that there was a course in India where I could go and study with Maharishi Mahesh Yogi." He said, "So, I did it." So, he said, "When I went there" -- he said, "I had -- keep in mind, I hadn't listened to the radio, I hadn't watched TV, I haven't been in circulation in society for two or three years. So, I just went there to study. I was just going to be by myself and listen to this guy and then come back and teach people, because that's what I wanted to do." When he got there, he said there were people from -- international group. They were from all over the world. And so, he said Maharishi would come out and talk about meditation and different concepts of consciousness. And, in the evening, then he would retire. He would go into his room. And so, it was a young crowd, and they would hang out, kind of on the shore of the Ganges. And they would cook and, you know, associate with each other and sing and so on, so forth. So, he said there were these guys that were -- these four guys, and they had guitars. And they would sit around and they would make up poems and songs about people on the course. And one of the women on the course was named Prudence. And she was extremely shy. She was the sister of an actress, Mia Farrow. So -- and Mia was there. And so, he didn't know anybody. Keep that in mind. Just as innocent as you can imagine this so far. I know you're grinning and you know what's going on. So, anyway, Prudence, who I met a few years ago -- she's a marvelous human being and just a dear, dear person -- she would go to her room, because she was extremely shy. Extremely shy. And so, they kind of wanted the -- these guys kind of wanted to draw her out, so they made up a song. So, they went to her door and they knocked on her door, and they sing, "Dear Prudence, why don't you come out and play? Dear Prudence," yeah. And, you know, she didn't come out, and then eventually she did. And she would -- she was still very shy. And so, they were making up different songs about different situations. And so, they started to talk to my friend. And so, they called him G.I. Joe, because he had these fatigue pants on. And he didn't have his -- you know, he was -- you could wear your fatigue pants, just -- it didn't say Marine Corps, didn't say sergeant or anything like that. So, he had that. And he didn't really care how he looked, and he was just there for the knowledge. And so, they start making up a song about GI Joe. They called him GI Joe and that sort of thing and so, you know, hey, that was kind of cool, you know? So, anyway, he became a teacher. He came back from India. He was going to his first lecture and he turns on his radio in his little jalopy that he was driving, and what comes across the radio was, "Jojo was a man from Tucson, Arizona. He smoked some California grass. Get back, Jojo. Get back to where you once belonged." Get back to the USSR. And he said, "I've heard that song before." And someone said, "Yeah, those are the Beatles." He said, "Really?" And then he -- start telling stories about, you know, John Lennon. He said he had these multi-colored glasses on and he had, you know, long hair, and he used to wear these necklaces. And he was really bright, and how he would have conversations with Maharishi. And Paul McCartney, of course. And then Prudence later on was married, and she had a son and she named him Paul. And so, they're still really good friends. And he told stories about that. But it wasn't about them, the idea that he liked -- that he related to me that was intriguing is that this man had some knowledge. Maharishi had some knowledge to take 7 you within yourself. And it wasn't about him, it was just about the knowledge that he had received from previous masters, and he passed it on. And now, this guy could teach this information. And that was really intriguing to him. So, we started, and it was everything that it was cranked up to be. I'd started with no expectation. I thought -- same thing I did with yoga. Like, if this is going to work, it's going to work. I'll do exactly how they say to do it, and I'll get the results. So, we did. And my friend Scott Nichols and I started on the same day, and since that time I've been meditating regular, and I haven't missed one time since I started. I think it is everything that it's cranked up to be. And what inspired me to become a teacher was just the idea that I felt really good already. I didn't -- I wasn't in any dire straits to learn a technique that would pull me out of some stressful situation in my life. SY: So, you weren't -- you were seeking, but you weren't hungry. Doesn't -- DZ: Not [at?] -- well, you know, the thing is, I was hungry, but I wasn't desperate. SY: [Yeah?]. DZ: And I think I've always been a seeker of how to get better things in life. My own natural intensity pushes me to say I want to be the best I can be, I want every day to be the best day. What is this? You know, I want to see that. I don't want to get in dire straits to wait until I need something. What happens if you take it when you're already functioning, you know, fairly well? Can you get better? Can you get to the next level? And that's kind of the attitude I took with it. And when we began to meditate, it was just marvelous. I had better running times, I slept better. I performed better on tests. I had a lot more stamina. I was more organized. And, you know, it just opened up a whole new vision in my life. And I thought it was already really good. So, when I did that for a couple years, I thought when I got out, here's an opportunity to become a teacher. So, when I was in Spain, the Spanish TM [Transcendental Meditation] teacher in Madrid was a director of the Spanish organization, TM organization, and they were just going to start a teacher training course. And he said, "You'd be a fool to go back to the States. There's thousands of teachers, and everyone's taught everyone else, you know?" He said, "If you stay here, you can teach lots of people, because there's only going to be eight new teachers in the whole country." So, I love Spain, it was where I wanted to go since I was in fourth grade and drew a map of my favorite country other than United States. It was Spain. And I remember my father and I worked on this thing. We had glitter in the river and we had -- for the forest, we'd stopped up these little twigs. And it was on this big yellow piece of -- I can remember it clearly, and I was so excited. And then, when I got a chance to go there, it was marvelous. And I started to study Spanish on the base through the University of Maryland. I took five courses in a row for credit. And then I would just go downtown and practice. So, it came to me like riding a bike. I mean, it just -- it made sense to me. And I was in the country, and I would go down after class, and I would go to Madrid. And on the weekends, I would go to the train station and take a train to some little tiny pueblo someplace, just by myself to force myself to speak Spanish. And I would practice with the Spanish Air Force guys who shared the base with us, and go visit their families on weekends and stuff. And I went to the TM Center and did advanced courses. And I became pretty proficient in Spanish, so I became a teacher with the Spanish natives and did it all in Spanish. Eight months in the first two phases of a teacher training course. And [in the?] third phase, we went to [Avoriaz?], France, and studied with Maharishi, in person. So, I was their translator. And that's who made me a 8 teacher of TM. So, you kind of -- you follow exactly what he asks to do to make sure that the technique is done right. And it's effective, so it's not about you. It's about following what the masters did, and exactly in that same form. So, it was very, very challenging. But when I began to teach my first course, I went back to the base, Torrejón, and I taught 20 of my friends how to meditate, because they would -- they'd been wanting to meditate because they saw me meditate. And sometimes, they would just like to come in the room and sit quietly. And I didn't do anything. I don't sit in the lotus or go "om" or anything crazy. I just sit quietly in a chair, and that's really no big deal. So, that's how that began. So, I got a chance to travel around the country, and I taught about -- and then was lecturing in Spanish, of course. Probably taught about 900 people and -- for that whole year. And then, I came back to my hometown. And I was gone for about three years by that time. Hadn't seen my family in three years. And while I was sitting in the back of the -- on the back porch, my mother was ironing and -- you know, I was the only one -- the only sibling left in the house. Everyone else was married and out of the house. And my mother and father were there. So, this is my first time in my life I had a chance to be one on one with them. And it was marvelous, because I was certainly older then, and they didn't have all these other things going on. And, you know, my father was retired. And it was just one on one with my mother and father, like being an only child for a period of time. And it was glorious. I mean, my mother and father are just saintly. They're just magnificent human beings. I idolize them. The phone rings during a conversation. I pick up the phone, and there is a woman on the other end, and she asks me my name. "Are you Dave Zobeck?" "Yes." "Do you teach Transcendental Meditation?" "Yes." "Would you like to teach in the Colorado State Penitentiary, TM?" I said, "Yes." She said -- I said, "How did you get my name? I mean, I've only been home a week." She said, "I'll tell you later, so -- but tomorrow, I'm going to show up in front of your house. Give me your address. You're going to follow me to the penitentiary. We're going to talk to the warden at the maximum security penitentiary, and I'm going to try to convince him that we need this, because we have so much violence and we need something. And I'm sure this will work." "OK." So, we went down there, we talked to him. He put us on hold and he said, you know, "That sounds great." We hit it off right away. He was a Latino guy. He had a little Spanish accent, we begin to speak Spanish, he -- then, that kind of melted the barriers. And on the way back from the maximum -- oh, on the way out of the penitentiary or out of our meeting at the maximum security penitentiary, Tia, the guard, had to go to work. So, she was dressed in her uniform, of course. And she said -- she turned to me and she shook my hand. She said, "Good job, white boy." I said, "Great, there you go. That's good." And that was cool, I mean, you know? That was -- I had no problem with that. SY: No, you were in. DZ: I felt very comfortable with that, and I grew up in that kind of atmosphere. In the service, of course, same thing, and I loved it. And on the way home -- it was 50 miles away from my home in Pueblo. It was in Canyon City, and I stopped at the medium security penitentiary, just on a whim, and I thought I'm going to see if the program director's in. And so, I went down and I stopped at the guard shack, and I told them I had an appointment with the program director, which was a little on the untrue side. And he said, "Go right down and they'll help you out." So, I drove my vehicle down there and they patted me down and escorted me to the -- a bench outside of this office and said, 9 "You'll have to wait here. He has someone in his office." And so, I was waiting in my little coat and tie, and there was an inmate and he was swabbing the deck. He was cleaning, mopping up. And, of course, he's there with his number on one side and his last name on the other side. And he looks at me, and he says, "Hey, what are you doing? Are you a lawyer?" I said, "No, are you?" And he goes, "No." He goes, "I like that answer." He goes, "What are you doing, man?" I said, "Well, I'm here to see if the medium security personnel are open to the idea of a meditation class." He said, "What kind of meditation? Transcendental Meditation?" I said, "Yeah." He said, "Do you know George Ellis?" I said, "Yeah, I know George Ellis. George Ellis is a meditation teacher." He said, "How do you know George?" I said, "Two weeks ago, I met him in France." He said, "What'd you think?" I said, "I like George. He's a small guy, big ego." I said, "I like him." He goes, "Yep, that's George." He said, "Well, he taught me in Folsom Penitentiary. So, I do Transcendental Meditation." He said, "I'll tell you what. Here's what you do. You wait 'til you see Mr. Marshall, the programs director. When you come out, I'll have 20 of the toughest blomp-blomp-blomp-blomp-blomp guys here in the penitentiary, and we're going to start." I said, "Is that how it works?" He said, "That's how it works." I said, "OK." Sure enough, Mr. Marshall came to the door and he said, "I can see you now. Well, what are you here for?" So, I start talking to him. We had a marvelous talk. We talked about John Deere tractor, we talk about hunting deer. We talked about fishing, we talked about baseball. We talked about the stress he has in prison, his family. Yeah. And I said -- I was talking a little bit even about meditation. He said, "That sounds really interesting." He said, "I think I might like to try that." Well, he and I walked out. When we walk out, sure enough, 20 guys, inmates, are standing right in front of the door. And they already have their names signed up on a piece of paper. And they have Mr. Marshall's name as being the employee sponsor. So, they go, "Mr. Marshall? Here's what we're going to do." He said, "Now, boys, just a minute." Said, "We've got to check this out. This isn't how it works." And so, long story and fast forward, had it all checked out, and we did -- they didn't have any money, but they said, you know, "We're going to start." So, I said I would raise some money and we would get this done. So, I kind of went around the different TM centers around in Colorado and kind of [moved?] some money for sponsors. But I made the inmates pay $50. So, they were making 25 cents a day. But I said, "You're going to have to invest in it, because if you're [giving to it -- given it?], you may not do it." "Well, we don't have that kind of money." "Well, you'll find it." Now, what I did find out was, for marijuana in the penitentiary, if someone had three joints of marijuana in a matchbox -- that's what they call it, a matchbox -- it was $75. And someone would smuggle that in, and it would risk them getting a felony, and they would -- but it was worth it to them, so they did it. So, I said, in my first introductory lecture -- there were 75 inmates in this closed -- there were no windows in this closed room, and they could smoke at the time, of course. And I walk in and, you know, all the whistling began and all the catcalls and all the, you know, those kinds of things. And as they were talking, I finally -- it was too much noise, and I said, "Just a second. You know, I came here to talk about meditation. And those of you who are not interested, you have two options. You can go out this door or you can go out this door." Then it got very quiet. Course, there were a few other kinds of ways we said that in prison lingo. And they liked it, they clapped, it got very quiet. You could hear a pin drop. And afterwards, I told them what TM was, and whoever wanted to start, here's the 10 rules. And they clapped, and then we started our class. So, I taught TM for four years in the Colorado State Penitentiary. And the community sponsored -- you know, they would sponsor an inmate. And so, I didn't make any money. It wasn't a money-making thing, but I traveled back and forth from my hometown, which was 50 miles away, when I was -- I was enrolled as a student to finish my bachelor's degree with the GI Bill. And then I moved 167 miles away to go to grad school, and I would commute on the weekends down to the penitentiary. And then, you know, like, Friday, I would go -- drive down to the penitentiary. I'd work till 9:00, I'd go and stay at my mother and father's house, 50 miles away. Then I'd come back that Saturday morning, spend the entire day there from 8:00 to 8:00. Go back Saturday night, come back to the penitentiary Sunday morning and work till noon and then drive back to grad school. And it was a joy, what I learned. All the things I learned while I was there, because I was not a guard. I was not part of the system. They took me under their wing. They told me how all the crimes happened. (laughs) They educated me. And I felt that that was a real intriguing place to be. They were teaching me. And I wasn't, like, taking them into my homes or, you know, they were going to come and stay with me when I got -- it wasn't that sort of thing. It was just, like, "Here's what I do. And then, if you do this, you maybe have a better chance with a clear mind to not return, because your thinking will be different." But I didn't tell them how to live their lives or to behave, because that doesn't work after they've done 20 years and stuff. So, it was definitely a group of the alpha dogs in the penitentiary that were the heavyweights. And the violence level started to be reduced by a lot, because at one point I had 50 out of 500 meditating. And when the guys would meditate during the day -- they had to be locked down three times a day so they could be counted to make sure that everyone's there. So, three times a day, they had to go back to the cell and lock down, and the guard would go by the cell and count every single one of them. Well, during the count, it was about 30 minutes. So, the guys decided to meditate during that 30 minutes. Well, traditionally, it's really loud, because the guys have a chance just to yell and scream, and there's nothing they could -- what are they going to do, put them in prison? (laughs) So -- and these guys would meditate, and they were the heavyweights. Pretty soon, they start telling everybody, "When we do count, you shut up." (laughs) So, it started getting real quiet in all the different cell blocks. So, the guards were going, "Wait a minute, something is really unusual. What's happening? Because there's a change in these guys." So, every day, I would come in and I'd be in my little sport coat, and I would -- they would call the -- Mr. Zobeck's meditation class in the psychology room. And the guys would come in and I'd say, "Hey, how you doing?" Blah-blah-blah. So, at one point, the captain -- one of the captains came to me and said, "Get in my office," in a real stern tone. You know, right in front of the inmates. And the inmates went, "Oooh!" You know, like, "Uh-oh!" SY: "He's in trouble!" DZ: Yeah, exactly, you know? So, I went in the office and I sat down. And there was another inmate by his side, and he was talking to me in a very stern voice and it was kind of puzzling in the beginning, of course. And he said, "Do you" -- he said, "Young man, do you know that it's a felony to bring cocaine in a state penitentiary?" I said, "Sounds good to me. That sounds about right. Yeah, I do. That sounds -- yeah." I, like -- and then he said, "Well, you could be doing time with the rest of these guys, just like the guys you're trying to help and -- if you don't watch your step." And I said, "Whoa, whoa, whoa." 11 Then it occurred to me, I said, "You're talking about me bringing in cocaine? Oh." I said, "Captain, let me just give you a quick bio. I've never had a cigarette in my life. I don't drink. I've never had a cup of coffee. If you want to get your sniff dog and take him in my vehicle right now, I'll sign release papers. You could do a strip search, I'll give you a urine sample, a blood sample, whatever you would like to do. And, you know, we could do that in front of the inmates. I'll do whatever -- just so the evidence is clear. And if you don't find anything, I'll teach you meditation, because you're really stressed out. But good things are happening. (laughter) You know, when violence level goes down, that's actually a good thing." So, after that, when the -- when we were there for about a year, the in-- SY: Wait, wait, but so how did that resolve? That whole cocaine thing, how did that rumor start? DZ: He just -- it started because, you know, they -- the only reason that they would see that there were inmates being calm was when there were some drugs in the facility. SY: Of course, cocaine would not be a drug that would calm them down. (laughs) DZ: Well, but you know what? When they're maniacal -- if they're addicts, that would be a nice little fix. And there were several addicts in there. So, when they're coked up, they're a little bit different than when they're -- yeah. SY: So, he thought you were bringing in drugs because -- DZ: Yes, because I -- SY: -- the change in behavior was so dramatic. DZ: Yeah, and I was always happy. And that -- so, he knew that I had to be coked up, on coke, because I was always happy. And so, anyway -- but I saw a connection. The inmate that was sitting next to him was a convicted sex offender. I didn't know that at the time. And I didn't know the social aspects of the prison and sex offenders. What happened was, he came to learn TM. And I said, "Yeah, you could learn." But the inmates in the class told him, "Uh-uh. You're not coming with us, because if you sit with us, then that means we approve of who you are, and that ain't happening." So, I didn't realize that dynamic had transpired. And so, he was trying to upset the applecart and get this kicked out totally by putting this "I use cocaine" thing on me. And they would kick me out, and there goes the program and he'd get some revenge. SY: Right. DZ: So, I figured that out later on, and that aspect came to me. But, at any rate -- and then, after that, many guards saw what was happening, and they would come to me individually, like, privately and look around to see if there was anybody looking at us talking and say, "Here's my number. Call me at home." And I would call them at home, and said, "I want to start." So, I would drive to their homes, talk to them, their wives, and their kids and teach them. And then they said, "What we want is privacy, that you don't tell anyone, because if the guards -- other guards see us, then we're associating with an inmate program. If inmates see us, then, you know, we're -- it's a pretty negative situation." And so, at any rate -- and after -- of course, after four years -- and I was in grad school, then I was married, and I just couldn't continue. It was too long a deal. So, we had a very positive parting. But it was a wonderful experience, and it worked. The only thing I regret is I didn't keep real good -- great tabs on all the changes that occurred. I wasn't into the research end of it, and I regret that but -- 12 SY: Yeah. Any -- do you have any anecdotes of, like, transformations that happened with individual -- did you keep in touch with any of the inmates or -- DZ: They all kept in touch with me. I still have -- at one point, one of the most positive things, I think, is that -- well, I had one of the guys that was in there -- and he finished 20 years. He was in there for murder. And that's not good, and I'm not condoning any crime that any of these guys -- they're all wrong and they all -- SY: Yeah, of course. DZ: -- earned -- SY: Yeah. DZ: -- and earned the -- SY: Yeah, yeah. DZ: -- earned their time in prison. He got out and he spent one whole year in a monastery, on his parole. And the Jesuit brothers in Granby, Colorado, in a monastery, took him in, and he was in silence for a whole year. And he really enjoyed that, and it really made a huge difference. I keep in touch with him. Another one of the inmates who graduated, I -- got out and then finished the course. Became, like, an agent for a few professional athletes, some professional musicians. There's one right now who -- well, I'll tell you a personal connection, it was interesting. One of the guys got out, and he was from the city -- he grew up in the city in Colorado that I went to grad school in. It was Greeley, Colorado, at the University of Northern Colorado. And he said, "I understand" -- he said, "You said you're going to go to grad school in Greeley." I said, "Yeah." He said, "Could you look up my dad?" "Sure." So, he gave me the address, didn't tell me any story about his dad or anything. Didn't tell me anything about his father. I knock on the door, Mr. Smith comes to the door. I introduce myself, I said, "Hi, my name is Dave Zobeck, I teach meditation at the prison, and I met your son, Ted in the prison." And so, he starts cursing his son. "Ah," you know, he goes, "he's the cause of my divorce, because of his drugs and all that stuff. I hope he rots in hell," you know? And, OK, well, I said, "Well, I didn't know that part of it." I said, "So, like, you know, step away from the shotgun. I'm going to go back to my car," you know? Then he goes -- then he says, "Well," he said, "that's not your fault." Said, "Well, come on in." And fast forward, we became good friends. And he was an older guy, he just needed somebody to talk to. When I got back to the prison, I got in touch with Mr. Ted Smith and I said, "You got to tell me the whole story next time. You didn't tell me that." He said, "Yeah." I said, "Well, put your father on your visiting list, and I want him to come and talk to you. And I'm going to try to convince him to -- and he wants to talk to you. And you've got to drop that, you just have to talk to him." And so, anyway, they did. So, after I finished the four years -- and so, that went really well. But Mr. Smith would come and visit me a lot. I mean, sometimes uninvited. And I needed to study and he would just knock on the door and he would sit down, and he'd want to tell me his life story. And so -- and, you know, I accommodated most of the time, and sometimes I just couldn't do it. But I hadn't seen him for about two weeks. And in the meantime, I got a job at the Sheriff's Department in Greeley, Colorado. The Weld County Sheriff's Department. And I was a counselor in the jail, running this rehab program. I was sitting in my office, the phone rings. And this is when I was finished teaching TM in the prison. The phone rings, and it's Ted, the inmate who introduced me to his father. And we start talking. "How you doing?" "Good, I have a job, everything's going well." He said, "But my dad died." And I hadn't seen him in two 13 weeks. He said, "It was just sudden. He died and we're having the funeral. Would you and your wife come to the funeral?" I said, "Of course we will," you know? And he said, "I just need some support [there?]. I don't have any family." "Of course." So, you know, my wife and I went to the funeral, and then we had him over for dinner, because he wasn't any threat to us. I mean, he wasn't, like, you know. So, anyway, we had him to dinner. So, during dinner, he said, "My father really liked you, and he really appreciated you did all that work for free." He said, "He wanted you to have the house." I said, "Now, wait a minute. Time out. Have the house? I'm not going to have the house." He goes, "Well, we'll make it good for you," because he said, "I shouldn't have the house," because his drug guys would move in and he would just -- and it's a mess for him, and he was about 100 miles away. And he said, "I'd just rather have the money and move on. I'm ready to move on." So, he gave us, like -- it was just incredibly inexpensive. So, he said, "For your hard work in the prison for four years, this is your reward." So, we -- I've got the G.I. Bill, bought this house, and it was our first little house. And, you know, we raised our first little girl in it for a few years, and then we moved to another one and we used that as a rental house. But that was probably the most powerful anecdote that -- but some of the guys were -- I've lost track. You know, several of them, I know, had died. And, you know, it's not unusual that someone who's been in prison awhile has the stress factor along with them. But I didn't see, you know -- and some (inaudible) [00:45:22] I'm sure reoffended. I didn't keep that close track. But it was a marvelous experience. And, yeah, it introduced me to the field that I stayed in, the criminal justice field. I got interested in that. SY: OK, so -- DZ: I liked the adrenalin flow. SY: -- what was your master's in? DZ: My master's was in psychology, agency counseling. So, I did a lot of rehab work in the jails after that and ran a halfway house and that sort of thing, so -- and as a probation officer, when I was a probation officer, I did a lot of one-on-one kind of therapeutic kinds of things, and interventions in the community and that sort of thing. So, I really -- growing up in the neighborhood where I was, working in the penitentiary, and then getting that exposure and then applying that life experience to a career was a real blessing, you know? So, yeah, and I didn't teach TM when I was a probation officer, because that was a conflict of interest. I just recently started teaching since I've been here at Norwich. SY: So, I have a couple questions. DZ: OK. SY: First of all, do you know about Vermont's whole restorative justice model? DZ: Yes. SY: Yeah. DZ: Yes. SY: I was on a reparative board for awhile. It's pretty amazing. DZ: Yeah. I was certified as a trainer for restorative justice. SY: Oh, you were? DZ: Yes. SY: Yeah. 14 DZ: And Vermont had a prison here, and years ago, they had a TM program in the prison. And a woman by the name of Susan Gore, of Gore-Tex, who's from Vermont, had this project going and -- about the same time I was doing my project in Colorado. SY: Interesting. DZ: Yeah. SY: Doesn't exist anymore, does it? DZ: It doesn't what? SY: It doesn't exist anymore, does it? DZ: No. No, no. No. SY: So, that was one question I had to ask. And then, I'm just thinking about all these stories, and I'm thinking that you're in this unique position, right, where you can bridge these two worlds, right? So, I would imagine that you're different than most people teaching TM, certainly in the '70s, right? DZ: Yeah, absolutely. Absolutely. SY: And, you know, you're this guy who was in the service, right? So, you can, like, walk, you can be, like, respected for having this particular type of authority, right? You can tell them to take it or leave it -- DZ: Right, right, right. SY: -- in whatever crude terms you need to. DZ: Right, right, right. SY: Right? And have that sort of, like, gravitas, right? And then you're also able to teach TM. So, I -- is that something you've thought about? Like, how you sort of intersect these worlds? DZ: No, I just -- you know, I taught TM because that was the most wonderful opportunity I had at the present, and I got really into it. And then, when I came back to the states, what I was going to do was get my degree and possibly go back to Europe. And then, this project came along. And then, of course, in grad school I met my wife. And, you know, life happened in that regard. So, the next page in the next chapter was, you know, I have an opportunity to actually work in this field. And I had this previous kind of experience prior to that, and it wasn't for pay. But it was really on the front line, and the prison experience was real. I mean, there was a guy who was -- there was a lot of things that happened in the penitentiary, you know? Like murders and that sort of thing, and just being exposed to that. And I liked the adrenaline rush. I liked that there was an excitement and you had to be on your toes all the time. You had to be alert, and how to handle that, knowing that in a penitentiary, you're outnumbered if you're a guard. So, your best weapon is your mouth, and you could either get in trouble with it or you can calm people down. Because the inmates -- you live at the mercy of the inmates when there's 500 inmates. There's -- they don't walk around -- the guards don't walk around the penitentiary with guns for good reason, because somebody's going to take it away. So, it was kind of an idea of learning how -- it was -- it reminded me of a -- and I've never done this, but it was kind of like maybe being in the jungle, learning how to pet the lions, and still have all your fingers. These guys could kill me anytime. I mean, they were all -- and there was 20 of them. And out of the 20, 12 of them had been convicted of murder. And, you know, they weren't rehabilitated. But I have to give this one little story. So, what I do is I'd -- the first day with everyone that is taught, they learn with a teacher, one-on-one. They get the instruction. So, they receive a mantra, they receive the technique 15 how to use it properly, and then they meditate. They get it the first day, so you don't have to be a black belt in TM. You get -- you learn it right away. It's so simple, 10-year-olds learn. So, it's an effortless technique, which makes it really effective. You know, and it's certainly not a concentration technique or a contemplation technique and -- concentration takes a lot of effort and focus and mental activity, so it usually stays on a surface level. And contemplation is kind of -- you ask your mind to imagine a situation that -- you work yourself to get images or a value, like kindness or whatever it is, and imagine yourself in, for example, Costa Rica when you're actually in Vermont. But this is supposed to give you this relaxed feeling. Or imagine yourself, you know, the kindest person you can ever be. But it's thinking, and as long as you're thinking, you're on a surface level. So, TM is a little different than either one of those. It takes advantage of what's called the natural tendency of the mind. It sounds like a lot of woo-woo, but what it means is that if, you know, you and I are talking -- and I don't know what your favorite music is. What is your favorite music, type of music? SY: It's usually folk music of some variety. DZ: OK, so as you and I are talking, if one of your favorite tunes floats through the door, where would you imagine your attention might -- [yeah?]. SY: Sure, yeah. DZ: To the music. So, it's more charming. It's something more charming. So, what happens is that, in TM, when we -- when I teach a person to meditate, the natural tendency of the mind is to go to quieter levels of the mind where there -- it is more charming. There's more quietness, more silence. Now, how do you get there? So, the first day, I teach you a mantra, which is a word that has no meaning. Some mantras do mean -- there's thousands of mantras all over the world. Probably millions, I don't know. But the mantras that are used by TM are sound that has no meaning whatsoever. And sounds have certain effects on your nervous system. So, it's a soothing sound and I choose that for each person. Some people could have the same mantra, doesn't matter. But the technique, how to use it properly, is the other half of that knowledge. So, I teach that the first day. And by this soothing sound, and when it's used correctly, that directs the tension to finer levels of thinking and quieter levels of the mind, to a point where, you know, there is nothing but silence. And silence is different than quietness. Silence is -- in silence, there's no thought. So, the idea of Transcendental Meditation -- meditation being some form of thinking or prayer, and transcending going beyond that. So, you go beyond the level of thought to where there's silence. And that part is in every nervous system of every human being. So, transcending is that experience of silence. And so, 600 studies later -- show that, you know, the prefrontal cortex and all areas of the brain are affected in a real positive way. So, it creates a situation where there's -- it's called restful alertness. So, the restfulness is that -- it's a mental technique, but there's deep physical relaxation. So, the heart rate is reduced, the breath rate, the pulse rate. Even cortisol, which is a chemical in the body that measures stress is reduced almost to nothing. So, the physical part is there. But on the mental part, there's some awareness. So, it's not sleep, it's not dreaming, it's not being awake, it's not -- it's neither of those states of consciousness, but it's this pure awareness. So, when someone experiences this several times during a 20 minute period of meditation, which is the length of time that people meditate twice daily -- that that prefrontal cortex and all areas of the brain are affected positively, and there is some coherence in the brain. So, there is awareness. 16 There's alertness. And so, when you experience that and you finish, then you're refreshed. So, it reaches the level that's deeper than that of sleep. But it's not sleep, because sleep is measurable and your brain behaves a certain way during sleep. And the EEG that measures -- that does this research doesn't lie, doesn't make anything up. It says, hey, this is a different state of consciousness. So, we can tell when a person's sleeping by the function of the brainwaves. Then, when they begin to dream, there's some rapid eye movement, and you can tell there's a different function. I'm not being incredibly scientific, just -- right, just general. And when we're awake, like right now, there's a different -- so, scientists in another room looking at this screen could say that Sarah and Dave are sleeping, dreaming, and awake. And then, when we meditate, they're saying something different is happening. So, it's a fourth state of consciousness. So, being able to actually teach that to someone, knowing that it goes to what is a natural place in their own being, in their own mind and their own physiology, which is silent, and they get these deep results -- and when they come out and they're more alert and more relaxed, they're probably going to have better behavior. They're probably going to be more efficient in their activity. They're probably going to be more effective. So, when the violence level went down in the prison, it wasn't because Dave Zobeck said, "Be good." It was because we have 50 out of 500, and they're having more brain coherence, because every decision comes from the brain. It just made common sense to me that I didn't have to spew anything. I didn't have to tell them, "Eat -- be a vegetarian, think of Maharishi all day long. Quit your religion." Because that was convincing to me. I was Catholic, I didn't have to abandon my religion. I didn't have to become a vegetarian, because I'm not. I didn't have to walk around with a picture of Maharishi on me and think Maharishi thoughts, which -- and I met him. He's a marvelous human being. A marvelous human being. Incredible. I mean, he's a Hindu monk and I'm not. You know, I'm okay with that and it's not a big deal. So, to bring that knowledge into this field, knowing that in the field of corrections, with inmates and employees that work in that field, that -- high stress rates -- that police officers and people in law enforcement, corrections, they don't live to normal life expectancy because of stress. Not because of the bad guy. And then military, same thing. I mean, when -- sadly enough, when we have 13 -- minimum of 13 suicides per day, I find that -- I'm extremely patriotic, and these are our men and women, and these are people's -- course, now they're children -- that I have been with, and even if they're not -- that I don't know them, they're related and I understand that stress. I've never been in combat, so I don't understand that stress. But I tire of seeing our beautiful flag folded into a triangle and presented to a grieving family because the effects of their duty drove them to that place that they thought was better than living. And what am I going to do about it? I mean, you can only cry for so long. I want to do something about it. So, I think that this is a tool that may have an effect on that. And if someone can do that -- and I taught on this campus, I've taught a number of veterans that were -- have done a number of tours in different wars. And the results are phenomenal. And it is such a privilege for me to do that, it's such an honor for me to do that, to share that. So, to be here at Norwich is just -- this is -- SY: So, yeah, so how did you get -- DZ: -- ideal. SY: -- pulled back into this work? 17 DZ: Well, I retired from my work early, and I put in 28 years in the field. But I decided that I wanted to teach TM again. In order to do that, I had to do a recertification course, and I went to this recertification course and I met this guy there. He said, "I work for the David Lynch Foundation and I'd like you to work for me." I had no idea what that was. I said, "Oh, okay, that sounds good." And, you know, no big deal. And so, he contacted me later on and said, "You have a chance to go to Norwich and teach TM." And I thought that was England. I was all excited. I thought, cool, we're going to England. Break out -- "Hello." Break out the passport. (laughter) So, I came here, and the first day that I came -- it was kind of, like, an incredibly snowy day like today. I went to a meeting in the Plumley Armory, and I walked into the Nicholson Room and there were nine vets sitting around this table. And I had my little coat and tie on, of course, which is kind of the uniform of the day for TM teachers. That's what -- Maharishi would like people to look professional, so I did. And I had Peg Meyer and Shelby [Gile?] and the veterans, and they started introducing themselves around the table. And this man said his name, and he said that he had done some tours and gone through some troubled times. And so, I looked him in the eye across the table and I said, "Welcome home, brother." And he started to cry. And I got up and I went around the table. And he stood up and I gave him a big hug, and he was just crying. And I just said, "Welcome home." And he sat down, and we continued. And the woman next to me whispered -- she said, "Did you know him?" I said, "I've never seen him before in my life." And so, then we had a chance -- after that meeting, we told them about TM, and they were -- they could start. They didn't have to pay anything. Going to make an exception, because we had an agreement between our agency and Norwich. And then, I went and talked to the student body. I mean, there were about 200 [core or Corps?] members, and we got a group and we started the first study. I wasn't the researcher, but the researchers did -- took some measures before and after. And then, the results were great. Doctor -- or President Schneider got up in front of the students that were there and he said, you know, "Ladies and gentlemen, you have the opportunity to learn this." He said, "It's everything that they say it is. There's no obligation, and you can volunteer if you like. If you don't, that's okay." He said, "But I've checked it out. I've looked at the research," and he said, "that's the only thing that convinced me." He said, "Then I started it, and since I've been doing it, it's wonderful." You know? Not exactly his word, but that he started -- SY: So, the TM with people returning with PTS makes a lot of sense to me. And the TM with platoons beforehand also makes sense, but can? -- I feel like there's this elemental contradiction, right, which is no matter how resilient people are, in war they're going to be forced to see and do things that damage the psyche, right? DZ: Sure, sure. SY: So, I guess, how do you think about that? And how can -- do you believe that TM can, to some degree, change the nature of conflicts? DZ: Well, a couple of things. You know, it only works if you do it. And if a person's in a conflict -- I mean, I understand from a practical sense they're not going to call time out and go, "I got to meditate." But there are going to be some down times. There's going to be conflict that's going to cause that damage no matter what. If you do TM, you don't -- yeah, do TM. What do you do about it when you have it? And this is something that I like in this regard, because they could do it by themselves, and it's an extra tool. If they want to talk to a psychologist, that's great. If they want to take some medication, that's 18 great. Whatever. They can do this by themselves. The veterans that I taught said, "I wish I would have had this when I was in combat, because there were times when I was just losing my mind and I didn't know what to do. And I had time on my hands. I wish I could've sat down and done this." So, in a practical sense, we're giving them tools to use when they can -- if they're in a conflict or if they're not actively doing anything, they have some downtime, to relieve that stress, to maybe -- we don't have any data yet that says TM prevents PTS. I would never say that. Maybe lessen the effects, or even when they get back they have a tool immediately to use. Because what we know is that alcohol, drugs, you know, the different behaviors that break out -- violence, you know, it's fight or flight kind of time when someone has post-traumatic stress. They -- you lash out or they'll walk away from things, and they're not the same person when they return, because what's happened is the brain is damaged. So, the hope is that we can give them this tool to maybe get them strong before they get into the conflict. And if they're kind of doing this workout for the brain, being more flexible to stress that's incoming, they won't react as badly or as poorly as they did if they didn't have the tool. So, what we're doing is -- it's kind of like that analogy of, you know, there's this crack team that rescues people jumping in the river, and they're going down the tubes. And they can pull out every single guy in the river, and every single woman in the river. They can -- they're really good at it. Then someone gets the wise idea and says, "Why don't we catch them where they're jumping in? You know, we can prevent something." So, this is a preventative program. So, we get the vets that have -- coming back, they're on campus. We also get those who are going to be commissioned and go into the service. And I have, you know, over -- probably about 100, and I get text messages from several of them that say, "I meditated before I flew today. I was clear as a bell." Or, "I finished Army Ranger training, and if not -- but for TM, I wouldn't have made it." And so, I see that there's some results. And, you know, I'm not a meditation cop. I don't make them do it. I give them the tool, and that's what the president said. We're going to give them a tool that is proven and see if that makes the difference. SY: No, that's very interesting. So, OK, so Norwich is founded on this idea of the citizen soldier, right? DZ: Mm-hmm. SY: And I think that means a lot of different things to a lot of different people, right? But part of it that I find compelling is the idea that you're creating soldiers who are thinkers, right? Who are -- they follow orders, but they also to some degree come to their own conclusions, right? So, I'm wondering if you feel like TM can create better, more ethical warriors, if it has a moral effect, perhaps, in some way? DZ: Well, I mean, if -- the idea that -- that's a good question. The idea is that -- I think a person's morals don't necessarily come from meditation. But I think when a person has a clearer mind, they make less mistakes, and they're probably apt to err on the positive. So, you know, wouldn't it be nice if we were talking about, ideally, a situation where one of these young men or women become a general and they're big decision makers, and it comes down to doing that -- [make?] a decision to -- is this war -- is it -- are there other alternatives? That clear mind would make the very best decision that that person could possibly make to benefit the most people around them. Of course, that's the hope of every time, so -- but there's no -- I think when people begin to meditate, the hope is -- I had one of my -- so, one of the guys who's a soldier now, he said, "I want you to teach all 19 of my platoon, because we're going to be more in touch with each other, and we're going to be more effective." And, you know, the hope is someday there will not be any wars. How -- you're talking about ethical with regard to during a war, ethical with regard to preventing war, or in what regard are you thinking about? SY: All of the above. DZ: I see. SY: All of the above. I mean, so, yes, so ethical in terms of preventing a war, if it could be prevented. But also, I'm just thinking about -- you know, we've had some unfortunate situations in the past decade of -- you know, that are coming to light more and more, like soldiers -- you know, I mean, I think of Abu Ghraib. I think of other situations like that, and I wonder if a practice like this could help a soldier in a sort of context like that. Be, like, "Yeah, I'm not doing that." DZ: Right. SY: Or, "I'm going to blow the whistle on that." Or, "That doesn't" -- do you know what I'm saying? DZ: Yeah, yeah, OK. That's a good direction. One of the things that I would submit that -- I don't have evidence in every single case, but I would submit that those types of decisions are made from a stressed mind. And same thing with crime. I mean, look at the example in prison. When these guys are doing that, none of them -- they rarely if ever got written up for any violations. And it's not because those rules were not there at all, they didn't understand the rules. It was because their reasoning was influenced by the amount of stress that they had. So, I would guess that when -- the people who did that in Abu Ghraib, and it wasn't every single one of them -- made that decision. That's not a relaxed place. That's an incredibly stressed place. And I would guess that those decisions come from stressed minds. So, I think that what could happen -- if I had the magic wand, I would teach every one of those guys. And, you know, there would be a difference in the -- a physiological change. And again, it sounds very ideal. But break out the EEG machine. And that doesn't measure left-wing granola conspiracies. That measures how the human brain functions in each individual. And when done correctly, there is a positive effect. And I would say that would be where the influence would go. And I see the same thing with, you know, stressed cops, stressed whatever. When I was on the street as a probation officer and we'd chasing the bad guys, I'd come home and there'd be all sorts of stress, of course. But I would meditate, and then I wouldn't bring that stress into my house, you know? And I think that that's the hope. So, I think it's a tool that is -- needs to be looked at, because scientifically it's proven. So, I do think it would have an influence in that regard. Do I think it would have been perfect and no violation? I'm not saying that. I'm saying does it make a difference if they would do it? I think it would increase the chances of positive behavior by a long shot. That's my opinion, absolutely. And so, if you look at that and you look at the idea of where wars come from -- I mean, people making decisions to go to war -- I don't think that's a relaxed nervous system. SY: No, and people that -- DZ: On either side. SY: Right. When people feel like caged animals, they act like caged animals, right? DZ: They're going to lash out, I would guess. I mean, in some cases. And rare -- and bless the guy who doesn't or the woman who doesn't, but it's rare. But I think that -- you know, the same thing -- well, anyway, so that's my opinion on that one. 20 SY: So, one last question -- DZ: Sure. SY: -- because I know I'm getting tired, mostly because these fluorescent lights are awful. Do you have this (inaudible) [01:09:52] (laughs) DZ: They're terrible, aren't they? SY: They're just the worst. DZ: Bam. SY: Ah, thank you! DZ: See? SY: Feel much better. DZ: See, now we're relaxed. SY: Look at that. DZ: We're roaming out. SY: Look at that. DZ: Come on. SY: Things changed. DZ: I mean, come on, hello. SY: Woo! It was, like, my eyes -- DZ: (laughs) Bzzz! SY: -- were like dilating in and out. (laughter) And I was, like, am I here? What's going on? DZ: Who am I? What am I? SY: So yeah. So, actually, I was talking to Sarah Henrich before and I was like, "What do you want to ask Dave Zobeck? What do you want to know?" And she said, "What's your big picture vision?" You could – if you were running the show, you were, you know, I don't know, leader of the world, right? What would you do in terms of TM? DZ: Of the world or for Norwich? The world -- SY: Or of Norwich or -- DZ: Well, here's the deal. I think -- what I think I would do -- I mean, in the world sense at it boils down to Norwich as well. I think you need to get it in the education system. I think this needs to be a class that's offered for credit, that this is -- that you can do maybe some measurements before you get in the class, and at the end of the semester, after X amount of meditations, you can do that. And I think every class would begin with meditation and then follow with some knowledge about development of consciousness, changes in brains, that -- some real scientific kinds of things. And that should be a part of every person's curriculum. I think it belongs in the curriculum. I think this tool belongs with civilians, it belongs to Corps people, it belongs to administrators -- and I have taught a number of administrators here that swear by it. So, if it works, let's do it. So, we have to have this type of knowledge of other subject matters. And I've taught that. I've taught sociology and psychology and that sort of thing and it was -- it's marvelous. You have to have that. It's a good, good bit of information. But the knowledge of the self is so powerful and timeless. These books are outdated five years after I teach the subject matter. Development of consciousness and going within never is outdated as long as you're alive. And that is eternal knowledge. And that's the difference in my satisfaction of teaching TM and teaching these other subjects. I love teaching. When I teach someone how to go and experience and that -- to find this place in their own nervous system -- and then, when they're finished, they feel better and their affect is more positive 21 on other people, because it's good to be around people that are very positive. And they're going to be the decision makers of the future. It's way too common-sensical to do. It makes sense, and there's no -- I don't understand a reason not to. And so, that's what I think the ideal situation -- there are school systems in California, entire school systems that use it. They call it quiet time. They start their day -- the entire school, with the teachers -- they have a bell that rings over the PA system. They start their day with 10 minutes of meditation, they go about their business. At the end, at three o'clock when they're finished, the entire school system sits down, including the teachers. They do 10 minutes of meditation. No violence in the hall, no afterschool violence. They've saved San Francisco millions of dollars -- SY: Of course it's San Francisco. DZ: -- because of shootings and so on and so forth. And the kids are progressing for the first time through middle school, high school, and they're going on to college. The data is there. There's no -- there's nothing -- and they're still Protestants, they're still Jews, they're still Catholics, they're -- they haven't changed. They're still meat eaters. They're citizens that understand how they can contribute better as a citizen to their country, to their city, their community when they're using more of their full potential. This is the tool, and it's proven. And I think it -- you know, move the obstacles out of the way, get to what works. And the sooner we do that, I think we can see results all over the place. Even in cities where there are crime rates and there's X amount of people who are doing TM, there's a difference in the crime level. So, you know, I think it's a tool. So, I think, to answer, you know, that question is -- very directly is put it in the school system. Without a doubt, it should be taught like any other subject matter. The knowledge of self is as important as the knowledge of other topics. And so, I would recommend that. And I'm hoping, eventually down the road at Norwich, it does get in the curriculum somehow, some way, you know? SY: Actually, when I was teaching middle school, we had something -- it wasn't TM, but it was sort of a mindfulness chunk of the week. DZ: Yeah. SY: It was -- it didn't quite work, I think because it was, like, a group activity, right? It wasn't something that, like -- I think with middle school girls in particular -- it was an all-girls school -- they need to close their eyes to, like, step out of the social context in order to be able to access themselves. But when there were -- it was more sort of, like, movement based and they could still see each other, they, like, weren't able to get rid of their self-consciousness. DZ: And to go inside. SY: And to go inside, yeah. DZ: Well, you know, every technique has their own benefits, and I'm not going to knock that. But this is a -- again, if you're going to anyone -- any institution's going to invest money, go to something that's proven. I mean, 600 studies later, and no one's fighting that they're bad studies. There's not one. SY: Do you think that if you hadn't -- if that Marine hadn't come and spoken at that -- at your Air Force base that you would have discovered TM? Or do you think your life would have taken another trajectory? DZ: I think probably -- I think people are on a path to probably discover what they discover. He was just the -- he was the person who -- like, I would -- with some others that just was 22 -- delivered the package that day that I had asked for in some way, shape, or form. I was always looking -- SY: And you were ready for it. DZ: Yeah, I -- and in kind of, like, that Chinese thing when the student is ready, the teacher appears. SY: Right, right, right, you're -- DZ: And I think I was -- we were doing other kinds of things and that came along, and that was just -- that was another thing. But it was the coup de grace. I mean, it made my exercise better, you know, my sleep better and my studies better. So, I saw the benefit immediately, and there's no reason to stop, so I haven't. And so far, there's some tremendous results here at Norwich, and the students like it. And, you know, there's some support. And it'll go as long as it's supposed to, you know? So -- SY: It also seems like, at Norwich, it's also to some degree changed the culture between the cadre and the rooks, right? And I know that people talked about less yelling and, like, a sort of, like, different relationship between -- a kinder relationship, potentially. DZ: Well, the thing is, the first two years when we had the group study that was done at Alumni Hall, we had one platoon that was, you know, taught, and their cadre. And they would meditate together for the first two years. Different platoons, of course. And then we had the control group that didn't learn and then finally learned in the spring when they got recognized. So, we had that -- so, in that specific platoon, they didn't need to yell because these men and women, young men and women, were alert enough the first time around. And they, you know, were less stressed, and they could respond right away. So then, the cadre didn't have to yell, because they got it right the first time. And I know the cadre personally, and they yelled. I mean, it's part of the culture. But it was really good. Now the group is different, because it's opened up to the general population. So, some of the rooks are meditating and they're meditating in the room, but their cadre don't and their other roommate doesn't. Or it's a smattering of -- you know, I taught 116 people last semester, and not all of them were rooks. So, there's still the culture of yelling and screaming, of course. But I think, you know, we've opened it up to the public this time around. But in that regard, when you have everybody with a clearer mind and you have a group of people with a clear mind -- in fact, they sit down and get a clear mind before they start their day and go forward. TM is a preparation for activity. With a clear mind, your activity's going to be more efficient. It's real simple. So, that's how it -- work, and I think Norwich is on the cutting edge of all of this, because they're the first academy to move forward with all this. SY: It's pretty exciting. DZ: It is. I think it's great. SY: It really is. DZ: Yeah. SY: So, OK, any last thoughts? DZ: No, I think it's good. SY: I still want to know why you joined the Air Force. DZ: Oh, well, you know, I mean, my two brothers, older brothers, were in the Air Force. We grew up in Colorado. The Air Force Academy is there. We were always fans of the football team, and we had visited the academy. We were all Air Force guys. And they did it, and I just followed suit. And, you know, it was during the war and I just thought, 23 you know, was a good time to serve. And I joined and -- certainly didn't go to Vietnam. I was a Vietnam era veteran, but I just thought it was a good thing to do. I liked it, and I didn't make a career out of it. I had -- opportunity to go to officer's school, and thought I could progress faster doing studies on my own. And, in fact, that was the case. But the Air Force changed my life. I mean, it got me out of the small town, and I saw the world. And when I lived in Europe, I visited all sorts of different countries, and visited my family in Yugoslavia. I would never have done that without the Air Force. So, I am deeply grateful for that experience. It was -- it's a life -- it was a life-changing situation. Became a TM teacher, taught -- you know, learned another language. So, very, very grateful, the opportunity that was presented, and then got my education -- I mean, finished my education when I got back with the GI Bill and bought a house. And there's so many things. So, it fit, you know? And I really didn't have the brains to figure that out, what I was going to do when I got in. I just said, hey, I'm going to do this and see what happens. SY: You were, what, 18? DZ: I was 20. SY: Twenty. DZ: Yeah, yeah, so -- SY: Yeah. DZ: -- but it was beautiful, I -- so, it was good situation. Very grateful. SY: And you liked the physical challenge, too, right? DZ: I liked it. And the Air Force isn't, certainly, as physically -- challenge as, like, the Marine Corps or the Army. And my Marine friends and my Army soldier friends all agree. SY: I heard (laughter) the joke the other day that -- of the Chair Force. DZ: Yeah. Oh, yeah. Oh, yeah. SY: That was the joke that I heard, yeah. (laughs) DZ: But, you know, I take it in all good humor. SY: Yeah. DZ: And I admire them and am very grateful for all their service as well. So, it just -- we're -- I like to be part of the team. And being part of Norwich team and being accepted here and being part of the culture is really good. But, you know, in the beginning, it was very much, you know, weird and strange and odd, which I can understand. I understand that. But once we start looking at the science and the practical application and who I was and -- I wasn't into some of the strange things that are stereotypically associated -- SY: Well, again, you're this bridge. DZ: Yeah, yeah. SY: You're this, like -- DZ: Yeah. SY: -- amalgam that works, right? (laughter) Bringing meditation into these, like, more sort of, like, macho worlds -- DZ: Yeah, yeah. SY: -- like a prison or like the military or -- DZ: And, you know, what I find is that, you know, these young men and women -- Norwich -- the students here are just -- they absolutely amaze me. I mean, at the end of the sentence, they call me sir as opposed to other things that I was called when I worked in the criminal justice system, the combinations of family and different kinds of things were just very 24 creative. (laughter) But they are so motivated, and to add this tool to their -- already their intensity is really nice, because it's like a tune-up twice a day. So, it's going to make them even more effective. So, I say, as a decision-maker, when you become an officer, if that were my son or daughter, I would hope to goodness that you would have a clear mind when you're making decisions when lives are at stake. And clear minds make less mistakes. And your troops -- and you may not even have to go to war. You could be that formidable, that we don't want you as an opponent. We can -- let's have this chat. And so, who knows down the road? But we'll see. Greater minds than mind will make those decisions. But my biggest -- my hope is that they can get it in the curriculum and get it going and have somebody do that. And there's a few young people here who are interested in becoming teachers, and that would be really magnificent. There's a staff member who's interested in becoming a teacher. I would like that. It would be organic in nature, and then I could go onto whatever else I'm supposed to do and -- (laughter) SY: Right, whatever happens to be next. DZ: That's right. SY: Right? DZ: That's right. SY: And -- END OF AUDIO FILE

Not Available ; The Hon'ble Vice President of India Shri. M. Venkaiah Naidu visited ICAR-Central Research Institute for Dryland Agriculture (CRIDA), Hyderabad on 3rd July, 2018. He was the Chief Guest for the "Consultative Meeting on Doubling of Farmers' Income in Telangana State and Adjoining Areas". Shri. Md. Mahmood Ali, Deputy Chief Minister, Telangana State was the Guest of Honour. Dr. K. Alagusundaram, Deputy Director General (NRM), ICAR, New Delhi, Shri. C. Parthasarathi, APC & Principal Secretary (Agriculture), Telangana State; Dr. K. Sammi Reddy, Director (Acting), CRIDA; Directors and scientists of local ICAR institutes, senior officials of PJTSAU, senior officials from Telangana State, NGOs, Industrialists, Bankers and progressive farmers participated in the meeting. Hon'ble Vice President addressing participants of consultation meeting Deputy Director General (NRM) Dr. K. Alagusundaram, ICAR, New Delhi welcomed the dignitaries and the participants while briefing about the various rainfed technologies developed by CRIDA for the benefit of farmers of dryland agriculture. Hon'ble Vice President Shri. M. Venkaiah Naidu, chaired the interactive session with scientists, research scholars, farmers and representatives of NGOs. He stated that the multifaceted strategy is needed to protect agriculture as agriculture is now under distress. During interactive session, farmers of Ranga Reddy district mentioned that their farm income has been substantially increased due to the interventions of ICAR-CRIDA, KVKs and SAUs. Book releasing during consultation meeting New Research Initiatives CRIDA was awarded a competitive research project entitled "Innovative and contextual agromet. advisory services for climate smart agriculture" funded by Indian Institute of Tropical Meteorology, Ministry of Earth Sciences under Monsoon Mission-II with budget outlay of the Rs. 311.48 lakhs. ICRISAT and ICAR-IIPR, Kanpur are the partner institutes. Dr. P. Vijaya Kumar, Project Coordinator, AICRPAM, ICAR-CRIDA is the Principal Investigator of this project. Dr. AVM Subba Rao and Dr. Santanu Kumar Bal are the CoPrincipal Investigators from ICAR-CRIDA and Dr. Anthony Whitbread and Dr. R.K. Mishra are the Co-Principal Investigators from ICRISAT and ICAR-IIPR, respectively. CRIDA - Newsletter 2 Minimum tillage with crop residue retention on soil surface produced higher crop yields while maintaining better health of rainfed Alfisol The results of 6 year old experiment on conservation Agriculture (CA) in rainfed Alfisol showed that the surface retention of crop residues @ 2-6 t/ha produced 5-13% higher sorghum yield and 28-45% higher cowpea yield as compared to no residue application control. About 56% higher organic carbon (6.80 g/kg) content was recorded with the application of sorghum stover @ 6 t/ha as compared to control (4.36 g/ kg). The increase in available N with the application of 6t and 4t crop residue was to the extent of 19.5 and 28% respectively while significantly higher contents of soil available P (10.67 kg/ha) and K (288.8 kg/ha) were observed with application of sorghum residue @ 4 t/ha. Significantly higher microbial biomass carbon (MBC) and dehydrogenase activity (DHA) were recorded with the application of sorghum stover @ 4 t/ha. Besides reducing the bulk density, the application of residues had a significant influence on the mean weight diameter (MWD) of the soil aggregates. The highest overall soil quality index (SQI: 9.58) was observed with the residue application @ 6 t/ha. A significant positive relationship was observed between SQI and pooled cowpea seed yield (R2 =0.82) and pooled sorghum grain yield (R2 =0.69). This study also clearly indicated that the adoption of minimum tillage in combination with adequate crop residue cover, the soil moisture increased and soil temperature decreased which in-turn made the crops to withstand the mid season dry spells without much adverse effects. Crop residue retention in the field Development of track width & ground clearance enhancing platform and matching Implements for low horse power tractor A reconfigured platform for small horse power tractor with matching weeding and spraying implements was developed. Such new developments will increase effective use of tractor for weeding and spraying operations in crops like maize, castor, red gram, cotton, chilies etc. The developed platform basically consists of three components (i) Front wheel axle (ii) Rear drive wheel axle and (iii) Reworked steering set system for enhanced track width. The prototype high clearance platform fitted mini tractor matching rotary weeder consists of a main frame with hitch mast, gear box housing with power transmission provision, rotor shaft assembly with soil working tools. The developed boom sprayer unit basically consists (i) Base frame to give support / fix various components (ii) Pump with manifold for flow control and pressure regulation (50 lpm & 30kg / cm2 rating) (iii) Boom with height adjustable frame work and (iv) High pressure hose pipes. The pump gets the required power from tractor. The nozzles on the boom were fitted with spacing adjustable provision to use for different types of rainfed crops. The weeding efficiency of rotary machine varied 74 to 82.5.% and 78.5 to 86.8% for castor and pigeon pea, respectively. In case of maize crop, the weeding efficiency observed to be 73.9%, which was low compared to other two crops due to narrow row spacing. The boom sprayer was operated in cotton crop at two growth stages; the first one at flowering stage (75 DAS) and second operation in bolls expansion stage (90 DAS). The operator can steer the tractor comfortably and sprayer worked satisfactorily. The field capacity of the machine ranged from 1.7 - 2.0 ha/hr. The newly developed implements shown significant advantage in monitory terms when compared with traditional practice of bullock operated blade harrow and hand labour spray operation (15 - 20% lower cost). Track width and ground clearance enhanced platform fitted low horse power tractor with matching weeding and spraying implements Research Highlights July - December, 2018 3 Scientific Activities XXVIIth Research Advisory Committee (RAC) meeting The XXVIIth meeting of the Research Advisory Committee of the institute was held during 10-11 November, 2018 under the chairmanship of Dr. Panjab Singh, former Secretary, DARE & Director General, ICAR. The committee reviewed the progress and recommended for strengthening of farming systems research with horticulture and livestock components, scaling up of NICRA interventions to more villages and restructuring of the institute by creating divisions of Social Sciences and Climate Change. Further, RAC suggested to align the research programmes with the challenges and development needs of dryland farmers. RAC meeting in progress Field Institute Research Council (IRC) meeting Field Institute Research Council (IRC) Meeting for 2018-19 was held on 25th September, 2018 at Gunegal Research Farm (GRF) and on 5th October, 2018 at Hayathnagar Research Farm (HRF) under the chairmanship of Dr. K. Sammi Reddy, Director (Acting). The chairman IRC, Dr. K. Sammi Reddy, Director (Acting), Project coordinators, Heads of Divisions / Sections and scientists visited various experiments and discussed thoroughly on various treatment effects. Interaction during field IRC Various suggestions like displaying of the experimental and treatment boards at the experimental site, periodical monitoring of soil moisture in CA related experiments, rainfall amount, rainy days and crop yields needs to correlated for all the experiments etc., were made in field IRC. Quinquennial Review Team (QRT) Under the Chairmanship of Dr. J.C. Katyal, former Vice Chancellor, CCS Haryana Agriculture University & former DDG (Education), ICAR, two review meetings were conducted. QRT meeting was held during 18-19 June, 2018 at UAS, Bengaluru and reviewed the work done by both AICRPDA and AICRPAM centers located in Karnataka, Andhra Pradesh, Kerala & Tamil Nadu. Another meeting was held at ICAR-CRIDA, Hyderabad during 16-18 August, 2018 to finalize the QRT report. QRT visit to AICRPDA center, Bengaluru Dr. J.C. Katyal presented the salient recommendations of QRT to DG, ICAR and other officials in presence of DDG (NRM) and ADG (A, AF & CC) on 13th September, 2018 at ICAR, New Delhi. Honorable DG, ICAR has appreciated the work done by the QRT. QRT meeting in progress Hindi fortnight celebrations The Hindi fortnight was organized from 1st to 14th September, 2018 at ICAR-CRIDA, Hyderabad. On this occasion, Hindi Noting & Drafting, Hindi-English technical terminology and other Hindi competitions were organized. Winners were awarded on concluding day, 14th September, 2018. CRIDA - Newsletter 4 Interface meeting on agricultural contingencies for Andhra Pradesh In view of the low rainfall and its poor distribution in some parts of Andhra Pradesh, at the behest of ICAR-CRIDA, an interface meeting was organized by ICAR-CRIDA on August 3, 2018 with Department of Agriculture and ANGRAU under the chairmanship of special Commissioner of Agriculture, Government of A.P. to review and develop mid-course action plans for Rayalaseema (Anantapuramu, Kurnool, Kadapa and Chittoor), Prakasham, Nellore and Guntur districts. The participants included Director of Research, ANGRAU, Special Commissioner of Agriculture, A.P., Joint Collector, Kadapa, Senior scientists from ANGRAU, JDAs, ADAs, Scientists from KVKs and farmer representatives. Dr. NV Naidu, Director of Research ANGRAU, conducted the proceedings of the meeting. Dr. KV Rao, ICAR-CRIDA and Dr. S Malleswari, ANGRAU made detailed presentations on current rainfall scenario and forecast for the forthcoming weeks. Sri D. Muralidhar Reddy, Special Commissioner in his address emphasized that department should gear up to rescue the crops in the field, plans to cover unsown area and preparation of documents for early drought declaration procedures. Dr. NDRK Sharma, Consultant, Department of Agriculture, highlighted the implementation of agriculture contingency plans during past years and requested the officers to prioritize the interventions based on the uptake of preferred technology options by the farmers. Sensitization on district agricultural contingency plans for Mizoram In an interface meeting of ICAR-Mizoram State held on 24.09.2018 to sensitize the Senior officers of the State on District Agricultural Contingency Plans (DACPs). This is the first meeting on sensitization of DACPs to senior officials in the North-Eastern states of India. Mr. Lalsawta, Cabinet Minister for Finance & Planning chaired the meeting. Mr. Lalthanliana, Cabinet Minister for Horticulture, LAD & SWD and Mr. Lalmingthanga, Commissioner & Secretary, Agriculture were guests of honour. Secretaries from Horticulture, Sericulture, Animal Husbandry & Veterinary Science; Directors of various line departments; Director, ICAR - Research Complex, NEH Region and Director, ATARI, Umiam also attended the meeting. Dr. N. Prakash presented the technologies developed by ICAR RC for NEH and Dr. Deka highlighted how KVK set up is actively participating in dissemination of technologies. The Commissioner of Agriculture highlighted that only 30% of the food grains are produced in Mizoram. Mr. Lalthanliana mentioned that farming community in Mizoram are facing multi-faceted problems. Mr. Lalsawta emphasized on developing viable alternatives to Jhum cultivation which is responsible for meager yields. Dr. S. Desai, Principal Scientist, ICAR-CRIDA made a presentation on "Sensitization on District Agricultural Contingency Plans to meet the weather aberration impacts on agriculture in Mizoram".The Commissioner & Secretary, Agriculture appreciated the efforts and emphasized on more sensitization about DACPs among district officials. The meeting ended with vote of thanks by Ms. Shakuntala, JD, ICAR Research Complex, Kolasib centre. Contingency Plans Interface meeting in progress Interface meeting at Mizoram July - December, 2018 5 Technology Transfer Hon'ble Prime Minister's interaction with SHGs & women groups at ICAR-CRIDA Web telecasting of Hon'ble Prime Minister's interaction with SHGs & Women's groups was organized by Krishi Vigyan Kendra – Ranga Reddy District, ICAR-CRIDA on 12.07.2018 in KVK Campus, Hayathnagar Research Farm, ICAR-CRIDA. About 74 SHG women from four different villages of Ranga Reddy District, Telangana State participated. The Hon'ble Prime Minister's interaction with SHG women emphasized on improving the economic status of farm families through supporting SHG women by strengthening the Self Help Groups. The Prime Minister highlighted about DAY-NRLM programme (Deen Dayal Antyodaya Yojana-National Rural Livelihood Mission). Almost 30 lakh SHG women are being supported under Mahila Kisan Sashakthikaran Pariyojana (MKSP) to promote sustainable agriculture practices and the objective of Mission Antyodaya is to develop poverty free panchayats. Web telecasting of Hon'ble Prime Minister's interaction with SHGs & women's groups Parthenium awareness week organized Training cum awareness programme on integrated management of Parthenium was organized by KVK-CRIDA, Ranga Reddy District on 21st August, 2018. About 50 participants from Agriculture College, farmers, teaching and extension officials attended the programme. Subject matter specialists from KVK-CRIDA highlighted the technical aspects of Parthenium management, invasion of Parthenium in India, plant physiology-spread, impact and harmful effects of weed on crop, composting of weed. Displayed posters and removed weeds from demo plots and office premises of KVK. National nutrition month organized The theme for National Nutrition Month for 2018 was "Go Further with Food". On this occasion, organized 3 training programmes and method demonstrations i.e. (i) Prevention of anaemia – preparation of low cost nutritious recipes on 6th September, 2018, (ii) Value addition to millet products as food security & income generating activity on 11th September, 2018, (iii) Demonstration on dried green leafy vegetables – different recipes to prevent Iron & Calcium deficiency on 18th September, 2018 in KVK adopted villages Gummadivelli, Kolanguda and Nerrapally, for about 291 women. These programmes involved total 291 women, of which 67 were SC /ST, 224 were others. Distributed 200 drumstick plants as part of National Nutrition Week to women of self help groups. National women farmers' day (Mahila Kisan Divas) & technology day National Women Farmers' Day (Mahila Kisan Divas) and Technology Day was organized by Krishi Vigyan Kendra-Ranga Reddy District, ICAR-CRIDA on 15th October, 2018 at Hayathnagar Research Farm with the participation of women farmers from Ranga Reddy district. Dr. V. Maruthi, Head & Principal Scientist, KVK briefed the importance of the day and women's role in agriculture. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA, presided over as Chief Guest and addressed about the women farmers' role in agriculture, drudgery management practices to be followed by women farmers, nutritional disorders and health issues. Dr. Y. G. Prasad, Director, ATARI, Guest of honour, requested the women farmers to utilize skill training programmes of KVK related to dairy and floriculture and NARI (Nutri sensitive agri-resources and innovations) programme of ICAR through KVK. The resource persons Dr. K. Aruna, Professor and Head (Retd.), AICRP (Home Science) informed the women farmers about the health, nutrition, diet, nutritive value of millets and gave a detailed presentation on nutritional disorders and remedies. Sri DGP Sharma, Senior Executive officer, Khadi and Village Industries Commission (KVIC) has explained different schemes in KVIC, loan facilities and Honey production and rearing techniques. Two brochures on Good management practices of chickpea and redgram cultivation, pamphlets on fall army worm in maize, pink bollworm in cotton, hydroponics in fodder cultivation, balanced nutrition diet for livestock were released. Five progressive women farmers and women entrepreneurs from Ranga Reddy District were felicitated on this occasion. National women farmers' day celebration CRIDA - Newsletter 6 World soil day organized ICAR-CRIDA celebrated world soil day on 5th December, 2018 at ICAR- CRIDA under the Chairmanship of Dr. G. Ravindra Chary, Director (In charge), ICAR-CRIDA, Hyderabad. Around 200 participants comprising of students, scientists, technical officers, KVK officials attended the awareness programme. Dr. G. Ravindra Chary explained historical background of World Soil Day, the usage of Soil Health Cards and its interpretation for effective nutrient management in the field crops for sustainable crop yields. Dr. K.L. Sharma, Principal Scientist, educated the participating students about the importance of soils and clarified the doubts raised by the students. The students were sensitized about the importance of soils through demonstrations, posters and exhibits and practical insights to laboratories. On this occasion posters on "Know your soils", "Soil profile" and "Identification of Nutrient deficiencies in Plants and Crops" were displayed for the benefit of the students. Dr. G. Ravindra Chary, Director (In-Charge) addressing students Kisan Diwas organized during Swachhtha Pakhwada KVK-CRIDA, Ranga Reddy District organized one day Kisan Diwas on 23rd December, 2018 as a part of Swachhtha Pakhwada (16-31st December, 2018). Dr. V. Maruthi, Principal Scientist & Head, KVK welcomed the invited farmers from 12 mandals of Ranga Reddy District and enlightened the objectives of the Kisan Diwas. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA, Hyderabad was the Chief Guest. He explained to the farmers about the importance of Swachatha and also emphasized to prepare manure from the wastes generated on farmers' fields. Dr. K. Srinivas, Principal Scientist & OIC, HRF shared experiences on Swachhta initiatives by farmers and civil society officials. Farmers were felicitated based on the initiatives/adoptable measurers expressed during the interaction. SMSs from KVK gave lectures on Good Agricultural Practices in horticulture, agriculture, women empowerment and animal husbandry. Farmers visited demonstration units, exhibition, posters presentation of KVK and gained knowledge. About 107 members including farmers, farm women, ADAs, AOs, AEOs, ATMA officials attended the programme and got handful information with printed literature. Felicitation to farmer during Swachhatha Pakhwada Around 200 farmers including farm women and school going children participated in the awareness campaign of Swachhtha Pakhwada in Farmers First Village. The people were trained in the knowledge about segregation of biodegradable and nondegradable wastes. AICRPs XV Biennial workshop of AICRPAM organized The XVth Biennial workshop of the AICRP on Agrometeorology (AICRPAM) was organized at Regional Agricultural Research Station, University of Agricultural Sciences, Vijayapura, Karnataka during 15-17 November, 2018. Participants of XV Biennial workshop, AICRPAM The objective of the workshop was to review the research progress made during 2017-18 and finalization of the technical program for the year 2018-2020. Monsoon mission II project meeting at ICRISAT Monsoon mission II project meeting was held at ICRISAT, Patancheru, Hyderabad on 10th September, 2018. Dr. Peter Carberry, DG, ICRISAT, Dr. G. Ravindra Chary, Director (In-charge), Dr. P. Vijaya Kumar and Dr. AVM. Subba Rao from AICRPAM, ICAR-CRIDA, Dr. Suryachandra Rao, Associate Mission Director, Shri S.M.D. Jeelani, Indian Institute of Tropical Meteorology, Pune, Dr. Anthony Whitbread, Research Program Director, Dr. AVR Kesava Rao, Dr. K.P.C. Rao and Dr. D. Ram, ICRISAT July - December, 2018 7 National Innovations in Climate Resilient Agriculture (NICRA) Sixth NICRA Annual Review Workshop Organized A two day Annual Review workshop of National Innovations in Climate Resilient Agriculture (NICRA) was inaugurated by Dr. T. Mohapatra, Secretary, DARE & Director General, ICAR at NASC, New Delhi on 7th August, 2018. Chhabilendra Roul, Special Secretary, DARE & Secretary, ICAR, Shri B. Pradhan, FA & Additional Secretary, DARE & ICAR, Dr. K. Alagusundaram, DDG (Agril. Engg. & NRM I/c), Dr. AK Singh, DDG (Agril. Extn.), Dr. Anand Kumar Singh, DDG (Hort. Science & Crop Sciences I/c), Dr. Joykrushna Jena, DDG (Fisheries), Dr. S Bhaskar, ADG (A, AF&CC), Dr. SK Chaudhari, ADG (SWM), Dr. K Sammi Reddy, Director (Acting), ICAR-CRIDA, Hyderabad and NICRA Expert Committee Members viz., Dr. B Venkateswarlu, Ex-VC,Vasantrao Naik Marathwada Krishi Vidyapeeth Krishinagar, Parbhani; Dr. V Praveen Rao, Vice Chancellor, PJTSAU, Hyderabad; Dr. CL Acharya, Ex-Director, ICAR-IISS, Bhopal; Dr. KK Singh, ADG (Farm Engg.), ICAR; Dr. YS Ramakrishna, ExDirector, ICAR-CRIDA, Hyderabad; Dr. HE Shashidhar, Retired Professor of Genetics, UAS, GKVK, Bengaluru; Dr. RC Upadhyay, Principal Scientist (Retd.) NDRI, Karnal; Dr. AG Ponniah, Ex-Director, ICAR-CIBA, Chennai; Prof. UC Mohanty, Professor IIT, Bhubaneswar; Dr. NK Krishna Kumar, Coordinator, Biodiversity International, New Delhi; Dr. Praduman Kumar, Ex-Head, Economics, IARI, New Delhi, Dr. N. Sudhakar, Ex-Director, ATARI and Dr. H. Senapati, Former Dean, OUAT, Bhubaneshwar, Chairmen of Zonal monitoring teams and Directors of NICRA partner institutes participated in the review workshop. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA presented the highlights of achievements of NICRA Project during the last two years (2016-17 to 2017-18). Various events during sixth NICRA annual review workshop participated in this meeting and discussed on developing a farmer-friendly app and web site for disseminating agromet advisories. AICRPDA centres organized stakeholder consultation workshops Stakeholder consultation workshops were organized in the adopted villages by 9 AICRPDA centres viz. Akola, Arjia, Anantapuramu, Bengaluru, Kovilpatti, Phulbani, SK Nagar, Solapur and Vijayapura to discuss on strengthening the traditional rainfed integrated farming systems (TRIFS). Dr. S. Bhaskar, ADG (A, AF&CC), Dr. G. Ravindra Chary, Project Coordinator (AICRPDA), scientists from AICRPs/ICAR Institutes/ SAUs/KVKs, officials from state line departments, ATMA, NGOs and most importantly farmers participated and gave feedback for identifying component-wise suitable interventions for strengthening traditional RIFSs in the respective agroclimatic zones of the centres. Stakeholder workshop in Sunderpura village, Bhilwara district, Rajasthan on 26.10.2018 Stakeholder workshop in Kalenhalli village, Tumkur District, Karnataka on 13.08.2018 CRIDA - Newsletter 8 Important Visitors Ms. Arnella Trent, Senior Crop Analyst, International Production Assessment Division, U.S. Department of Agriculture / Foreign Agriculture Service along with Mr. Dhruv Sood, Agricultural Specialist from U.S. Consulate, Mumbai visited ICAR-CRIDA on 4th September, 2018 to discuss the cotton crop production, planting area and general assessment of the crop in Telangana State. During their visit information regarding dryland agriculture, soils, watershed management and extension activities was exchanged with them. A total of 1637 students from Karnataka, Tamil Nadu & Andhra Pradesh, 40 Scientists from NAARM, Hyderabad, 283 Agricultural Officers from Tamil Nadu & Telangana and 328 farmers from Karnataka, Maharashtra, Madhya Pradesh & Tamil Nadu visited ICAR-CRIDA, Hyderabad during the period. Dr. T. Mohapatra in his inaugural address suggested to make the 151 Climate Resilient Villages (CRVs) to CRV Cluster Villages and the need to actively involve State Governments for successful upscaling of CRVs. There were eight Technical sessions under different themes viz., Resilience through Natural Resources Management, Resilience through Crop Improvement and Adaptation, Technology Demonstration Component Session: Lessons from Technology Demonstration and Future Roadmap, Resilience through Adaptation in Horticultural Crops, Pests, Diseases & Pollinators,Assessment of Impacts on Fisheries-Adaptation and Mitigation Options, Vulnerability Assessment, Socio-Economic Impacts and Farm Advisories, Adaptation Strategies for Climate Resilient Livestock Production, Integrated Modeling Framework. Each session chaired by concerned DDGs and co-chaired by NICRA Expert Committee members and concerned ADGs from ICAR, New Delhi. A detailed session-wise recommendations was presented by Dr. M Prabhakar, PI, NICRA, ICARCRIDA, Hyderabad in the plenary session chaired by Dr. K Alagusundaram, DDG (NRM), ICAR. Zonal Monitoring Committee Visits During the period, zonal monitoring committee visits were organized in the KVKs of ATARI zones viz. Guwahati, Barapani, Kolkata, Jodhpur, Jabalpur, Bengaluru and Hyderabad. Zonal monitoring committee's visits to various zones were organized to review the technical progress of different modules like NRM, crop production, livestock & fishery and institutional interventions in the NICRA villages and for making appropriate suggestions for improvement. ZMC with VCRMC members, Dimapur ZMC with VCRMC members, Malda July - December, 2018 9 Visits Abroad Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA visited Katowice, Poland to participate in the UNFCCC COP-24/CMP14/ CMA1.3 and to organize the side event at Indian Pavilion at COP24 during 30th November - 5th December, 2018. During the visit, he has organized the Side Event at Indian Pavilion @ COP24 on the theme "Scaling up Adaptation Strategies for Climate Resilient Agriculture" on 5th December, 2018. This side event was Chaired by Dr. Anthony Simons, Director General, World Agroforestry Centre (WAC), Nairobi and Co-Chaired by Prof. N.H. Ravindranath, Indian Institute of Science, Bengaluru. In this side event Dr. Reddy has presented two papers and Dr. R.S. Sinha, Additional Commissioner (NRM), Department of Agriculture and Farmers' Welfare, Government of India presented a paper. The side event was very successful as about 25 Indian and foreign delegates were present. After thorough deliberations, the following conclusions were drawn, • There is a need to revise the vulnerability atlas of India taking into consideration the dimensions and definition of vulnerability and risk in the recent Assessment Report of IPCC. • NICRA project was successful in establishing 151 model climate resilient villages in 151 vulnerable districts. But there is a need to upscale the climate resilient villages in highly and medium vulnerable districts. • There is a need to scaling up successful IFS models developed for different agro-climatic regions of India by taking into consideration the resources available with farmers. Dr. K. Sammi Reddy organizing side event at Indian Pavilion, COP24, Katowice, Poland Dr. Suseelendra Desai, Principal Scientist (Plant Pathology) participated in the Regional Conference on "Role of Soil and Plant Health Towards Achieving Sustainable Development Goals in Asia-Pacific" held during 20-24 November, 2018 at Bangkok, Thailand. APAARI, Department of Agriculture, Thailand and Indian Phytopathological Society jointly organized the conference and the participants included diverse experts from research, development, extension, policy makers, private sectors, professional societies, civil society organizations and donor organizations, to share specific long-term experiences on the neglect of soil and plant health in the Asia-Pacific region. Dr. Desai was invited to deliver a lead lecture on "Potential impacts of climate change on plant pathogens and biocontrol agents and adaptation strategies". He also chaired a technical session on "Plant health management – case studies" along with Dr. GD Sinniah from Sri Lanka. The conference deliberated on soil and plant health aspects in detail and agreed to formulate a group to address these issues in the years to come. Dr. Desai delivering lecture Dr. K.V. Rao, Principal Scientist (Soil and Water Conservation Engineering), Division of Resource Management visited United Kingdom (UK) to participate in Workshop on "Advancing Drought Monitoring, Prediction and Management Capabilities" during 18th - 20th September, 2018 at Lancaster University, Lancaster, UK . CRIDA - Newsletter 10 Forthcoming Events Sl. No. Title of the event Dates 1. XXVI Biennial Workshop of AICRP for Dryland Agriculture, at AICRPDA Bengaluru Centre, UASB 16-19th January, 2019 2. Republic Day 26th January, 2019 3. National Science Day 28th February, 2019 4. ICAR-CRIDA Foundation Day 12th April, 2019 5. IRC meeting 23-25, April, 2019, 9-10th May, 2019 6. World Environment Day 5th June, 2019 DOE sponsored Model Training Course on "Extension Strategies for Participatory Natural Resource Management in Rainfed Agriculture" Model Training Course sponsored by DOE was organised at ICAR-CRIDA during September 24 - October 1, 2018. Twenty eight officials from eight different states viz., Telangana, Andhra Pradesh, Maharashtra, Odisha, Tamil Nadu, Goa, Punjab and Karnataka attended the model training course. The course covered various extension strategies of Soil and water conservation measures for enhanced productivity in drylands, Technologies for sustainable NRM in Rainfed areas, Horticulture systems in Rainfed Agriculture for sustainable NRM and enhanced productivity, Enhancing productivity of crops and cropping systems through effective use of natural resources, Farming systems approach for sustainable NRM in drylands, Role of Livestock and their management for enhancing productivity and income in drylands, Gender mainstreaming in NRM, Communication tools and techniques for sustainable NRM. Inaugural session of Model Training Course on "Extension Strategies for Participatory Natural Resource Management in Rainfed Agriculture" ICAR-Short Course on 'Assessment of Vulnerability and Adaptation to Climate Change in Agriculture' A ten day short course on 'Assessment of vulnerability and adaptation to climate change in agriculture', sponsored by the Agricultural Education Division of the ICAR, was conducted during 28th November to 7th December, 2018 at ICAR-CRIDA. The short course has provided the participants with various concepts, approaches and methods used in assessing vulnerability and adaptation. Twenty one participants from five ICAR institutes and eight state agricultural universities participated. A majority of the participants expressed that their expectations from the short course were fulfilled to a large extent. Participants of ICAR Short Course on "Assessment of Vulnerability and Adaptation to Climate Change in Agriculture" KVK Programmes About 34 training programmes were organized during the period July to December, 2018 on different aspects of agriculture, horticulture, animal husbandry, farm mechanization and women empowerment to farmers and farm women from Ranga Reddy district. 1142 farmers and farm women were benefitted from these training programmes. Human Resource Development July - December, 2018 11 Participation in Seminars and Symposia Name of the Personnel Workshop / Seminar / Symposium / Meeting Duration Venue K. Sammi Reddy International Consultation Workshop on Adapting agriculture in semiarid India to a global temperature rise by 1.5 0C. 3-4 October, 2018 WOTR, Pune National Workshop on Sustainability of Indian Agriculture, Natural Resource Perspective with special reference to water. 11 October, 2018 IIWM, Bhubaneswar 83rd Annual Convention of the Indian Society of Soil Science. 27-28 November, 2018 AAU, Anand UNFCCC COP-24 / CMP14 / CMA1.2 Meeting. 30 November to 5 December, 2018 Katowice, Poland G. Ravindra Chary & B.M.K. Raju Brainstorming workshop on "Prioritization of Rainfed Districts in India" organized by NRAA & ICAR-CRIDA. 11-12 December, 2018 NASC, New Delhi C.A. Rama Rao Stakeholders Consultation Meeting on NICRA. 20 July, 2018 NASC, New Delhi Expert consultation meeting for Impact Assessment of the AP Drought Mitigation Project of Govt. of A.P. 14 August, 2018 WASSAN, Hyderabad National Workshop on Promotion of Developing Climate Resilient Villages for Sustainable Food and Nutritional Security. 4-5 October, 2018 MANAGE, Hyderabad 26th Annual Conference of Agriculture Economics Research Association (India) on 'Agriculture and Sustainable Development Goals. 15-17 November, 2018 ICAR-NDRI, Karnal, Haryana Brainstorming meeting conducted by NRAA. 11-12 December, 2018 NASC, New Delhi B.M.K. Raju & R. Nagarjuna Kumar Consultation Meeting on 'Risk and vulnerability of agriculture to climate change: A district level assessment'. 20 July, 2018 NASC, New Delhi B.M.K. Raju 72nd Annual Conference of Indian Society of Agricultural Statistics (ISAS) organized with a broader theme of 'Statistics, Informatics, Engineering Interventions and Business Opportunities: A Road-Map To Transform Indian Agriculture Towards Prosperity' 13-15 December, 2018 ICAR - CIAE, Bhopal, Madhya Pradesh Boini Narsimlu International Conference on "Global Water Security for Agriculture and Natural Resources" organized by ASABE USA & ISAE India. 3-6 October, 2018 Hotel, Taj Krishna, Hyderabad R. Nagarjuna Kumar ICAR-ICT Road map. 6 July, 2018 IIMR, Hyderabad National Workshop on Artificial Intelligence in Agriculture: Status and Prospects. 30-31 July, 2018 NASC, New Delhi Josily Samuel and P.K. Pankaj 'Workshop on CLEM-Crop Livestock Enterprise Modelling'. 22-23 October, 2018 ICRISAT, Hyerabad D. Sudheer Indian International Science Festival-Agriculture Conclave. 5 -7 October, 2018 Lucknow, Uttar Pradesh G. Sri Krishna Hands on Training to Master trainers of KVKs on TCS-ICAR-KVK Sandesh. 3 August, 2018 ATARI, Zone X, Hyderabad Training of Trainers for KVKs, SAUs and ICAR institutes. 25-27 September, 2018 PJTSAU, Hyderabad Annual Zonal Workshop of KVKs Zone X 20-22 September, 2018 ATARI-CRIDA G. Nirmala, K. Nagasree & Anshida Beevi C.N. 9th National Extension education Congress on "Climate Resilient Agriculture – Innovations and Technologies" 15-17 November, 2018 CAEPHT, Ranipool, Sikkim CRIDA - Newsletter 12 1. Dr. K. Sammi Reddy, Director (Acting), ICAR – CRIDA was inducted as the Fellow of the Indian Society of Soil Science (ISSS), New Delhi. He received "ISSS Fellow Award" from His Excellency Honorable Governor of Gujarat Shri O.P. Kohli at 83rd Annual Convention of the ISSS held at Anand on 27.11.2018. Dr. K. Sammi Reddy receiving ISSS Fellow Award from Shri O. P. Kohli, Honorable Governor of Gujarat 2. AICRPDA-Vijayapura centre received "ICAR-Vasantrao Naik Award" for Outstanding Research and Application in Dryland Farming Systems for 2017" during ICAR Foundation Day and Award Ceremony on July 16, 2018 at NASC, New Delhi. AICRPDA Vijayapura centre receiving ICAR-Vasantrao Naik Award 3. Dr. G. Ravindra Chary, Project Coordinator (DLA) received "Indian Society of Agronomy Gold Medal Award" on 24.10.2018 during XXI Biennial National Symposium on Doubling Farmers' income through Agronomic Interventions under Changing Scenario at MPUAT, Udaipur, Rajasthan. Dr. G. Ravindra Chary receiving Indian Society of Agronomy Gold Medal Award 4. Dr. G. Nirmala, Principal Scientist (Agril. Extension) & Head, TOT was honored with "SEE Fellow Award" during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. G. Nirmala receiving SEE Fellow Award 5. Dr. K. Nagasree, Principal Scientist (Agril. Extension) received "Best Extension Professional Award" during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. K. Nagasree receiving Best Extension Professional Award Awards and Recognition July - December, 2018 13 6. Dr. B.M.K. Raju, Principal Scientist (Agril. Statistics) was included as "Member of Task Force" constituted by NRAA, DAC & FW, Govt. of India for 'Prioritization of rainfed districts in India'. 7. Dr. R. Nagarjuna Kumar, Scientist received the "Best Paper Award" for the paper "Spatial Rice Decision Support System (SRDSS) for effective rice crop management", Current Science Vol. 116, No. 3 by IIRR, presented during Annual day Celebrations of IIRR organized at ICAR-IIRR, Hyderabad on 15th December, 2018. 8. Dr. R. Nagarjuna Kumar, Scientist received the "Outstanding Scientist Award 2018" during the International Conference on Agriculture, Horticulture and Food Science held at Hotel Hans, New Delhi during 29-30 December, 2018. 9. Dr. Anshida Beevi C.N., Scientist (Agril. Extension) conferred with "Ganga Singh Chauhan Memorial Award-2018" for outstanding research contributions in the field of Extension Education during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. Anshida Beevi C.N. receiving Ganga Singh Chauhan Memorial Award 10. Dr. Anshida Beevi C.N., Scientist (Agril. Extension) received "Best Paper Presentation Award-2018" for the paper "Drudgery Reducing Technologies for Women Empowerment in the Rainfed Areas" during 9th National Extension Education Congress 11. Sri Mula Mahender Reddy of KVK, Chandippa village of Ranga Reddy district received "Best Farmer Award" by Aaj Tak News Channel on 24th October, 2018 for outstanding contribution in "Raised Platform / Elevated Animal Shed in Semi-Intensive Goat Farming". Sri. Mula Mahender Reddy receiving "Best Farmer Award" by Aaj Tak News Channel Personnel Information Appointments / Promotions / Transfers / Joining Name and Designation Joined/ Transferred/ Promoted/ Appointed Date w.e.f Transfers/ Joinings Shri Rajkumar Dhakar, Scientist, ICAR-CRIDA Transferred as Scientist, ICAR- IARI, New Delhi 25.08.2018 Dr. B. Krishna Rao, Principal Scientist, ICAR-CRIDA Joined as Director (A&R), WALAMTARI, Hyderabad on deputation (12.09.2018 to 11.09.2021) 12.09.2018 Dr. A. Amarender Reddy, Principal Scientist Transferred to ICAR-CRIDA, Hyderabad 06.09.2018 Smt. D. Lakshmi Aruna Gayathri T-3 (Farm Assistant) 22.12.2018 Shri Bandi Srikanth Goud T-3 (Farm Assistant) 26.12.2018 Shri Awinash Brahamwanshi T-1 (Fieldman) 28.12.2018 Promotions Shri Rajkumar Dhakar, Scientist (Agricultural Physics) Promoted to next higher pay Rs. 7000/- 02.05.2016 Shri G. Venkatesh, Scientist (Agro-forestry) Promoted to next higher pay Rs. 8000/- 01.01.2014 Promoted to next higher pay Rs. 9000/- 01.01.2017 Shri Sarath Chandran M. A., Scientist (Agricultural Meteorology) Promoted to next higher pay Rs. 7000/- 01.01.2018 CRIDA - Newsletter 14 Cultural and Welfare Activities Swachhtha Pakhwada Swachhtha Pakhwada was celebrated by ICAR-CRIDA during 16-31 December, 2018. The date-wise activities set out in the programme were implemented at ICAR-CRIDA main office, Hayathnagar Research Farm, Gunegal Research Farm and surrounding residential areas and in villages, involving all the employees of ICAR-CRIDA, farmers and civil society members, VIPs, media persons. Swachhtha Pakhwada Celebration at farmers first village The concluding function of Swachhtha Pakhwada was organized on 31st December, 2018. A brief account of the Swachhtha Pakhwada activities carried out from 16th – 31st December, 2018 was presented. Prizes for debate and essay writing competitions held during the fortnight were distributed. The event received good media coverage. Vanamahotsavam ICAR-CRIDA Cultural and Recreation Club organized Vanamahotsavam at Hayathnagar Research Farm of the institute on 20th November, 2018. All the CRIDA staff members actively participated in the cultural activities. The events generated great enthusiasm and unity among staff. Director (Acting), ICAR-CRIDA distributing prizes to winners XIV Meeting of ICAR-CRIDA IJSC Second meeting of XIV IJSC was held on 20th October, 2018 in Director's Committee room under the Chairmanship of Dr. K. Sammi Reddy, Director (Acting) and Chairman, IJSC, ICAR-CRIDA. The meeting was attended by following official side members Dr. K.L. Sharma, Dr. R. Nagarjuna Kumar, Sri B.D. Phansal, CAO, Sri A. Srinivasa Murthy, SFAO and Dr. Ravikanth V. Adake, Official side Secretary and Dr. (Smt.) K. Salini, Scientist (Genetics & Plant Breeding) Promoted to next higher pay Rs. 7000/- 15.09.2015 Dr. Prabhat Kumar Pankaj, Sr. Scientist (Livestock Production & Management) Promoted to next higher pay Rs. 9000/- 08.05.2015 Dr. (Smt.) R. Rejani, Sr. Scientist Principal Scientist 30.08.2017 Dr. S. M. Vidya Sekhar, Chief Technical Officer (T-9) Advance increment 03.02.2017 Dr. (Smt.) D. Anantha V. Rao, Chief Technical Officer (T-9) Advance increment 03.02.2017 Shri Ram Kumar, Assistant Chief Technical Officer (T-7-8) Chief Technical Officer (T-9) 24.02.2018 Shri S. Vijaya Kumar, Senior Technical Officer (T-6) Assistant Chief Technical Officer (T-7-8) 25.10.2015 Shri K. Surender Rao, Chief Technical Officer (T-9) Advance increment 03.02.2017 Shri G. Prabhakar, Senior Technical Officer (T-6) Assistant Chief Technical Officer (T-7-8) 03.11.2017 Appointment Dr. K.L. Sharma Appointed as Vigilance Officer 15.11.2018 ICAR-CRIDA extends best wishes to them Retirements Name Designation Date of superannuation Dr. (Smt). K. Usha Rani Assistant Chief Technical Officer 04.10.2018 Shri B. Anjaiah SSS 31.10.2018 Shri Buchaiah Ennapally Senior Technician 30.11.2018 Shri Jainender Assistant Chief Technical Officer 31.12.2018 Our best wishes for happy and peaceful retired life to all of them July - December, 2018 15 BOOK-POST To _______________________________________ _______________________________________ _______________________________________ Published by : Dr. G. Ravindra Chary, Director (Acting), ICAR-CRIDA Editorial Board Chairman : Dr. K. Sammi Reddy, Head, DRM Editors : Dr. (Mrs.) K. Nagasree, Pr. Scientist (TOT) Dr. P. K Pankaj, Senior Scientist (TOT) Dr. R. Nagarjuna Kumar, Scientist, (SDA) Dr. Anshida Beevi C.N., Scientist, (TOT) Hindi Translation : Dr. P.K. Pankaj, Sr. Scientist, (TOT) Dr. S.R. Yadav, Asstt. Director (OL) Secretarial Assistance : Mrs. M.A. Rekha, PA Photo credits : Mr. K. Surender Rao, CTO ICAR-Central Research Institute for Dryland Agriculture Santoshnagar, Saidabad PO, Hyderabad - 500 059 Ph: 040-24530157/161/163 Fax: 040-24531802 E-mail: news.crida@icar.gov.in Website: www.crida.in staff side members Sri V. Venunath, CJSC Member, Sri B. Krishna, Secretary, Staff side, Sri S. Ratnashankar Rao, Sri D. Srinivas, Sri A. Mallesh Yadav and Sri S. Shankar Reddy. Agenda points were discussed in the meeting. क्रीडा, हैदराबाद में स्वर्गीय श्री अटल बिहारी वाजपेयी जी, भूतपूर्व प्रधानमं त्री, भारत सरकार का प्रथम मासिक श्रद्धांजलि दिवस आयोजित भारतीय कृ षि अनुसं धान परिषद (आईसीएआर) के दिशा-निर्देशानुसार कें द्रीय बारानी कृ षि अनुसं धान सं स्थान (क्रीडा-CRIDA), हैदराबाद के प्रांगण में रविवार दिनांक 16 सितंबर, 2018 को भारत रत्न स्वर्गीय श्री अटल बिहारी वाजपेयी जी, भूतपूर्व प्रधानमं त्री, भारत सरकार को प्रथम मासिक श्रद्धांजलि दिवस के अवसर पर श्रद्धा सुमन अर्पित किए गए। इस अवसर पर आयोजित विशेष कार्यक्रम में कार्मिको को सं बो ं धित करते हुए सं स्थान के निदेशक महोदय डॉ के सम्मी रेड्डी ने स्व. वाजपेयी जी को महान कवि, समाज सेवी, सर्वप्रिय जननेता तथा देश-विदेश में भारत की छवि को निखारने वाला राजनेता बताते हुए उनके सिद्धांतो को अपनाने पर बल ं दिया। आपने स्व. वाजपेयी के सं घर्षों से परिपूर्ण जीवन का उल्लेख करते हुए देश को नई ऊं चाइयो पर प ं हुंचाने हेतु उन्हेंप्रेरणा स्त्रोत बताया। इस कार्यक्रम में डॉ पी के जैन, वैज्ञानिक-एफ, एआरसीआई, हैदराबाद ने मुख्य अतिथि के रूप में पधारकर वाजपेयी जी की प्रसिद्ध इक्यावन कविताओं का सं क्षिप्त परिचय दिया तथा उनकी श्रेष्ठ कविताओ का ं वाचन करते हुए भावार्थ समझाते हुए वर्तमान परिदृश्य में उनकी उपयोगिता को सिद्ध करते हुए उनके उद्देश्यों का अनुपालन करने का अनुरोध देश्यों किया। आपने कौरव कौन कौन पांडव; ऊं चाई के साथ विस्तार भी हो; मुझे इतनी ऊं चाई कभी मत देना; मौत से ठन गई; सामने वार कर फिर मुझे आजमा; बिखरे नीड; सवेरा है मगर पूरब दिशा में; सच्चाई यह है कि; ऊं चाई; आओ मन की गांठें खोलें; नामक कविताओ का ं विस्त रूप से भा तृ वार्थ समझाया। इस विशेष कार्यक्रम का सं चालन डॉ नागार्जुन कु मार, वैज्ञानिक ने, धन्यवाद ज्ञापन डॉ एस आर यादव ने तथा डॉ पंकज कु मार ने कार्यक्रम के आयोजन में विशेष भूमिका निभाते हुए सं पूर्ण सहयोग प्रदान किया। इस अवसर पर सं स्थान के अधिकांश वैज्ञानिक एवं अन्य कार्मिक उपस्थित थे। South zone sports meet ICAR-CRIDA sports contingent comprising 31 participants and 1 CDM participated in the ICAR South Zone Sports Meet - 2018 organized by ICAR-CTRI, Rajahmundry at DSA stadium, Kakinada, Andhra Pradesh during 5th-9th September, 2018. In this tournament, Mr. B. Kiran Kumar, SSS, secured 1st place in javelin throw and Mr. Mukund, Senior Technical Assistant secured 2nd place in cycling. Mr.B. Kiran Kumar receiving 1st prize in Javelin throw Mr. Mukund receiving 2nd prize in cycling Independence day celebrations The 72nd Independence Day was celebrated on August 15, 2018 with pride and patriotic zeal. The Director hoisted the flag and addressed the staff of CRIDA. In this occasion, Director distributed cash awards (CCS & CCRC) to the X class toppers of CRIDA staff children and motivated the staff with his message to work with dedication and boost institute's growth. Director (Acting), ICAR-CRIDA addressing the staff CRIDA - Newsletter 16 Dr. K Sammi Reddy, Director (Acting), ICAR-CRIDA Small Farm Mechanization is the Key for Successful Adoption of Climate Resilient Technologies by Farmers in Rainfed Areas Over the years, the National Agricultural Research System (NARS) has contributed significantly to development and transfer of technologies for a more viable and sustainable rainfed agriculture. Of late, timely farm operations has become an expensive preposition due to shortage of agricultural labour in rainfed areas. To obtain the proper response from the rainfed crops, small farm mechanization is the key to meet the timeliness of operations in quick session for establishment of crop and enhancing inputs and moisture use efficiency. Realizing the fact, CRIDA and AICRP on dryland agriculture have identified small farm mechanization as one of the prioritized research area and made continuous untiring efforts to develop dryland farm implements. So far, CRIDA has developed nearly 23 dryland farm implements which are being widely adopted by rainfed farmers. More than 3 lakh units of CRIDA BBF Planters have been sold to farmers during the last 5-6 years in states of Maharashtra, Madhya Pradesh, Telangana etc. Since about 85% of the rainfed farmers are small and marginal who can't afford to procure farm implements, rainfed farm mechanization is not happening at desired pace. Therefore, CRIDA under its flagship programmes, NAIP and NICRA has conceptualized the Custom Hiring Centre (CHC) and implemented successfully in 151 climate resilient villages (CRVs) of vulnerable districts under NICRA. Suitable farm implements were identified for each CRV through focused group discussions with the farmers pertaining to their farm operations. To oversee the requirements, service and maintenance aspects of these machines, a village climate risk management committees (VCRMC) have been constituted. This approach has showed many positive results in enhancing the crop productivity in climate resilient village clusters due to timely availability of improved implements at affordable cost for the small and marginal farmers in their own village or nearby village. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA From the Director's Desk . निदेशक की कलम से ……… वर्षा आधारित क्षेत्रों में क षेत्रों िसानो द्ं वारा जलवायु समुत्‍थान प्रौद्योगिकियो को सफलतापू ं र्वक अपनाने में छोटे कृषि यंत्रों कत्रों ी मुख्‍य भूमिका पिछले कु छ वर्षों में, राषटरीट्य कृ षि अनुसं धान प्रणाली (एनएआरएस) ने अधिक व्‍यवहार्य एवं टिकाऊ वर्षा आधारित कृ षि के लिए प्रौद्योगिकियो के ं विकास एवं हस्‍तांतरण में महत्‍वपूर्ण योगदान दिया है। वर्षा आधारित कृ षि में कृ षि श्रमिको कं ी कमी के कारण कृ षि कार्यों में देरी से कृ षि कार्य अधिक खर्चीला होता जा रहा है। वर्षा आधारित फसलो कं ी सही प्रतिक्रिया के लिए, फसलो कं ी बुआई एवं निवेशो तथा नमी उपयोग ं क्षमता को बढ़ाने के लिए सत्र में समयबद्ध रूप से कृ षि कार्यों को पूरा करने में छोटे कृ षि यंत्रों कत्रों ी प्रमुख भूमिका होती है। इस बात को ध्‍यान में रखते हुए, क्रीडा एवं अखिल भारतीय समन्वित बारानी कृ षि अनुसं धान परियोजना ने छोटे कृ षि यंत्रों को त्रों प्राथमिक अनुसं धान क्षेत्र के रूप में पहचाना है एवं बारानी कृ षि उपकरणों के विकास में निरंतर अथक प्रयास जारी है। अब तक, क्रीडा द्वारा करीब 23 बारानी कृ षि उपकरणो का ं विकास किया गया है जिन्‍हें वर्षा आधारित किसानो द्ं वारा व्‍यापक रूप से अपनाया जा रहा है। महाराष्‍ट्र, मध्‍यप्रदेश, तेलंगाना आदि राज्‍यों में ्‍यों पिछले 5-6 वर्षों के दौरान क्रीडा बीबीएफ प्‍लांटरों की 3 लाख से अधिक इकाइयां बेची जा चुकी हैं। करीब 85 प्रतिशत वर्षा आधारित किसान छोटे एवं सीमांत हैं जो कृ षि उपकरणो को खरीद नही ं ं सकते, जिसके कारण वांछित गति से वर्षा आधारित क्षेत्रों में यां क्षेत्रों त्रिकीकरण नही हो पा रहा है। अत: क्रीडा के ं प्रमुख कार्यक्रमो के अंत ं र्गत एनएआईपी एवं निक्रा ने कस्‍टम हायरिं ग केंद्र की अवधारणा को अपनाते हुए निक्रा के अतिसंवेदनशील जिलो के 151 जल ं वायु समुत्‍थान गांवो (सीआर ं वी) में इसे सफलतापूर्वक कार्यान्वित किया है। उपयुक्‍त कृ षि उपकरणो कं ी पहचान प्रत्येक जलवायु समुत्‍थान गांव के कृ षि कार्य में जुड़ेकिसानो से ं विचारविमर्श के उपरांत की गई है। इन उपकरणो कं ी आवश्‍यकताओ, से ं वाओं एवं रख-रखाव के विभिन्‍न पहलूओ को पूरा करने के ल ं िए, गांव जलवायु जोखिम प्रबं धन समितियो (ं वीसीआरएमसी) का गठन किया गया है। इस कदम से कई सकारात्‍मक परिणाम देखने में आए हैं जैसे कि उनके अपने गांव या समीपवर्ती गांव में छोटे एवं सीमांत किसानो को सही समय पर उन्नत ं उपकरण सस्‍ती कीमतो पर उपलब् ं ‍ध होने के कारण जलवायु समुत्‍थान गांवों की फसलो कं ी उत्पादकता में बढ़ोत्‍तरी हुई है। डाॅ. के . सम्मी रेड्डी, निदेशक (कार्यकारी), भाकृ अनुप-क्रीड ; Not Available

Not Available ; The Hon'ble Vice President of India Shri. M. Venkaiah Naidu visited ICAR-Central Research Institute for Dryland Agriculture (CRIDA), Hyderabad on 3rd July, 2018. He was the Chief Guest for the "Consultative Meeting on Doubling of Farmers' Income in Telangana State and Adjoining Areas". Shri. Md. Mahmood Ali, Deputy Chief Minister, Telangana State was the Guest of Honour. Dr. K. Alagusundaram, Deputy Director General (NRM), ICAR, New Delhi, Shri. C. Parthasarathi, APC & Principal Secretary (Agriculture), Telangana State; Dr. K. Sammi Reddy, Director (Acting), CRIDA; Directors and scientists of local ICAR institutes, senior officials of PJTSAU, senior officials from Telangana State, NGOs, Industrialists, Bankers and progressive farmers participated in the meeting. Hon'ble Vice President addressing participants of consultation meeting Deputy Director General (NRM) Dr. K. Alagusundaram, ICAR, New Delhi welcomed the dignitaries and the participants while briefing about the various rainfed technologies developed by CRIDA for the benefit of farmers of dryland agriculture. Hon'ble Vice President Shri. M. Venkaiah Naidu, chaired the interactive session with scientists, research scholars, farmers and representatives of NGOs. He stated that the multifaceted strategy is needed to protect agriculture as agriculture is now under distress. During interactive session, farmers of Ranga Reddy district mentioned that their farm income has been substantially increased due to the interventions of ICAR-CRIDA, KVKs and SAUs. Book releasing during consultation meeting New Research Initiatives CRIDA was awarded a competitive research project entitled "Innovative and contextual agromet. advisory services for climate smart agriculture" funded by Indian Institute of Tropical Meteorology, Ministry of Earth Sciences under Monsoon Mission-II with budget outlay of the Rs. 311.48 lakhs. ICRISAT and ICAR-IIPR, Kanpur are the partner institutes. Dr. P. Vijaya Kumar, Project Coordinator, AICRPAM, ICAR-CRIDA is the Principal Investigator of this project. Dr. AVM Subba Rao and Dr. Santanu Kumar Bal are the CoPrincipal Investigators from ICAR-CRIDA and Dr. Anthony Whitbread and Dr. R.K. Mishra are the Co-Principal Investigators from ICRISAT and ICAR-IIPR, respectively. CRIDA - Newsletter 2 Minimum tillage with crop residue retention on soil surface produced higher crop yields while maintaining better health of rainfed Alfisol The results of 6 year old experiment on conservation Agriculture (CA) in rainfed Alfisol showed that the surface retention of crop residues @ 2-6 t/ha produced 5-13% higher sorghum yield and 28-45% higher cowpea yield as compared to no residue application control. About 56% higher organic carbon (6.80 g/kg) content was recorded with the application of sorghum stover @ 6 t/ha as compared to control (4.36 g/ kg). The increase in available N with the application of 6t and 4t crop residue was to the extent of 19.5 and 28% respectively while significantly higher contents of soil available P (10.67 kg/ha) and K (288.8 kg/ha) were observed with application of sorghum residue @ 4 t/ha. Significantly higher microbial biomass carbon (MBC) and dehydrogenase activity (DHA) were recorded with the application of sorghum stover @ 4 t/ha. Besides reducing the bulk density, the application of residues had a significant influence on the mean weight diameter (MWD) of the soil aggregates. The highest overall soil quality index (SQI: 9.58) was observed with the residue application @ 6 t/ha. A significant positive relationship was observed between SQI and pooled cowpea seed yield (R2 =0.82) and pooled sorghum grain yield (R2 =0.69). This study also clearly indicated that the adoption of minimum tillage in combination with adequate crop residue cover, the soil moisture increased and soil temperature decreased which in-turn made the crops to withstand the mid season dry spells without much adverse effects. Crop residue retention in the field Development of track width & ground clearance enhancing platform and matching Implements for low horse power tractor A reconfigured platform for small horse power tractor with matching weeding and spraying implements was developed. Such new developments will increase effective use of tractor for weeding and spraying operations in crops like maize, castor, red gram, cotton, chilies etc. The developed platform basically consists of three components (i) Front wheel axle (ii) Rear drive wheel axle and (iii) Reworked steering set system for enhanced track width. The prototype high clearance platform fitted mini tractor matching rotary weeder consists of a main frame with hitch mast, gear box housing with power transmission provision, rotor shaft assembly with soil working tools. The developed boom sprayer unit basically consists (i) Base frame to give support / fix various components (ii) Pump with manifold for flow control and pressure regulation (50 lpm & 30kg / cm2 rating) (iii) Boom with height adjustable frame work and (iv) High pressure hose pipes. The pump gets the required power from tractor. The nozzles on the boom were fitted with spacing adjustable provision to use for different types of rainfed crops. The weeding efficiency of rotary machine varied 74 to 82.5.% and 78.5 to 86.8% for castor and pigeon pea, respectively. In case of maize crop, the weeding efficiency observed to be 73.9%, which was low compared to other two crops due to narrow row spacing. The boom sprayer was operated in cotton crop at two growth stages; the first one at flowering stage (75 DAS) and second operation in bolls expansion stage (90 DAS). The operator can steer the tractor comfortably and sprayer worked satisfactorily. The field capacity of the machine ranged from 1.7 - 2.0 ha/hr. The newly developed implements shown significant advantage in monitory terms when compared with traditional practice of bullock operated blade harrow and hand labour spray operation (15 - 20% lower cost). Track width and ground clearance enhanced platform fitted low horse power tractor with matching weeding and spraying implements Research Highlights July - December, 2018 3 Scientific Activities XXVIIth Research Advisory Committee (RAC) meeting The XXVIIth meeting of the Research Advisory Committee of the institute was held during 10-11 November, 2018 under the chairmanship of Dr. Panjab Singh, former Secretary, DARE & Director General, ICAR. The committee reviewed the progress and recommended for strengthening of farming systems research with horticulture and livestock components, scaling up of NICRA interventions to more villages and restructuring of the institute by creating divisions of Social Sciences and Climate Change. Further, RAC suggested to align the research programmes with the challenges and development needs of dryland farmers. RAC meeting in progress Field Institute Research Council (IRC) meeting Field Institute Research Council (IRC) Meeting for 2018-19 was held on 25th September, 2018 at Gunegal Research Farm (GRF) and on 5th October, 2018 at Hayathnagar Research Farm (HRF) under the chairmanship of Dr. K. Sammi Reddy, Director (Acting). The chairman IRC, Dr. K. Sammi Reddy, Director (Acting), Project coordinators, Heads of Divisions / Sections and scientists visited various experiments and discussed thoroughly on various treatment effects. Interaction during field IRC Various suggestions like displaying of the experimental and treatment boards at the experimental site, periodical monitoring of soil moisture in CA related experiments, rainfall amount, rainy days and crop yields needs to correlated for all the experiments etc., were made in field IRC. Quinquennial Review Team (QRT) Under the Chairmanship of Dr. J.C. Katyal, former Vice Chancellor, CCS Haryana Agriculture University & former DDG (Education), ICAR, two review meetings were conducted. QRT meeting was held during 18-19 June, 2018 at UAS, Bengaluru and reviewed the work done by both AICRPDA and AICRPAM centers located in Karnataka, Andhra Pradesh, Kerala & Tamil Nadu. Another meeting was held at ICAR-CRIDA, Hyderabad during 16-18 August, 2018 to finalize the QRT report. QRT visit to AICRPDA center, Bengaluru Dr. J.C. Katyal presented the salient recommendations of QRT to DG, ICAR and other officials in presence of DDG (NRM) and ADG (A, AF & CC) on 13th September, 2018 at ICAR, New Delhi. Honorable DG, ICAR has appreciated the work done by the QRT. QRT meeting in progress Hindi fortnight celebrations The Hindi fortnight was organized from 1st to 14th September, 2018 at ICAR-CRIDA, Hyderabad. On this occasion, Hindi Noting & Drafting, Hindi-English technical terminology and other Hindi competitions were organized. Winners were awarded on concluding day, 14th September, 2018. CRIDA - Newsletter 4 Interface meeting on agricultural contingencies for Andhra Pradesh In view of the low rainfall and its poor distribution in some parts of Andhra Pradesh, at the behest of ICAR-CRIDA, an interface meeting was organized by ICAR-CRIDA on August 3, 2018 with Department of Agriculture and ANGRAU under the chairmanship of special Commissioner of Agriculture, Government of A.P. to review and develop mid-course action plans for Rayalaseema (Anantapuramu, Kurnool, Kadapa and Chittoor), Prakasham, Nellore and Guntur districts. The participants included Director of Research, ANGRAU, Special Commissioner of Agriculture, A.P., Joint Collector, Kadapa, Senior scientists from ANGRAU, JDAs, ADAs, Scientists from KVKs and farmer representatives. Dr. NV Naidu, Director of Research ANGRAU, conducted the proceedings of the meeting. Dr. KV Rao, ICAR-CRIDA and Dr. S Malleswari, ANGRAU made detailed presentations on current rainfall scenario and forecast for the forthcoming weeks. Sri D. Muralidhar Reddy, Special Commissioner in his address emphasized that department should gear up to rescue the crops in the field, plans to cover unsown area and preparation of documents for early drought declaration procedures. Dr. NDRK Sharma, Consultant, Department of Agriculture, highlighted the implementation of agriculture contingency plans during past years and requested the officers to prioritize the interventions based on the uptake of preferred technology options by the farmers. Sensitization on district agricultural contingency plans for Mizoram In an interface meeting of ICAR-Mizoram State held on 24.09.2018 to sensitize the Senior officers of the State on District Agricultural Contingency Plans (DACPs). This is the first meeting on sensitization of DACPs to senior officials in the North-Eastern states of India. Mr. Lalsawta, Cabinet Minister for Finance & Planning chaired the meeting. Mr. Lalthanliana, Cabinet Minister for Horticulture, LAD & SWD and Mr. Lalmingthanga, Commissioner & Secretary, Agriculture were guests of honour. Secretaries from Horticulture, Sericulture, Animal Husbandry & Veterinary Science; Directors of various line departments; Director, ICAR - Research Complex, NEH Region and Director, ATARI, Umiam also attended the meeting. Dr. N. Prakash presented the technologies developed by ICAR RC for NEH and Dr. Deka highlighted how KVK set up is actively participating in dissemination of technologies. The Commissioner of Agriculture highlighted that only 30% of the food grains are produced in Mizoram. Mr. Lalthanliana mentioned that farming community in Mizoram are facing multi-faceted problems. Mr. Lalsawta emphasized on developing viable alternatives to Jhum cultivation which is responsible for meager yields. Dr. S. Desai, Principal Scientist, ICAR-CRIDA made a presentation on "Sensitization on District Agricultural Contingency Plans to meet the weather aberration impacts on agriculture in Mizoram".The Commissioner & Secretary, Agriculture appreciated the efforts and emphasized on more sensitization about DACPs among district officials. The meeting ended with vote of thanks by Ms. Shakuntala, JD, ICAR Research Complex, Kolasib centre. Contingency Plans Interface meeting in progress Interface meeting at Mizoram July - December, 2018 5 Technology Transfer Hon'ble Prime Minister's interaction with SHGs & women groups at ICAR-CRIDA Web telecasting of Hon'ble Prime Minister's interaction with SHGs & Women's groups was organized by Krishi Vigyan Kendra – Ranga Reddy District, ICAR-CRIDA on 12.07.2018 in KVK Campus, Hayathnagar Research Farm, ICAR-CRIDA. About 74 SHG women from four different villages of Ranga Reddy District, Telangana State participated. The Hon'ble Prime Minister's interaction with SHG women emphasized on improving the economic status of farm families through supporting SHG women by strengthening the Self Help Groups. The Prime Minister highlighted about DAY-NRLM programme (Deen Dayal Antyodaya Yojana-National Rural Livelihood Mission). Almost 30 lakh SHG women are being supported under Mahila Kisan Sashakthikaran Pariyojana (MKSP) to promote sustainable agriculture practices and the objective of Mission Antyodaya is to develop poverty free panchayats. Web telecasting of Hon'ble Prime Minister's interaction with SHGs & women's groups Parthenium awareness week organized Training cum awareness programme on integrated management of Parthenium was organized by KVK-CRIDA, Ranga Reddy District on 21st August, 2018. About 50 participants from Agriculture College, farmers, teaching and extension officials attended the programme. Subject matter specialists from KVK-CRIDA highlighted the technical aspects of Parthenium management, invasion of Parthenium in India, plant physiology-spread, impact and harmful effects of weed on crop, composting of weed. Displayed posters and removed weeds from demo plots and office premises of KVK. National nutrition month organized The theme for National Nutrition Month for 2018 was "Go Further with Food". On this occasion, organized 3 training programmes and method demonstrations i.e. (i) Prevention of anaemia – preparation of low cost nutritious recipes on 6th September, 2018, (ii) Value addition to millet products as food security & income generating activity on 11th September, 2018, (iii) Demonstration on dried green leafy vegetables – different recipes to prevent Iron & Calcium deficiency on 18th September, 2018 in KVK adopted villages Gummadivelli, Kolanguda and Nerrapally, for about 291 women. These programmes involved total 291 women, of which 67 were SC /ST, 224 were others. Distributed 200 drumstick plants as part of National Nutrition Week to women of self help groups. National women farmers' day (Mahila Kisan Divas) & technology day National Women Farmers' Day (Mahila Kisan Divas) and Technology Day was organized by Krishi Vigyan Kendra-Ranga Reddy District, ICAR-CRIDA on 15th October, 2018 at Hayathnagar Research Farm with the participation of women farmers from Ranga Reddy district. Dr. V. Maruthi, Head & Principal Scientist, KVK briefed the importance of the day and women's role in agriculture. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA, presided over as Chief Guest and addressed about the women farmers' role in agriculture, drudgery management practices to be followed by women farmers, nutritional disorders and health issues. Dr. Y. G. Prasad, Director, ATARI, Guest of honour, requested the women farmers to utilize skill training programmes of KVK related to dairy and floriculture and NARI (Nutri sensitive agri-resources and innovations) programme of ICAR through KVK. The resource persons Dr. K. Aruna, Professor and Head (Retd.), AICRP (Home Science) informed the women farmers about the health, nutrition, diet, nutritive value of millets and gave a detailed presentation on nutritional disorders and remedies. Sri DGP Sharma, Senior Executive officer, Khadi and Village Industries Commission (KVIC) has explained different schemes in KVIC, loan facilities and Honey production and rearing techniques. Two brochures on Good management practices of chickpea and redgram cultivation, pamphlets on fall army worm in maize, pink bollworm in cotton, hydroponics in fodder cultivation, balanced nutrition diet for livestock were released. Five progressive women farmers and women entrepreneurs from Ranga Reddy District were felicitated on this occasion. National women farmers' day celebration CRIDA - Newsletter 6 World soil day organized ICAR-CRIDA celebrated world soil day on 5th December, 2018 at ICAR- CRIDA under the Chairmanship of Dr. G. Ravindra Chary, Director (In charge), ICAR-CRIDA, Hyderabad. Around 200 participants comprising of students, scientists, technical officers, KVK officials attended the awareness programme. Dr. G. Ravindra Chary explained historical background of World Soil Day, the usage of Soil Health Cards and its interpretation for effective nutrient management in the field crops for sustainable crop yields. Dr. K.L. Sharma, Principal Scientist, educated the participating students about the importance of soils and clarified the doubts raised by the students. The students were sensitized about the importance of soils through demonstrations, posters and exhibits and practical insights to laboratories. On this occasion posters on "Know your soils", "Soil profile" and "Identification of Nutrient deficiencies in Plants and Crops" were displayed for the benefit of the students. Dr. G. Ravindra Chary, Director (In-Charge) addressing students Kisan Diwas organized during Swachhtha Pakhwada KVK-CRIDA, Ranga Reddy District organized one day Kisan Diwas on 23rd December, 2018 as a part of Swachhtha Pakhwada (16-31st December, 2018). Dr. V. Maruthi, Principal Scientist & Head, KVK welcomed the invited farmers from 12 mandals of Ranga Reddy District and enlightened the objectives of the Kisan Diwas. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA, Hyderabad was the Chief Guest. He explained to the farmers about the importance of Swachatha and also emphasized to prepare manure from the wastes generated on farmers' fields. Dr. K. Srinivas, Principal Scientist & OIC, HRF shared experiences on Swachhta initiatives by farmers and civil society officials. Farmers were felicitated based on the initiatives/adoptable measurers expressed during the interaction. SMSs from KVK gave lectures on Good Agricultural Practices in horticulture, agriculture, women empowerment and animal husbandry. Farmers visited demonstration units, exhibition, posters presentation of KVK and gained knowledge. About 107 members including farmers, farm women, ADAs, AOs, AEOs, ATMA officials attended the programme and got handful information with printed literature. Felicitation to farmer during Swachhatha Pakhwada Around 200 farmers including farm women and school going children participated in the awareness campaign of Swachhtha Pakhwada in Farmers First Village. The people were trained in the knowledge about segregation of biodegradable and nondegradable wastes. AICRPs XV Biennial workshop of AICRPAM organized The XVth Biennial workshop of the AICRP on Agrometeorology (AICRPAM) was organized at Regional Agricultural Research Station, University of Agricultural Sciences, Vijayapura, Karnataka during 15-17 November, 2018. Participants of XV Biennial workshop, AICRPAM The objective of the workshop was to review the research progress made during 2017-18 and finalization of the technical program for the year 2018-2020. Monsoon mission II project meeting at ICRISAT Monsoon mission II project meeting was held at ICRISAT, Patancheru, Hyderabad on 10th September, 2018. Dr. Peter Carberry, DG, ICRISAT, Dr. G. Ravindra Chary, Director (In-charge), Dr. P. Vijaya Kumar and Dr. AVM. Subba Rao from AICRPAM, ICAR-CRIDA, Dr. Suryachandra Rao, Associate Mission Director, Shri S.M.D. Jeelani, Indian Institute of Tropical Meteorology, Pune, Dr. Anthony Whitbread, Research Program Director, Dr. AVR Kesava Rao, Dr. K.P.C. Rao and Dr. D. Ram, ICRISAT July - December, 2018 7 National Innovations in Climate Resilient Agriculture (NICRA) Sixth NICRA Annual Review Workshop Organized A two day Annual Review workshop of National Innovations in Climate Resilient Agriculture (NICRA) was inaugurated by Dr. T. Mohapatra, Secretary, DARE & Director General, ICAR at NASC, New Delhi on 7th August, 2018. Chhabilendra Roul, Special Secretary, DARE & Secretary, ICAR, Shri B. Pradhan, FA & Additional Secretary, DARE & ICAR, Dr. K. Alagusundaram, DDG (Agril. Engg. & NRM I/c), Dr. AK Singh, DDG (Agril. Extn.), Dr. Anand Kumar Singh, DDG (Hort. Science & Crop Sciences I/c), Dr. Joykrushna Jena, DDG (Fisheries), Dr. S Bhaskar, ADG (A, AF&CC), Dr. SK Chaudhari, ADG (SWM), Dr. K Sammi Reddy, Director (Acting), ICAR-CRIDA, Hyderabad and NICRA Expert Committee Members viz., Dr. B Venkateswarlu, Ex-VC,Vasantrao Naik Marathwada Krishi Vidyapeeth Krishinagar, Parbhani; Dr. V Praveen Rao, Vice Chancellor, PJTSAU, Hyderabad; Dr. CL Acharya, Ex-Director, ICAR-IISS, Bhopal; Dr. KK Singh, ADG (Farm Engg.), ICAR; Dr. YS Ramakrishna, ExDirector, ICAR-CRIDA, Hyderabad; Dr. HE Shashidhar, Retired Professor of Genetics, UAS, GKVK, Bengaluru; Dr. RC Upadhyay, Principal Scientist (Retd.) NDRI, Karnal; Dr. AG Ponniah, Ex-Director, ICAR-CIBA, Chennai; Prof. UC Mohanty, Professor IIT, Bhubaneswar; Dr. NK Krishna Kumar, Coordinator, Biodiversity International, New Delhi; Dr. Praduman Kumar, Ex-Head, Economics, IARI, New Delhi, Dr. N. Sudhakar, Ex-Director, ATARI and Dr. H. Senapati, Former Dean, OUAT, Bhubaneshwar, Chairmen of Zonal monitoring teams and Directors of NICRA partner institutes participated in the review workshop. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA presented the highlights of achievements of NICRA Project during the last two years (2016-17 to 2017-18). Various events during sixth NICRA annual review workshop participated in this meeting and discussed on developing a farmer-friendly app and web site for disseminating agromet advisories. AICRPDA centres organized stakeholder consultation workshops Stakeholder consultation workshops were organized in the adopted villages by 9 AICRPDA centres viz. Akola, Arjia, Anantapuramu, Bengaluru, Kovilpatti, Phulbani, SK Nagar, Solapur and Vijayapura to discuss on strengthening the traditional rainfed integrated farming systems (TRIFS). Dr. S. Bhaskar, ADG (A, AF&CC), Dr. G. Ravindra Chary, Project Coordinator (AICRPDA), scientists from AICRPs/ICAR Institutes/ SAUs/KVKs, officials from state line departments, ATMA, NGOs and most importantly farmers participated and gave feedback for identifying component-wise suitable interventions for strengthening traditional RIFSs in the respective agroclimatic zones of the centres. Stakeholder workshop in Sunderpura village, Bhilwara district, Rajasthan on 26.10.2018 Stakeholder workshop in Kalenhalli village, Tumkur District, Karnataka on 13.08.2018 CRIDA - Newsletter 8 Important Visitors Ms. Arnella Trent, Senior Crop Analyst, International Production Assessment Division, U.S. Department of Agriculture / Foreign Agriculture Service along with Mr. Dhruv Sood, Agricultural Specialist from U.S. Consulate, Mumbai visited ICAR-CRIDA on 4th September, 2018 to discuss the cotton crop production, planting area and general assessment of the crop in Telangana State. During their visit information regarding dryland agriculture, soils, watershed management and extension activities was exchanged with them. A total of 1637 students from Karnataka, Tamil Nadu & Andhra Pradesh, 40 Scientists from NAARM, Hyderabad, 283 Agricultural Officers from Tamil Nadu & Telangana and 328 farmers from Karnataka, Maharashtra, Madhya Pradesh & Tamil Nadu visited ICAR-CRIDA, Hyderabad during the period. Dr. T. Mohapatra in his inaugural address suggested to make the 151 Climate Resilient Villages (CRVs) to CRV Cluster Villages and the need to actively involve State Governments for successful upscaling of CRVs. There were eight Technical sessions under different themes viz., Resilience through Natural Resources Management, Resilience through Crop Improvement and Adaptation, Technology Demonstration Component Session: Lessons from Technology Demonstration and Future Roadmap, Resilience through Adaptation in Horticultural Crops, Pests, Diseases & Pollinators,Assessment of Impacts on Fisheries-Adaptation and Mitigation Options, Vulnerability Assessment, Socio-Economic Impacts and Farm Advisories, Adaptation Strategies for Climate Resilient Livestock Production, Integrated Modeling Framework. Each session chaired by concerned DDGs and co-chaired by NICRA Expert Committee members and concerned ADGs from ICAR, New Delhi. A detailed session-wise recommendations was presented by Dr. M Prabhakar, PI, NICRA, ICARCRIDA, Hyderabad in the plenary session chaired by Dr. K Alagusundaram, DDG (NRM), ICAR. Zonal Monitoring Committee Visits During the period, zonal monitoring committee visits were organized in the KVKs of ATARI zones viz. Guwahati, Barapani, Kolkata, Jodhpur, Jabalpur, Bengaluru and Hyderabad. Zonal monitoring committee's visits to various zones were organized to review the technical progress of different modules like NRM, crop production, livestock & fishery and institutional interventions in the NICRA villages and for making appropriate suggestions for improvement. ZMC with VCRMC members, Dimapur ZMC with VCRMC members, Malda July - December, 2018 9 Visits Abroad Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA visited Katowice, Poland to participate in the UNFCCC COP-24/CMP14/ CMA1.3 and to organize the side event at Indian Pavilion at COP24 during 30th November - 5th December, 2018. During the visit, he has organized the Side Event at Indian Pavilion @ COP24 on the theme "Scaling up Adaptation Strategies for Climate Resilient Agriculture" on 5th December, 2018. This side event was Chaired by Dr. Anthony Simons, Director General, World Agroforestry Centre (WAC), Nairobi and Co-Chaired by Prof. N.H. Ravindranath, Indian Institute of Science, Bengaluru. In this side event Dr. Reddy has presented two papers and Dr. R.S. Sinha, Additional Commissioner (NRM), Department of Agriculture and Farmers' Welfare, Government of India presented a paper. The side event was very successful as about 25 Indian and foreign delegates were present. After thorough deliberations, the following conclusions were drawn, • There is a need to revise the vulnerability atlas of India taking into consideration the dimensions and definition of vulnerability and risk in the recent Assessment Report of IPCC. • NICRA project was successful in establishing 151 model climate resilient villages in 151 vulnerable districts. But there is a need to upscale the climate resilient villages in highly and medium vulnerable districts. • There is a need to scaling up successful IFS models developed for different agro-climatic regions of India by taking into consideration the resources available with farmers. Dr. K. Sammi Reddy organizing side event at Indian Pavilion, COP24, Katowice, Poland Dr. Suseelendra Desai, Principal Scientist (Plant Pathology) participated in the Regional Conference on "Role of Soil and Plant Health Towards Achieving Sustainable Development Goals in Asia-Pacific" held during 20-24 November, 2018 at Bangkok, Thailand. APAARI, Department of Agriculture, Thailand and Indian Phytopathological Society jointly organized the conference and the participants included diverse experts from research, development, extension, policy makers, private sectors, professional societies, civil society organizations and donor organizations, to share specific long-term experiences on the neglect of soil and plant health in the Asia-Pacific region. Dr. Desai was invited to deliver a lead lecture on "Potential impacts of climate change on plant pathogens and biocontrol agents and adaptation strategies". He also chaired a technical session on "Plant health management – case studies" along with Dr. GD Sinniah from Sri Lanka. The conference deliberated on soil and plant health aspects in detail and agreed to formulate a group to address these issues in the years to come. Dr. Desai delivering lecture Dr. K.V. Rao, Principal Scientist (Soil and Water Conservation Engineering), Division of Resource Management visited United Kingdom (UK) to participate in Workshop on "Advancing Drought Monitoring, Prediction and Management Capabilities" during 18th - 20th September, 2018 at Lancaster University, Lancaster, UK . CRIDA - Newsletter 10 Forthcoming Events Sl. No. Title of the event Dates 1. XXVI Biennial Workshop of AICRP for Dryland Agriculture, at AICRPDA Bengaluru Centre, UASB 16-19th January, 2019 2. Republic Day 26th January, 2019 3. National Science Day 28th February, 2019 4. ICAR-CRIDA Foundation Day 12th April, 2019 5. IRC meeting 23-25, April, 2019, 9-10th May, 2019 6. World Environment Day 5th June, 2019 DOE sponsored Model Training Course on "Extension Strategies for Participatory Natural Resource Management in Rainfed Agriculture" Model Training Course sponsored by DOE was organised at ICAR-CRIDA during September 24 - October 1, 2018. Twenty eight officials from eight different states viz., Telangana, Andhra Pradesh, Maharashtra, Odisha, Tamil Nadu, Goa, Punjab and Karnataka attended the model training course. The course covered various extension strategies of Soil and water conservation measures for enhanced productivity in drylands, Technologies for sustainable NRM in Rainfed areas, Horticulture systems in Rainfed Agriculture for sustainable NRM and enhanced productivity, Enhancing productivity of crops and cropping systems through effective use of natural resources, Farming systems approach for sustainable NRM in drylands, Role of Livestock and their management for enhancing productivity and income in drylands, Gender mainstreaming in NRM, Communication tools and techniques for sustainable NRM. Inaugural session of Model Training Course on "Extension Strategies for Participatory Natural Resource Management in Rainfed Agriculture" ICAR-Short Course on 'Assessment of Vulnerability and Adaptation to Climate Change in Agriculture' A ten day short course on 'Assessment of vulnerability and adaptation to climate change in agriculture', sponsored by the Agricultural Education Division of the ICAR, was conducted during 28th November to 7th December, 2018 at ICAR-CRIDA. The short course has provided the participants with various concepts, approaches and methods used in assessing vulnerability and adaptation. Twenty one participants from five ICAR institutes and eight state agricultural universities participated. A majority of the participants expressed that their expectations from the short course were fulfilled to a large extent. Participants of ICAR Short Course on "Assessment of Vulnerability and Adaptation to Climate Change in Agriculture" KVK Programmes About 34 training programmes were organized during the period July to December, 2018 on different aspects of agriculture, horticulture, animal husbandry, farm mechanization and women empowerment to farmers and farm women from Ranga Reddy district. 1142 farmers and farm women were benefitted from these training programmes. Human Resource Development July - December, 2018 11 Participation in Seminars and Symposia Name of the Personnel Workshop / Seminar / Symposium / Meeting Duration Venue K. Sammi Reddy International Consultation Workshop on Adapting agriculture in semiarid India to a global temperature rise by 1.5 0C. 3-4 October, 2018 WOTR, Pune National Workshop on Sustainability of Indian Agriculture, Natural Resource Perspective with special reference to water. 11 October, 2018 IIWM, Bhubaneswar 83rd Annual Convention of the Indian Society of Soil Science. 27-28 November, 2018 AAU, Anand UNFCCC COP-24 / CMP14 / CMA1.2 Meeting. 30 November to 5 December, 2018 Katowice, Poland G. Ravindra Chary & B.M.K. Raju Brainstorming workshop on "Prioritization of Rainfed Districts in India" organized by NRAA & ICAR-CRIDA. 11-12 December, 2018 NASC, New Delhi C.A. Rama Rao Stakeholders Consultation Meeting on NICRA. 20 July, 2018 NASC, New Delhi Expert consultation meeting for Impact Assessment of the AP Drought Mitigation Project of Govt. of A.P. 14 August, 2018 WASSAN, Hyderabad National Workshop on Promotion of Developing Climate Resilient Villages for Sustainable Food and Nutritional Security. 4-5 October, 2018 MANAGE, Hyderabad 26th Annual Conference of Agriculture Economics Research Association (India) on 'Agriculture and Sustainable Development Goals. 15-17 November, 2018 ICAR-NDRI, Karnal, Haryana Brainstorming meeting conducted by NRAA. 11-12 December, 2018 NASC, New Delhi B.M.K. Raju & R. Nagarjuna Kumar Consultation Meeting on 'Risk and vulnerability of agriculture to climate change: A district level assessment'. 20 July, 2018 NASC, New Delhi B.M.K. Raju 72nd Annual Conference of Indian Society of Agricultural Statistics (ISAS) organized with a broader theme of 'Statistics, Informatics, Engineering Interventions and Business Opportunities: A Road-Map To Transform Indian Agriculture Towards Prosperity' 13-15 December, 2018 ICAR - CIAE, Bhopal, Madhya Pradesh Boini Narsimlu International Conference on "Global Water Security for Agriculture and Natural Resources" organized by ASABE USA & ISAE India. 3-6 October, 2018 Hotel, Taj Krishna, Hyderabad R. Nagarjuna Kumar ICAR-ICT Road map. 6 July, 2018 IIMR, Hyderabad National Workshop on Artificial Intelligence in Agriculture: Status and Prospects. 30-31 July, 2018 NASC, New Delhi Josily Samuel and P.K. Pankaj 'Workshop on CLEM-Crop Livestock Enterprise Modelling'. 22-23 October, 2018 ICRISAT, Hyerabad D. Sudheer Indian International Science Festival-Agriculture Conclave. 5 -7 October, 2018 Lucknow, Uttar Pradesh G. Sri Krishna Hands on Training to Master trainers of KVKs on TCS-ICAR-KVK Sandesh. 3 August, 2018 ATARI, Zone X, Hyderabad Training of Trainers for KVKs, SAUs and ICAR institutes. 25-27 September, 2018 PJTSAU, Hyderabad Annual Zonal Workshop of KVKs Zone X 20-22 September, 2018 ATARI-CRIDA G. Nirmala, K. Nagasree & Anshida Beevi C.N. 9th National Extension education Congress on "Climate Resilient Agriculture – Innovations and Technologies" 15-17 November, 2018 CAEPHT, Ranipool, Sikkim CRIDA - Newsletter 12 1. Dr. K. Sammi Reddy, Director (Acting), ICAR – CRIDA was inducted as the Fellow of the Indian Society of Soil Science (ISSS), New Delhi. He received "ISSS Fellow Award" from His Excellency Honorable Governor of Gujarat Shri O.P. Kohli at 83rd Annual Convention of the ISSS held at Anand on 27.11.2018. Dr. K. Sammi Reddy receiving ISSS Fellow Award from Shri O. P. Kohli, Honorable Governor of Gujarat 2. AICRPDA-Vijayapura centre received "ICAR-Vasantrao Naik Award" for Outstanding Research and Application in Dryland Farming Systems for 2017" during ICAR Foundation Day and Award Ceremony on July 16, 2018 at NASC, New Delhi. AICRPDA Vijayapura centre receiving ICAR-Vasantrao Naik Award 3. Dr. G. Ravindra Chary, Project Coordinator (DLA) received "Indian Society of Agronomy Gold Medal Award" on 24.10.2018 during XXI Biennial National Symposium on Doubling Farmers' income through Agronomic Interventions under Changing Scenario at MPUAT, Udaipur, Rajasthan. Dr. G. Ravindra Chary receiving Indian Society of Agronomy Gold Medal Award 4. Dr. G. Nirmala, Principal Scientist (Agril. Extension) & Head, TOT was honored with "SEE Fellow Award" during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. G. Nirmala receiving SEE Fellow Award 5. Dr. K. Nagasree, Principal Scientist (Agril. Extension) received "Best Extension Professional Award" during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. K. Nagasree receiving Best Extension Professional Award Awards and Recognition July - December, 2018 13 6. Dr. B.M.K. Raju, Principal Scientist (Agril. Statistics) was included as "Member of Task Force" constituted by NRAA, DAC & FW, Govt. of India for 'Prioritization of rainfed districts in India'. 7. Dr. R. Nagarjuna Kumar, Scientist received the "Best Paper Award" for the paper "Spatial Rice Decision Support System (SRDSS) for effective rice crop management", Current Science Vol. 116, No. 3 by IIRR, presented during Annual day Celebrations of IIRR organized at ICAR-IIRR, Hyderabad on 15th December, 2018. 8. Dr. R. Nagarjuna Kumar, Scientist received the "Outstanding Scientist Award 2018" during the International Conference on Agriculture, Horticulture and Food Science held at Hotel Hans, New Delhi during 29-30 December, 2018. 9. Dr. Anshida Beevi C.N., Scientist (Agril. Extension) conferred with "Ganga Singh Chauhan Memorial Award-2018" for outstanding research contributions in the field of Extension Education during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. Anshida Beevi C.N. receiving Ganga Singh Chauhan Memorial Award 10. Dr. Anshida Beevi C.N., Scientist (Agril. Extension) received "Best Paper Presentation Award-2018" for the paper "Drudgery Reducing Technologies for Women Empowerment in the Rainfed Areas" during 9th National Extension Education Congress 11. Sri Mula Mahender Reddy of KVK, Chandippa village of Ranga Reddy district received "Best Farmer Award" by Aaj Tak News Channel on 24th October, 2018 for outstanding contribution in "Raised Platform / Elevated Animal Shed in Semi-Intensive Goat Farming". Sri. Mula Mahender Reddy receiving "Best Farmer Award" by Aaj Tak News Channel Personnel Information Appointments / Promotions / Transfers / Joining Name and Designation Joined/ Transferred/ Promoted/ Appointed Date w.e.f Transfers/ Joinings Shri Rajkumar Dhakar, Scientist, ICAR-CRIDA Transferred as Scientist, ICAR- IARI, New Delhi 25.08.2018 Dr. B. Krishna Rao, Principal Scientist, ICAR-CRIDA Joined as Director (A&R), WALAMTARI, Hyderabad on deputation (12.09.2018 to 11.09.2021) 12.09.2018 Dr. A. Amarender Reddy, Principal Scientist Transferred to ICAR-CRIDA, Hyderabad 06.09.2018 Smt. D. Lakshmi Aruna Gayathri T-3 (Farm Assistant) 22.12.2018 Shri Bandi Srikanth Goud T-3 (Farm Assistant) 26.12.2018 Shri Awinash Brahamwanshi T-1 (Fieldman) 28.12.2018 Promotions Shri Rajkumar Dhakar, Scientist (Agricultural Physics) Promoted to next higher pay Rs. 7000/- 02.05.2016 Shri G. Venkatesh, Scientist (Agro-forestry) Promoted to next higher pay Rs. 8000/- 01.01.2014 Promoted to next higher pay Rs. 9000/- 01.01.2017 Shri Sarath Chandran M. A., Scientist (Agricultural Meteorology) Promoted to next higher pay Rs. 7000/- 01.01.2018 CRIDA - Newsletter 14 Cultural and Welfare Activities Swachhtha Pakhwada Swachhtha Pakhwada was celebrated by ICAR-CRIDA during 16-31 December, 2018. The date-wise activities set out in the programme were implemented at ICAR-CRIDA main office, Hayathnagar Research Farm, Gunegal Research Farm and surrounding residential areas and in villages, involving all the employees of ICAR-CRIDA, farmers and civil society members, VIPs, media persons. Swachhtha Pakhwada Celebration at farmers first village The concluding function of Swachhtha Pakhwada was organized on 31st December, 2018. A brief account of the Swachhtha Pakhwada activities carried out from 16th – 31st December, 2018 was presented. Prizes for debate and essay writing competitions held during the fortnight were distributed. The event received good media coverage. Vanamahotsavam ICAR-CRIDA Cultural and Recreation Club organized Vanamahotsavam at Hayathnagar Research Farm of the institute on 20th November, 2018. All the CRIDA staff members actively participated in the cultural activities. The events generated great enthusiasm and unity among staff. Director (Acting), ICAR-CRIDA distributing prizes to winners XIV Meeting of ICAR-CRIDA IJSC Second meeting of XIV IJSC was held on 20th October, 2018 in Director's Committee room under the Chairmanship of Dr. K. Sammi Reddy, Director (Acting) and Chairman, IJSC, ICAR-CRIDA. The meeting was attended by following official side members Dr. K.L. Sharma, Dr. R. Nagarjuna Kumar, Sri B.D. Phansal, CAO, Sri A. Srinivasa Murthy, SFAO and Dr. Ravikanth V. Adake, Official side Secretary and Dr. (Smt.) K. Salini, Scientist (Genetics & Plant Breeding) Promoted to next higher pay Rs. 7000/- 15.09.2015 Dr. Prabhat Kumar Pankaj, Sr. Scientist (Livestock Production & Management) Promoted to next higher pay Rs. 9000/- 08.05.2015 Dr. (Smt.) R. Rejani, Sr. Scientist Principal Scientist 30.08.2017 Dr. S. M. Vidya Sekhar, Chief Technical Officer (T-9) Advance increment 03.02.2017 Dr. (Smt.) D. Anantha V. Rao, Chief Technical Officer (T-9) Advance increment 03.02.2017 Shri Ram Kumar, Assistant Chief Technical Officer (T-7-8) Chief Technical Officer (T-9) 24.02.2018 Shri S. Vijaya Kumar, Senior Technical Officer (T-6) Assistant Chief Technical Officer (T-7-8) 25.10.2015 Shri K. Surender Rao, Chief Technical Officer (T-9) Advance increment 03.02.2017 Shri G. Prabhakar, Senior Technical Officer (T-6) Assistant Chief Technical Officer (T-7-8) 03.11.2017 Appointment Dr. K.L. Sharma Appointed as Vigilance Officer 15.11.2018 ICAR-CRIDA extends best wishes to them Retirements Name Designation Date of superannuation Dr. (Smt). K. Usha Rani Assistant Chief Technical Officer 04.10.2018 Shri B. Anjaiah SSS 31.10.2018 Shri Buchaiah Ennapally Senior Technician 30.11.2018 Shri Jainender Assistant Chief Technical Officer 31.12.2018 Our best wishes for happy and peaceful retired life to all of them July - December, 2018 15 BOOK-POST To _______________________________________ _______________________________________ _______________________________________ Published by : Dr. G. Ravindra Chary, Director (Acting), ICAR-CRIDA Editorial Board Chairman : Dr. K. Sammi Reddy, Head, DRM Editors : Dr. (Mrs.) K. Nagasree, Pr. Scientist (TOT) Dr. P. K Pankaj, Senior Scientist (TOT) Dr. R. Nagarjuna Kumar, Scientist, (SDA) Dr. Anshida Beevi C.N., Scientist, (TOT) Hindi Translation : Dr. P.K. Pankaj, Sr. Scientist, (TOT) Dr. S.R. Yadav, Asstt. Director (OL) Secretarial Assistance : Mrs. M.A. Rekha, PA Photo credits : Mr. K. Surender Rao, CTO ICAR-Central Research Institute for Dryland Agriculture Santoshnagar, Saidabad PO, Hyderabad - 500 059 Ph: 040-24530157/161/163 Fax: 040-24531802 E-mail: news.crida@icar.gov.in Website: www.crida.in staff side members Sri V. Venunath, CJSC Member, Sri B. Krishna, Secretary, Staff side, Sri S. Ratnashankar Rao, Sri D. Srinivas, Sri A. Mallesh Yadav and Sri S. Shankar Reddy. Agenda points were discussed in the meeting. क्रीडा, हैदराबाद में स्वर्गीय श्री अटल बिहारी वाजपेयी जी, भूतपूर्व प्रधानमं त्री, भारत सरकार का प्रथम मासिक श्रद्धांजलि दिवस आयोजित भारतीय कृ षि अनुसं धान परिषद (आईसीएआर) के दिशा-निर्देशानुसार कें द्रीय बारानी कृ षि अनुसं धान सं स्थान (क्रीडा-CRIDA), हैदराबाद के प्रांगण में रविवार दिनांक 16 सितंबर, 2018 को भारत रत्न स्वर्गीय श्री अटल बिहारी वाजपेयी जी, भूतपूर्व प्रधानमं त्री, भारत सरकार को प्रथम मासिक श्रद्धांजलि दिवस के अवसर पर श्रद्धा सुमन अर्पित किए गए। इस अवसर पर आयोजित विशेष कार्यक्रम में कार्मिको को सं बो ं धित करते हुए सं स्थान के निदेशक महोदय डॉ के सम्मी रेड्डी ने स्व. वाजपेयी जी को महान कवि, समाज सेवी, सर्वप्रिय जननेता तथा देश-विदेश में भारत की छवि को निखारने वाला राजनेता बताते हुए उनके सिद्धांतो को अपनाने पर बल ं दिया। आपने स्व. वाजपेयी के सं घर्षों से परिपूर्ण जीवन का उल्लेख करते हुए देश को नई ऊं चाइयो पर प ं हुंचाने हेतु उन्हेंप्रेरणा स्त्रोत बताया। इस कार्यक्रम में डॉ पी के जैन, वैज्ञानिक-एफ, एआरसीआई, हैदराबाद ने मुख्य अतिथि के रूप में पधारकर वाजपेयी जी की प्रसिद्ध इक्यावन कविताओं का सं क्षिप्त परिचय दिया तथा उनकी श्रेष्ठ कविताओ का ं वाचन करते हुए भावार्थ समझाते हुए वर्तमान परिदृश्य में उनकी उपयोगिता को सिद्ध करते हुए उनके उद्देश्यों का अनुपालन करने का अनुरोध देश्यों किया। आपने कौरव कौन कौन पांडव; ऊं चाई के साथ विस्तार भी हो; मुझे इतनी ऊं चाई कभी मत देना; मौत से ठन गई; सामने वार कर फिर मुझे आजमा; बिखरे नीड; सवेरा है मगर पूरब दिशा में; सच्चाई यह है कि; ऊं चाई; आओ मन की गांठें खोलें; नामक कविताओ का ं विस्त रूप से भा तृ वार्थ समझाया। इस विशेष कार्यक्रम का सं चालन डॉ नागार्जुन कु मार, वैज्ञानिक ने, धन्यवाद ज्ञापन डॉ एस आर यादव ने तथा डॉ पंकज कु मार ने कार्यक्रम के आयोजन में विशेष भूमिका निभाते हुए सं पूर्ण सहयोग प्रदान किया। इस अवसर पर सं स्थान के अधिकांश वैज्ञानिक एवं अन्य कार्मिक उपस्थित थे। South zone sports meet ICAR-CRIDA sports contingent comprising 31 participants and 1 CDM participated in the ICAR South Zone Sports Meet - 2018 organized by ICAR-CTRI, Rajahmundry at DSA stadium, Kakinada, Andhra Pradesh during 5th-9th September, 2018. In this tournament, Mr. B. Kiran Kumar, SSS, secured 1st place in javelin throw and Mr. Mukund, Senior Technical Assistant secured 2nd place in cycling. Mr.B. Kiran Kumar receiving 1st prize in Javelin throw Mr. Mukund receiving 2nd prize in cycling Independence day celebrations The 72nd Independence Day was celebrated on August 15, 2018 with pride and patriotic zeal. The Director hoisted the flag and addressed the staff of CRIDA. In this occasion, Director distributed cash awards (CCS & CCRC) to the X class toppers of CRIDA staff children and motivated the staff with his message to work with dedication and boost institute's growth. Director (Acting), ICAR-CRIDA addressing the staff CRIDA - Newsletter 16 Dr. K Sammi Reddy, Director (Acting), ICAR-CRIDA Small Farm Mechanization is the Key for Successful Adoption of Climate Resilient Technologies by Farmers in Rainfed Areas Over the years, the National Agricultural Research System (NARS) has contributed significantly to development and transfer of technologies for a more viable and sustainable rainfed agriculture. Of late, timely farm operations has become an expensive preposition due to shortage of agricultural labour in rainfed areas. To obtain the proper response from the rainfed crops, small farm mechanization is the key to meet the timeliness of operations in quick session for establishment of crop and enhancing inputs and moisture use efficiency. Realizing the fact, CRIDA and AICRP on dryland agriculture have identified small farm mechanization as one of the prioritized research area and made continuous untiring efforts to develop dryland farm implements. So far, CRIDA has developed nearly 23 dryland farm implements which are being widely adopted by rainfed farmers. More than 3 lakh units of CRIDA BBF Planters have been sold to farmers during the last 5-6 years in states of Maharashtra, Madhya Pradesh, Telangana etc. Since about 85% of the rainfed farmers are small and marginal who can't afford to procure farm implements, rainfed farm mechanization is not happening at desired pace. Therefore, CRIDA under its flagship programmes, NAIP and NICRA has conceptualized the Custom Hiring Centre (CHC) and implemented successfully in 151 climate resilient villages (CRVs) of vulnerable districts under NICRA. Suitable farm implements were identified for each CRV through focused group discussions with the farmers pertaining to their farm operations. To oversee the requirements, service and maintenance aspects of these machines, a village climate risk management committees (VCRMC) have been constituted. This approach has showed many positive results in enhancing the crop productivity in climate resilient village clusters due to timely availability of improved implements at affordable cost for the small and marginal farmers in their own village or nearby village. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA From the Director's Desk . निदेशक की कलम से ……… वर्षा आधारित क्षेत्रों में क षेत्रों िसानो द्ं वारा जलवायु समुत्‍थान प्रौद्योगिकियो को सफलतापू ं र्वक अपनाने में छोटे कृषि यंत्रों कत्रों ी मुख्‍य भूमिका पिछले कु छ वर्षों में, राषटरीट्य कृ षि अनुसं धान प्रणाली (एनएआरएस) ने अधिक व्‍यवहार्य एवं टिकाऊ वर्षा आधारित कृ षि के लिए प्रौद्योगिकियो के ं विकास एवं हस्‍तांतरण में महत्‍वपूर्ण योगदान दिया है। वर्षा आधारित कृ षि में कृ षि श्रमिको कं ी कमी के कारण कृ षि कार्यों में देरी से कृ षि कार्य अधिक खर्चीला होता जा रहा है। वर्षा आधारित फसलो कं ी सही प्रतिक्रिया के लिए, फसलो कं ी बुआई एवं निवेशो तथा नमी उपयोग ं क्षमता को बढ़ाने के लिए सत्र में समयबद्ध रूप से कृ षि कार्यों को पूरा करने में छोटे कृ षि यंत्रों कत्रों ी प्रमुख भूमिका होती है। इस बात को ध्‍यान में रखते हुए, क्रीडा एवं अखिल भारतीय समन्वित बारानी कृ षि अनुसं धान परियोजना ने छोटे कृ षि यंत्रों को त्रों प्राथमिक अनुसं धान क्षेत्र के रूप में पहचाना है एवं बारानी कृ षि उपकरणों के विकास में निरंतर अथक प्रयास जारी है। अब तक, क्रीडा द्वारा करीब 23 बारानी कृ षि उपकरणो का ं विकास किया गया है जिन्‍हें वर्षा आधारित किसानो द्ं वारा व्‍यापक रूप से अपनाया जा रहा है। महाराष्‍ट्र, मध्‍यप्रदेश, तेलंगाना आदि राज्‍यों में ्‍यों पिछले 5-6 वर्षों के दौरान क्रीडा बीबीएफ प्‍लांटरों की 3 लाख से अधिक इकाइयां बेची जा चुकी हैं। करीब 85 प्रतिशत वर्षा आधारित किसान छोटे एवं सीमांत हैं जो कृ षि उपकरणो को खरीद नही ं ं सकते, जिसके कारण वांछित गति से वर्षा आधारित क्षेत्रों में यां क्षेत्रों त्रिकीकरण नही हो पा रहा है। अत: क्रीडा के ं प्रमुख कार्यक्रमो के अंत ं र्गत एनएआईपी एवं निक्रा ने कस्‍टम हायरिं ग केंद्र की अवधारणा को अपनाते हुए निक्रा के अतिसंवेदनशील जिलो के 151 जल ं वायु समुत्‍थान गांवो (सीआर ं वी) में इसे सफलतापूर्वक कार्यान्वित किया है। उपयुक्‍त कृ षि उपकरणो कं ी पहचान प्रत्येक जलवायु समुत्‍थान गांव के कृ षि कार्य में जुड़ेकिसानो से ं विचारविमर्श के उपरांत की गई है। इन उपकरणो कं ी आवश्‍यकताओ, से ं वाओं एवं रख-रखाव के विभिन्‍न पहलूओ को पूरा करने के ल ं िए, गांव जलवायु जोखिम प्रबं धन समितियो (ं वीसीआरएमसी) का गठन किया गया है। इस कदम से कई सकारात्‍मक परिणाम देखने में आए हैं जैसे कि उनके अपने गांव या समीपवर्ती गांव में छोटे एवं सीमांत किसानो को सही समय पर उन्नत ं उपकरण सस्‍ती कीमतो पर उपलब् ं ‍ध होने के कारण जलवायु समुत्‍थान गांवों की फसलो कं ी उत्पादकता में बढ़ोत्‍तरी हुई है। डाॅ. के . सम्मी रेड्डी, निदेशक (कार्यकारी), भाकृ अनुप-क्रीडा ; Not Available

Not Available ; The Hon'ble Vice President of India Shri. M. Venkaiah Naidu visited ICAR-Central Research Institute for Dryland Agriculture (CRIDA), Hyderabad on 3rd July, 2018. He was the Chief Guest for the "Consultative Meeting on Doubling of Farmers' Income in Telangana State and Adjoining Areas". Shri. Md. Mahmood Ali, Deputy Chief Minister, Telangana State was the Guest of Honour. Dr. K. Alagusundaram, Deputy Director General (NRM), ICAR, New Delhi, Shri. C. Parthasarathi, APC & Principal Secretary (Agriculture), Telangana State; Dr. K. Sammi Reddy, Director (Acting), CRIDA; Directors and scientists of local ICAR institutes, senior officials of PJTSAU, senior officials from Telangana State, NGOs, Industrialists, Bankers and progressive farmers participated in the meeting. Hon'ble Vice President addressing participants of consultation meeting Deputy Director General (NRM) Dr. K. Alagusundaram, ICAR, New Delhi welcomed the dignitaries and the participants while briefing about the various rainfed technologies developed by CRIDA for the benefit of farmers of dryland agriculture. Hon'ble Vice President Shri. M. Venkaiah Naidu, chaired the interactive session with scientists, research scholars, farmers and representatives of NGOs. He stated that the multifaceted strategy is needed to protect agriculture as agriculture is now under distress. During interactive session, farmers of Ranga Reddy district mentioned that their farm income has been substantially increased due to the interventions of ICAR-CRIDA, KVKs and SAUs. Book releasing during consultation meeting New Research Initiatives CRIDA was awarded a competitive research project entitled "Innovative and contextual agromet. advisory services for climate smart agriculture" funded by Indian Institute of Tropical Meteorology, Ministry of Earth Sciences under Monsoon Mission-II with budget outlay of the Rs. 311.48 lakhs. ICRISAT and ICAR-IIPR, Kanpur are the partner institutes. Dr. P. Vijaya Kumar, Project Coordinator, AICRPAM, ICAR-CRIDA is the Principal Investigator of this project. Dr. AVM Subba Rao and Dr. Santanu Kumar Bal are the CoPrincipal Investigators from ICAR-CRIDA and Dr. Anthony Whitbread and Dr. R.K. Mishra are the Co-Principal Investigators from ICRISAT and ICAR-IIPR, respectively. CRIDA - Newsletter 2 Minimum tillage with crop residue retention on soil surface produced higher crop yields while maintaining better health of rainfed Alfisol The results of 6 year old experiment on conservation Agriculture (CA) in rainfed Alfisol showed that the surface retention of crop residues @ 2-6 t/ha produced 5-13% higher sorghum yield and 28-45% higher cowpea yield as compared to no residue application control. About 56% higher organic carbon (6.80 g/kg) content was recorded with the application of sorghum stover @ 6 t/ha as compared to control (4.36 g/ kg). The increase in available N with the application of 6t and 4t crop residue was to the extent of 19.5 and 28% respectively while significantly higher contents of soil available P (10.67 kg/ha) and K (288.8 kg/ha) were observed with application of sorghum residue @ 4 t/ha. Significantly higher microbial biomass carbon (MBC) and dehydrogenase activity (DHA) were recorded with the application of sorghum stover @ 4 t/ha. Besides reducing the bulk density, the application of residues had a significant influence on the mean weight diameter (MWD) of the soil aggregates. The highest overall soil quality index (SQI: 9.58) was observed with the residue application @ 6 t/ha. A significant positive relationship was observed between SQI and pooled cowpea seed yield (R2 =0.82) and pooled sorghum grain yield (R2 =0.69). This study also clearly indicated that the adoption of minimum tillage in combination with adequate crop residue cover, the soil moisture increased and soil temperature decreased which in-turn made the crops to withstand the mid season dry spells without much adverse effects. Crop residue retention in the field Development of track width & ground clearance enhancing platform and matching Implements for low horse power tractor A reconfigured platform for small horse power tractor with matching weeding and spraying implements was developed. Such new developments will increase effective use of tractor for weeding and spraying operations in crops like maize, castor, red gram, cotton, chilies etc. The developed platform basically consists of three components (i) Front wheel axle (ii) Rear drive wheel axle and (iii) Reworked steering set system for enhanced track width. The prototype high clearance platform fitted mini tractor matching rotary weeder consists of a main frame with hitch mast, gear box housing with power transmission provision, rotor shaft assembly with soil working tools. The developed boom sprayer unit basically consists (i) Base frame to give support / fix various components (ii) Pump with manifold for flow control and pressure regulation (50 lpm & 30kg / cm2 rating) (iii) Boom with height adjustable frame work and (iv) High pressure hose pipes. The pump gets the required power from tractor. The nozzles on the boom were fitted with spacing adjustable provision to use for different types of rainfed crops. The weeding efficiency of rotary machine varied 74 to 82.5.% and 78.5 to 86.8% for castor and pigeon pea, respectively. In case of maize crop, the weeding efficiency observed to be 73.9%, which was low compared to other two crops due to narrow row spacing. The boom sprayer was operated in cotton crop at two growth stages; the first one at flowering stage (75 DAS) and second operation in bolls expansion stage (90 DAS). The operator can steer the tractor comfortably and sprayer worked satisfactorily. The field capacity of the machine ranged from 1.7 - 2.0 ha/hr. The newly developed implements shown significant advantage in monitory terms when compared with traditional practice of bullock operated blade harrow and hand labour spray operation (15 - 20% lower cost). Track width and ground clearance enhanced platform fitted low horse power tractor with matching weeding and spraying implements Research Highlights July - December, 2018 3 Scientific Activities XXVIIth Research Advisory Committee (RAC) meeting The XXVIIth meeting of the Research Advisory Committee of the institute was held during 10-11 November, 2018 under the chairmanship of Dr. Panjab Singh, former Secretary, DARE & Director General, ICAR. The committee reviewed the progress and recommended for strengthening of farming systems research with horticulture and livestock components, scaling up of NICRA interventions to more villages and restructuring of the institute by creating divisions of Social Sciences and Climate Change. Further, RAC suggested to align the research programmes with the challenges and development needs of dryland farmers. RAC meeting in progress Field Institute Research Council (IRC) meeting Field Institute Research Council (IRC) Meeting for 2018-19 was held on 25th September, 2018 at Gunegal Research Farm (GRF) and on 5th October, 2018 at Hayathnagar Research Farm (HRF) under the chairmanship of Dr. K. Sammi Reddy, Director (Acting). The chairman IRC, Dr. K. Sammi Reddy, Director (Acting), Project coordinators, Heads of Divisions / Sections and scientists visited various experiments and discussed thoroughly on various treatment effects. Interaction during field IRC Various suggestions like displaying of the experimental and treatment boards at the experimental site, periodical monitoring of soil moisture in CA related experiments, rainfall amount, rainy days and crop yields needs to correlated for all the experiments etc., were made in field IRC. Quinquennial Review Team (QRT) Under the Chairmanship of Dr. J.C. Katyal, former Vice Chancellor, CCS Haryana Agriculture University & former DDG (Education), ICAR, two review meetings were conducted. QRT meeting was held during 18-19 June, 2018 at UAS, Bengaluru and reviewed the work done by both AICRPDA and AICRPAM centers located in Karnataka, Andhra Pradesh, Kerala & Tamil Nadu. Another meeting was held at ICAR-CRIDA, Hyderabad during 16-18 August, 2018 to finalize the QRT report. QRT visit to AICRPDA center, Bengaluru Dr. J.C. Katyal presented the salient recommendations of QRT to DG, ICAR and other officials in presence of DDG (NRM) and ADG (A, AF & CC) on 13th September, 2018 at ICAR, New Delhi. Honorable DG, ICAR has appreciated the work done by the QRT. QRT meeting in progress Hindi fortnight celebrations The Hindi fortnight was organized from 1st to 14th September, 2018 at ICAR-CRIDA, Hyderabad. On this occasion, Hindi Noting & Drafting, Hindi-English technical terminology and other Hindi competitions were organized. Winners were awarded on concluding day, 14th September, 2018. CRIDA - Newsletter 4 Interface meeting on agricultural contingencies for Andhra Pradesh In view of the low rainfall and its poor distribution in some parts of Andhra Pradesh, at the behest of ICAR-CRIDA, an interface meeting was organized by ICAR-CRIDA on August 3, 2018 with Department of Agriculture and ANGRAU under the chairmanship of special Commissioner of Agriculture, Government of A.P. to review and develop mid-course action plans for Rayalaseema (Anantapuramu, Kurnool, Kadapa and Chittoor), Prakasham, Nellore and Guntur districts. The participants included Director of Research, ANGRAU, Special Commissioner of Agriculture, A.P., Joint Collector, Kadapa, Senior scientists from ANGRAU, JDAs, ADAs, Scientists from KVKs and farmer representatives. Dr. NV Naidu, Director of Research ANGRAU, conducted the proceedings of the meeting. Dr. KV Rao, ICAR-CRIDA and Dr. S Malleswari, ANGRAU made detailed presentations on current rainfall scenario and forecast for the forthcoming weeks. Sri D. Muralidhar Reddy, Special Commissioner in his address emphasized that department should gear up to rescue the crops in the field, plans to cover unsown area and preparation of documents for early drought declaration procedures. Dr. NDRK Sharma, Consultant, Department of Agriculture, highlighted the implementation of agriculture contingency plans during past years and requested the officers to prioritize the interventions based on the uptake of preferred technology options by the farmers. Sensitization on district agricultural contingency plans for Mizoram In an interface meeting of ICAR-Mizoram State held on 24.09.2018 to sensitize the Senior officers of the State on District Agricultural Contingency Plans (DACPs). This is the first meeting on sensitization of DACPs to senior officials in the North-Eastern states of India. Mr. Lalsawta, Cabinet Minister for Finance & Planning chaired the meeting. Mr. Lalthanliana, Cabinet Minister for Horticulture, LAD & SWD and Mr. Lalmingthanga, Commissioner & Secretary, Agriculture were guests of honour. Secretaries from Horticulture, Sericulture, Animal Husbandry & Veterinary Science; Directors of various line departments; Director, ICAR - Research Complex, NEH Region and Director, ATARI, Umiam also attended the meeting. Dr. N. Prakash presented the technologies developed by ICAR RC for NEH and Dr. Deka highlighted how KVK set up is actively participating in dissemination of technologies. The Commissioner of Agriculture highlighted that only 30% of the food grains are produced in Mizoram. Mr. Lalthanliana mentioned that farming community in Mizoram are facing multi-faceted problems. Mr. Lalsawta emphasized on developing viable alternatives to Jhum cultivation which is responsible for meager yields. Dr. S. Desai, Principal Scientist, ICAR-CRIDA made a presentation on "Sensitization on District Agricultural Contingency Plans to meet the weather aberration impacts on agriculture in Mizoram".The Commissioner & Secretary, Agriculture appreciated the efforts and emphasized on more sensitization about DACPs among district officials. The meeting ended with vote of thanks by Ms. Shakuntala, JD, ICAR Research Complex, Kolasib centre. Contingency Plans Interface meeting in progress Interface meeting at Mizoram July - December, 2018 5 Technology Transfer Hon'ble Prime Minister's interaction with SHGs & women groups at ICAR-CRIDA Web telecasting of Hon'ble Prime Minister's interaction with SHGs & Women's groups was organized by Krishi Vigyan Kendra – Ranga Reddy District, ICAR-CRIDA on 12.07.2018 in KVK Campus, Hayathnagar Research Farm, ICAR-CRIDA. About 74 SHG women from four different villages of Ranga Reddy District, Telangana State participated. The Hon'ble Prime Minister's interaction with SHG women emphasized on improving the economic status of farm families through supporting SHG women by strengthening the Self Help Groups. The Prime Minister highlighted about DAY-NRLM programme (Deen Dayal Antyodaya Yojana-National Rural Livelihood Mission). Almost 30 lakh SHG women are being supported under Mahila Kisan Sashakthikaran Pariyojana (MKSP) to promote sustainable agriculture practices and the objective of Mission Antyodaya is to develop poverty free panchayats. Web telecasting of Hon'ble Prime Minister's interaction with SHGs & women's groups Parthenium awareness week organized Training cum awareness programme on integrated management of Parthenium was organized by KVK-CRIDA, Ranga Reddy District on 21st August, 2018. About 50 participants from Agriculture College, farmers, teaching and extension officials attended the programme. Subject matter specialists from KVK-CRIDA highlighted the technical aspects of Parthenium management, invasion of Parthenium in India, plant physiology-spread, impact and harmful effects of weed on crop, composting of weed. Displayed posters and removed weeds from demo plots and office premises of KVK. National nutrition month organized The theme for National Nutrition Month for 2018 was "Go Further with Food". On this occasion, organized 3 training programmes and method demonstrations i.e. (i) Prevention of anaemia – preparation of low cost nutritious recipes on 6th September, 2018, (ii) Value addition to millet products as food security & income generating activity on 11th September, 2018, (iii) Demonstration on dried green leafy vegetables – different recipes to prevent Iron & Calcium deficiency on 18th September, 2018 in KVK adopted villages Gummadivelli, Kolanguda and Nerrapally, for about 291 women. These programmes involved total 291 women, of which 67 were SC /ST, 224 were others. Distributed 200 drumstick plants as part of National Nutrition Week to women of self help groups. National women farmers' day (Mahila Kisan Divas) & technology day National Women Farmers' Day (Mahila Kisan Divas) and Technology Day was organized by Krishi Vigyan Kendra-Ranga Reddy District, ICAR-CRIDA on 15th October, 2018 at Hayathnagar Research Farm with the participation of women farmers from Ranga Reddy district. Dr. V. Maruthi, Head & Principal Scientist, KVK briefed the importance of the day and women's role in agriculture. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA, presided over as Chief Guest and addressed about the women farmers' role in agriculture, drudgery management practices to be followed by women farmers, nutritional disorders and health issues. Dr. Y. G. Prasad, Director, ATARI, Guest of honour, requested the women farmers to utilize skill training programmes of KVK related to dairy and floriculture and NARI (Nutri sensitive agri-resources and innovations) programme of ICAR through KVK. The resource persons Dr. K. Aruna, Professor and Head (Retd.), AICRP (Home Science) informed the women farmers about the health, nutrition, diet, nutritive value of millets and gave a detailed presentation on nutritional disorders and remedies. Sri DGP Sharma, Senior Executive officer, Khadi and Village Industries Commission (KVIC) has explained different schemes in KVIC, loan facilities and Honey production and rearing techniques. Two brochures on Good management practices of chickpea and redgram cultivation, pamphlets on fall army worm in maize, pink bollworm in cotton, hydroponics in fodder cultivation, balanced nutrition diet for livestock were released. Five progressive women farmers and women entrepreneurs from Ranga Reddy District were felicitated on this occasion. National women farmers' day celebration CRIDA - Newsletter 6 World soil day organized ICAR-CRIDA celebrated world soil day on 5th December, 2018 at ICAR- CRIDA under the Chairmanship of Dr. G. Ravindra Chary, Director (In charge), ICAR-CRIDA, Hyderabad. Around 200 participants comprising of students, scientists, technical officers, KVK officials attended the awareness programme. Dr. G. Ravindra Chary explained historical background of World Soil Day, the usage of Soil Health Cards and its interpretation for effective nutrient management in the field crops for sustainable crop yields. Dr. K.L. Sharma, Principal Scientist, educated the participating students about the importance of soils and clarified the doubts raised by the students. The students were sensitized about the importance of soils through demonstrations, posters and exhibits and practical insights to laboratories. On this occasion posters on "Know your soils", "Soil profile" and "Identification of Nutrient deficiencies in Plants and Crops" were displayed for the benefit of the students. Dr. G. Ravindra Chary, Director (In-Charge) addressing students Kisan Diwas organized during Swachhtha Pakhwada KVK-CRIDA, Ranga Reddy District organized one day Kisan Diwas on 23rd December, 2018 as a part of Swachhtha Pakhwada (16-31st December, 2018). Dr. V. Maruthi, Principal Scientist & Head, KVK welcomed the invited farmers from 12 mandals of Ranga Reddy District and enlightened the objectives of the Kisan Diwas. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA, Hyderabad was the Chief Guest. He explained to the farmers about the importance of Swachatha and also emphasized to prepare manure from the wastes generated on farmers' fields. Dr. K. Srinivas, Principal Scientist & OIC, HRF shared experiences on Swachhta initiatives by farmers and civil society officials. Farmers were felicitated based on the initiatives/adoptable measurers expressed during the interaction. SMSs from KVK gave lectures on Good Agricultural Practices in horticulture, agriculture, women empowerment and animal husbandry. Farmers visited demonstration units, exhibition, posters presentation of KVK and gained knowledge. About 107 members including farmers, farm women, ADAs, AOs, AEOs, ATMA officials attended the programme and got handful information with printed literature. Felicitation to farmer during Swachhatha Pakhwada Around 200 farmers including farm women and school going children participated in the awareness campaign of Swachhtha Pakhwada in Farmers First Village. The people were trained in the knowledge about segregation of biodegradable and nondegradable wastes. AICRPs XV Biennial workshop of AICRPAM organized The XVth Biennial workshop of the AICRP on Agrometeorology (AICRPAM) was organized at Regional Agricultural Research Station, University of Agricultural Sciences, Vijayapura, Karnataka during 15-17 November, 2018. Participants of XV Biennial workshop, AICRPAM The objective of the workshop was to review the research progress made during 2017-18 and finalization of the technical program for the year 2018-2020. Monsoon mission II project meeting at ICRISAT Monsoon mission II project meeting was held at ICRISAT, Patancheru, Hyderabad on 10th September, 2018. Dr. Peter Carberry, DG, ICRISAT, Dr. G. Ravindra Chary, Director (In-charge), Dr. P. Vijaya Kumar and Dr. AVM. Subba Rao from AICRPAM, ICAR-CRIDA, Dr. Suryachandra Rao, Associate Mission Director, Shri S.M.D. Jeelani, Indian Institute of Tropical Meteorology, Pune, Dr. Anthony Whitbread, Research Program Director, Dr. AVR Kesava Rao, Dr. K.P.C. Rao and Dr. D. Ram, ICRISAT July - December, 2018 7 National Innovations in Climate Resilient Agriculture (NICRA) Sixth NICRA Annual Review Workshop Organized A two day Annual Review workshop of National Innovations in Climate Resilient Agriculture (NICRA) was inaugurated by Dr. T. Mohapatra, Secretary, DARE & Director General, ICAR at NASC, New Delhi on 7th August, 2018. Chhabilendra Roul, Special Secretary, DARE & Secretary, ICAR, Shri B. Pradhan, FA & Additional Secretary, DARE & ICAR, Dr. K. Alagusundaram, DDG (Agril. Engg. & NRM I/c), Dr. AK Singh, DDG (Agril. Extn.), Dr. Anand Kumar Singh, DDG (Hort. Science & Crop Sciences I/c), Dr. Joykrushna Jena, DDG (Fisheries), Dr. S Bhaskar, ADG (A, AF&CC), Dr. SK Chaudhari, ADG (SWM), Dr. K Sammi Reddy, Director (Acting), ICAR-CRIDA, Hyderabad and NICRA Expert Committee Members viz., Dr. B Venkateswarlu, Ex-VC,Vasantrao Naik Marathwada Krishi Vidyapeeth Krishinagar, Parbhani; Dr. V Praveen Rao, Vice Chancellor, PJTSAU, Hyderabad; Dr. CL Acharya, Ex-Director, ICAR-IISS, Bhopal; Dr. KK Singh, ADG (Farm Engg.), ICAR; Dr. YS Ramakrishna, ExDirector, ICAR-CRIDA, Hyderabad; Dr. HE Shashidhar, Retired Professor of Genetics, UAS, GKVK, Bengaluru; Dr. RC Upadhyay, Principal Scientist (Retd.) NDRI, Karnal; Dr. AG Ponniah, Ex-Director, ICAR-CIBA, Chennai; Prof. UC Mohanty, Professor IIT, Bhubaneswar; Dr. NK Krishna Kumar, Coordinator, Biodiversity International, New Delhi; Dr. Praduman Kumar, Ex-Head, Economics, IARI, New Delhi, Dr. N. Sudhakar, Ex-Director, ATARI and Dr. H. Senapati, Former Dean, OUAT, Bhubaneshwar, Chairmen of Zonal monitoring teams and Directors of NICRA partner institutes participated in the review workshop. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA presented the highlights of achievements of NICRA Project during the last two years (2016-17 to 2017-18). Various events during sixth NICRA annual review workshop participated in this meeting and discussed on developing a farmer-friendly app and web site for disseminating agromet advisories. AICRPDA centres organized stakeholder consultation workshops Stakeholder consultation workshops were organized in the adopted villages by 9 AICRPDA centres viz. Akola, Arjia, Anantapuramu, Bengaluru, Kovilpatti, Phulbani, SK Nagar, Solapur and Vijayapura to discuss on strengthening the traditional rainfed integrated farming systems (TRIFS). Dr. S. Bhaskar, ADG (A, AF&CC), Dr. G. Ravindra Chary, Project Coordinator (AICRPDA), scientists from AICRPs/ICAR Institutes/ SAUs/KVKs, officials from state line departments, ATMA, NGOs and most importantly farmers participated and gave feedback for identifying component-wise suitable interventions for strengthening traditional RIFSs in the respective agroclimatic zones of the centres. Stakeholder workshop in Sunderpura village, Bhilwara district, Rajasthan on 26.10.2018 Stakeholder workshop in Kalenhalli village, Tumkur District, Karnataka on 13.08.2018 CRIDA - Newsletter 8 Important Visitors Ms. Arnella Trent, Senior Crop Analyst, International Production Assessment Division, U.S. Department of Agriculture / Foreign Agriculture Service along with Mr. Dhruv Sood, Agricultural Specialist from U.S. Consulate, Mumbai visited ICAR-CRIDA on 4th September, 2018 to discuss the cotton crop production, planting area and general assessment of the crop in Telangana State. During their visit information regarding dryland agriculture, soils, watershed management and extension activities was exchanged with them. A total of 1637 students from Karnataka, Tamil Nadu & Andhra Pradesh, 40 Scientists from NAARM, Hyderabad, 283 Agricultural Officers from Tamil Nadu & Telangana and 328 farmers from Karnataka, Maharashtra, Madhya Pradesh & Tamil Nadu visited ICAR-CRIDA, Hyderabad during the period. Dr. T. Mohapatra in his inaugural address suggested to make the 151 Climate Resilient Villages (CRVs) to CRV Cluster Villages and the need to actively involve State Governments for successful upscaling of CRVs. There were eight Technical sessions under different themes viz., Resilience through Natural Resources Management, Resilience through Crop Improvement and Adaptation, Technology Demonstration Component Session: Lessons from Technology Demonstration and Future Roadmap, Resilience through Adaptation in Horticultural Crops, Pests, Diseases & Pollinators,Assessment of Impacts on Fisheries-Adaptation and Mitigation Options, Vulnerability Assessment, Socio-Economic Impacts and Farm Advisories, Adaptation Strategies for Climate Resilient Livestock Production, Integrated Modeling Framework. Each session chaired by concerned DDGs and co-chaired by NICRA Expert Committee members and concerned ADGs from ICAR, New Delhi. A detailed session-wise recommendations was presented by Dr. M Prabhakar, PI, NICRA, ICARCRIDA, Hyderabad in the plenary session chaired by Dr. K Alagusundaram, DDG (NRM), ICAR. Zonal Monitoring Committee Visits During the period, zonal monitoring committee visits were organized in the KVKs of ATARI zones viz. Guwahati, Barapani, Kolkata, Jodhpur, Jabalpur, Bengaluru and Hyderabad. Zonal monitoring committee's visits to various zones were organized to review the technical progress of different modules like NRM, crop production, livestock & fishery and institutional interventions in the NICRA villages and for making appropriate suggestions for improvement. ZMC with VCRMC members, Dimapur ZMC with VCRMC members, Malda July - December, 2018 9 Visits Abroad Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA visited Katowice, Poland to participate in the UNFCCC COP-24/CMP14/ CMA1.3 and to organize the side event at Indian Pavilion at COP24 during 30th November - 5th December, 2018. During the visit, he has organized the Side Event at Indian Pavilion @ COP24 on the theme "Scaling up Adaptation Strategies for Climate Resilient Agriculture" on 5th December, 2018. This side event was Chaired by Dr. Anthony Simons, Director General, World Agroforestry Centre (WAC), Nairobi and Co-Chaired by Prof. N.H. Ravindranath, Indian Institute of Science, Bengaluru. In this side event Dr. Reddy has presented two papers and Dr. R.S. Sinha, Additional Commissioner (NRM), Department of Agriculture and Farmers' Welfare, Government of India presented a paper. The side event was very successful as about 25 Indian and foreign delegates were present. After thorough deliberations, the following conclusions were drawn, • There is a need to revise the vulnerability atlas of India taking into consideration the dimensions and definition of vulnerability and risk in the recent Assessment Report of IPCC. • NICRA project was successful in establishing 151 model climate resilient villages in 151 vulnerable districts. But there is a need to upscale the climate resilient villages in highly and medium vulnerable districts. • There is a need to scaling up successful IFS models developed for different agro-climatic regions of India by taking into consideration the resources available with farmers. Dr. K. Sammi Reddy organizing side event at Indian Pavilion, COP24, Katowice, Poland Dr. Suseelendra Desai, Principal Scientist (Plant Pathology) participated in the Regional Conference on "Role of Soil and Plant Health Towards Achieving Sustainable Development Goals in Asia-Pacific" held during 20-24 November, 2018 at Bangkok, Thailand. APAARI, Department of Agriculture, Thailand and Indian Phytopathological Society jointly organized the conference and the participants included diverse experts from research, development, extension, policy makers, private sectors, professional societies, civil society organizations and donor organizations, to share specific long-term experiences on the neglect of soil and plant health in the Asia-Pacific region. Dr. Desai was invited to deliver a lead lecture on "Potential impacts of climate change on plant pathogens and biocontrol agents and adaptation strategies". He also chaired a technical session on "Plant health management – case studies" along with Dr. GD Sinniah from Sri Lanka. The conference deliberated on soil and plant health aspects in detail and agreed to formulate a group to address these issues in the years to come. Dr. Desai delivering lecture Dr. K.V. Rao, Principal Scientist (Soil and Water Conservation Engineering), Division of Resource Management visited United Kingdom (UK) to participate in Workshop on "Advancing Drought Monitoring, Prediction and Management Capabilities" during 18th - 20th September, 2018 at Lancaster University, Lancaster, UK . CRIDA - Newsletter 10 Forthcoming Events Sl. No. Title of the event Dates 1. XXVI Biennial Workshop of AICRP for Dryland Agriculture, at AICRPDA Bengaluru Centre, UASB 16-19th January, 2019 2. Republic Day 26th January, 2019 3. National Science Day 28th February, 2019 4. ICAR-CRIDA Foundation Day 12th April, 2019 5. IRC meeting 23-25, April, 2019, 9-10th May, 2019 6. World Environment Day 5th June, 2019 DOE sponsored Model Training Course on "Extension Strategies for Participatory Natural Resource Management in Rainfed Agriculture" Model Training Course sponsored by DOE was organised at ICAR-CRIDA during September 24 - October 1, 2018. Twenty eight officials from eight different states viz., Telangana, Andhra Pradesh, Maharashtra, Odisha, Tamil Nadu, Goa, Punjab and Karnataka attended the model training course. The course covered various extension strategies of Soil and water conservation measures for enhanced productivity in drylands, Technologies for sustainable NRM in Rainfed areas, Horticulture systems in Rainfed Agriculture for sustainable NRM and enhanced productivity, Enhancing productivity of crops and cropping systems through effective use of natural resources, Farming systems approach for sustainable NRM in drylands, Role of Livestock and their management for enhancing productivity and income in drylands, Gender mainstreaming in NRM, Communication tools and techniques for sustainable NRM. Inaugural session of Model Training Course on "Extension Strategies for Participatory Natural Resource Management in Rainfed Agriculture" ICAR-Short Course on 'Assessment of Vulnerability and Adaptation to Climate Change in Agriculture' A ten day short course on 'Assessment of vulnerability and adaptation to climate change in agriculture', sponsored by the Agricultural Education Division of the ICAR, was conducted during 28th November to 7th December, 2018 at ICAR-CRIDA. The short course has provided the participants with various concepts, approaches and methods used in assessing vulnerability and adaptation. Twenty one participants from five ICAR institutes and eight state agricultural universities participated. A majority of the participants expressed that their expectations from the short course were fulfilled to a large extent. Participants of ICAR Short Course on "Assessment of Vulnerability and Adaptation to Climate Change in Agriculture" KVK Programmes About 34 training programmes were organized during the period July to December, 2018 on different aspects of agriculture, horticulture, animal husbandry, farm mechanization and women empowerment to farmers and farm women from Ranga Reddy district. 1142 farmers and farm women were benefitted from these training programmes. Human Resource Development July - December, 2018 11 Participation in Seminars and Symposia Name of the Personnel Workshop / Seminar / Symposium / Meeting Duration Venue K. Sammi Reddy International Consultation Workshop on Adapting agriculture in semiarid India to a global temperature rise by 1.5 0C. 3-4 October, 2018 WOTR, Pune National Workshop on Sustainability of Indian Agriculture, Natural Resource Perspective with special reference to water. 11 October, 2018 IIWM, Bhubaneswar 83rd Annual Convention of the Indian Society of Soil Science. 27-28 November, 2018 AAU, Anand UNFCCC COP-24 / CMP14 / CMA1.2 Meeting. 30 November to 5 December, 2018 Katowice, Poland G. Ravindra Chary & B.M.K. Raju Brainstorming workshop on "Prioritization of Rainfed Districts in India" organized by NRAA & ICAR-CRIDA. 11-12 December, 2018 NASC, New Delhi C.A. Rama Rao Stakeholders Consultation Meeting on NICRA. 20 July, 2018 NASC, New Delhi Expert consultation meeting for Impact Assessment of the AP Drought Mitigation Project of Govt. of A.P. 14 August, 2018 WASSAN, Hyderabad National Workshop on Promotion of Developing Climate Resilient Villages for Sustainable Food and Nutritional Security. 4-5 October, 2018 MANAGE, Hyderabad 26th Annual Conference of Agriculture Economics Research Association (India) on 'Agriculture and Sustainable Development Goals. 15-17 November, 2018 ICAR-NDRI, Karnal, Haryana Brainstorming meeting conducted by NRAA. 11-12 December, 2018 NASC, New Delhi B.M.K. Raju & R. Nagarjuna Kumar Consultation Meeting on 'Risk and vulnerability of agriculture to climate change: A district level assessment'. 20 July, 2018 NASC, New Delhi B.M.K. Raju 72nd Annual Conference of Indian Society of Agricultural Statistics (ISAS) organized with a broader theme of 'Statistics, Informatics, Engineering Interventions and Business Opportunities: A Road-Map To Transform Indian Agriculture Towards Prosperity' 13-15 December, 2018 ICAR - CIAE, Bhopal, Madhya Pradesh Boini Narsimlu International Conference on "Global Water Security for Agriculture and Natural Resources" organized by ASABE USA & ISAE India. 3-6 October, 2018 Hotel, Taj Krishna, Hyderabad R. Nagarjuna Kumar ICAR-ICT Road map. 6 July, 2018 IIMR, Hyderabad National Workshop on Artificial Intelligence in Agriculture: Status and Prospects. 30-31 July, 2018 NASC, New Delhi Josily Samuel and P.K. Pankaj 'Workshop on CLEM-Crop Livestock Enterprise Modelling'. 22-23 October, 2018 ICRISAT, Hyerabad D. Sudheer Indian International Science Festival-Agriculture Conclave. 5 -7 October, 2018 Lucknow, Uttar Pradesh G. Sri Krishna Hands on Training to Master trainers of KVKs on TCS-ICAR-KVK Sandesh. 3 August, 2018 ATARI, Zone X, Hyderabad Training of Trainers for KVKs, SAUs and ICAR institutes. 25-27 September, 2018 PJTSAU, Hyderabad Annual Zonal Workshop of KVKs Zone X 20-22 September, 2018 ATARI-CRIDA G. Nirmala, K. Nagasree & Anshida Beevi C.N. 9th National Extension education Congress on "Climate Resilient Agriculture – Innovations and Technologies" 15-17 November, 2018 CAEPHT, Ranipool, Sikkim CRIDA - Newsletter 12 1. Dr. K. Sammi Reddy, Director (Acting), ICAR – CRIDA was inducted as the Fellow of the Indian Society of Soil Science (ISSS), New Delhi. He received "ISSS Fellow Award" from His Excellency Honorable Governor of Gujarat Shri O.P. Kohli at 83rd Annual Convention of the ISSS held at Anand on 27.11.2018. Dr. K. Sammi Reddy receiving ISSS Fellow Award from Shri O. P. Kohli, Honorable Governor of Gujarat 2. AICRPDA-Vijayapura centre received "ICAR-Vasantrao Naik Award" for Outstanding Research and Application in Dryland Farming Systems for 2017" during ICAR Foundation Day and Award Ceremony on July 16, 2018 at NASC, New Delhi. AICRPDA Vijayapura centre receiving ICAR-Vasantrao Naik Award 3. Dr. G. Ravindra Chary, Project Coordinator (DLA) received "Indian Society of Agronomy Gold Medal Award" on 24.10.2018 during XXI Biennial National Symposium on Doubling Farmers' income through Agronomic Interventions under Changing Scenario at MPUAT, Udaipur, Rajasthan. Dr. G. Ravindra Chary receiving Indian Society of Agronomy Gold Medal Award 4. Dr. G. Nirmala, Principal Scientist (Agril. Extension) & Head, TOT was honored with "SEE Fellow Award" during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. G. Nirmala receiving SEE Fellow Award 5. Dr. K. Nagasree, Principal Scientist (Agril. Extension) received "Best Extension Professional Award" during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. K. Nagasree receiving Best Extension Professional Award Awards and Recognition July - December, 2018 13 6. Dr. B.M.K. Raju, Principal Scientist (Agril. Statistics) was included as "Member of Task Force" constituted by NRAA, DAC & FW, Govt. of India for 'Prioritization of rainfed districts in India'. 7. Dr. R. Nagarjuna Kumar, Scientist received the "Best Paper Award" for the paper "Spatial Rice Decision Support System (SRDSS) for effective rice crop management", Current Science Vol. 116, No. 3 by IIRR, presented during Annual day Celebrations of IIRR organized at ICAR-IIRR, Hyderabad on 15th December, 2018. 8. Dr. R. Nagarjuna Kumar, Scientist received the "Outstanding Scientist Award 2018" during the International Conference on Agriculture, Horticulture and Food Science held at Hotel Hans, New Delhi during 29-30 December, 2018. 9. Dr. Anshida Beevi C.N., Scientist (Agril. Extension) conferred with "Ganga Singh Chauhan Memorial Award-2018" for outstanding research contributions in the field of Extension Education during 9th National Extension Education Congress organized by Society of Extension Education Agra at CAEPHT, Ranipool, Sikkim during 15-17 November, 2018. Dr. Anshida Beevi C.N. receiving Ganga Singh Chauhan Memorial Award 10. Dr. Anshida Beevi C.N., Scientist (Agril. Extension) received "Best Paper Presentation Award-2018" for the paper "Drudgery Reducing Technologies for Women Empowerment in the Rainfed Areas" during 9th National Extension Education Congress 11. Sri Mula Mahender Reddy of KVK, Chandippa village of Ranga Reddy district received "Best Farmer Award" by Aaj Tak News Channel on 24th October, 2018 for outstanding contribution in "Raised Platform / Elevated Animal Shed in Semi-Intensive Goat Farming". Sri. Mula Mahender Reddy receiving "Best Farmer Award" by Aaj Tak News Channel Personnel Information Appointments / Promotions / Transfers / Joining Name and Designation Joined/ Transferred/ Promoted/ Appointed Date w.e.f Transfers/ Joinings Shri Rajkumar Dhakar, Scientist, ICAR-CRIDA Transferred as Scientist, ICAR- IARI, New Delhi 25.08.2018 Dr. B. Krishna Rao, Principal Scientist, ICAR-CRIDA Joined as Director (A&R), WALAMTARI, Hyderabad on deputation (12.09.2018 to 11.09.2021) 12.09.2018 Dr. A. Amarender Reddy, Principal Scientist Transferred to ICAR-CRIDA, Hyderabad 06.09.2018 Smt. D. Lakshmi Aruna Gayathri T-3 (Farm Assistant) 22.12.2018 Shri Bandi Srikanth Goud T-3 (Farm Assistant) 26.12.2018 Shri Awinash Brahamwanshi T-1 (Fieldman) 28.12.2018 Promotions Shri Rajkumar Dhakar, Scientist (Agricultural Physics) Promoted to next higher pay Rs. 7000/- 02.05.2016 Shri G. Venkatesh, Scientist (Agro-forestry) Promoted to next higher pay Rs. 8000/- 01.01.2014 Promoted to next higher pay Rs. 9000/- 01.01.2017 Shri Sarath Chandran M. A., Scientist (Agricultural Meteorology) Promoted to next higher pay Rs. 7000/- 01.01.2018 CRIDA - Newsletter 14 Cultural and Welfare Activities Swachhtha Pakhwada Swachhtha Pakhwada was celebrated by ICAR-CRIDA during 16-31 December, 2018. The date-wise activities set out in the programme were implemented at ICAR-CRIDA main office, Hayathnagar Research Farm, Gunegal Research Farm and surrounding residential areas and in villages, involving all the employees of ICAR-CRIDA, farmers and civil society members, VIPs, media persons. Swachhtha Pakhwada Celebration at farmers first village The concluding function of Swachhtha Pakhwada was organized on 31st December, 2018. A brief account of the Swachhtha Pakhwada activities carried out from 16th – 31st December, 2018 was presented. Prizes for debate and essay writing competitions held during the fortnight were distributed. The event received good media coverage. Vanamahotsavam ICAR-CRIDA Cultural and Recreation Club organized Vanamahotsavam at Hayathnagar Research Farm of the institute on 20th November, 2018. All the CRIDA staff members actively participated in the cultural activities. The events generated great enthusiasm and unity among staff. Director (Acting), ICAR-CRIDA distributing prizes to winners XIV Meeting of ICAR-CRIDA IJSC Second meeting of XIV IJSC was held on 20th October, 2018 in Director's Committee room under the Chairmanship of Dr. K. Sammi Reddy, Director (Acting) and Chairman, IJSC, ICAR-CRIDA. The meeting was attended by following official side members Dr. K.L. Sharma, Dr. R. Nagarjuna Kumar, Sri B.D. Phansal, CAO, Sri A. Srinivasa Murthy, SFAO and Dr. Ravikanth V. Adake, Official side Secretary and Dr. (Smt.) K. Salini, Scientist (Genetics & Plant Breeding) Promoted to next higher pay Rs. 7000/- 15.09.2015 Dr. Prabhat Kumar Pankaj, Sr. Scientist (Livestock Production & Management) Promoted to next higher pay Rs. 9000/- 08.05.2015 Dr. (Smt.) R. Rejani, Sr. Scientist Principal Scientist 30.08.2017 Dr. S. M. Vidya Sekhar, Chief Technical Officer (T-9) Advance increment 03.02.2017 Dr. (Smt.) D. Anantha V. Rao, Chief Technical Officer (T-9) Advance increment 03.02.2017 Shri Ram Kumar, Assistant Chief Technical Officer (T-7-8) Chief Technical Officer (T-9) 24.02.2018 Shri S. Vijaya Kumar, Senior Technical Officer (T-6) Assistant Chief Technical Officer (T-7-8) 25.10.2015 Shri K. Surender Rao, Chief Technical Officer (T-9) Advance increment 03.02.2017 Shri G. Prabhakar, Senior Technical Officer (T-6) Assistant Chief Technical Officer (T-7-8) 03.11.2017 Appointment Dr. K.L. Sharma Appointed as Vigilance Officer 15.11.2018 ICAR-CRIDA extends best wishes to them Retirements Name Designation Date of superannuation Dr. (Smt). K. Usha Rani Assistant Chief Technical Officer 04.10.2018 Shri B. Anjaiah SSS 31.10.2018 Shri Buchaiah Ennapally Senior Technician 30.11.2018 Shri Jainender Assistant Chief Technical Officer 31.12.2018 Our best wishes for happy and peaceful retired life to all of them July - December, 2018 15 BOOK-POST To _______________________________________ _______________________________________ _______________________________________ Published by : Dr. G. Ravindra Chary, Director (Acting), ICAR-CRIDA Editorial Board Chairman : Dr. K. Sammi Reddy, Head, DRM Editors : Dr. (Mrs.) K. Nagasree, Pr. Scientist (TOT) Dr. P. K Pankaj, Senior Scientist (TOT) Dr. R. Nagarjuna Kumar, Scientist, (SDA) Dr. Anshida Beevi C.N., Scientist, (TOT) Hindi Translation : Dr. P.K. Pankaj, Sr. Scientist, (TOT) Dr. S.R. Yadav, Asstt. Director (OL) Secretarial Assistance : Mrs. M.A. Rekha, PA Photo credits : Mr. K. Surender Rao, CTO ICAR-Central Research Institute for Dryland Agriculture Santoshnagar, Saidabad PO, Hyderabad - 500 059 Ph: 040-24530157/161/163 Fax: 040-24531802 E-mail: news.crida@icar.gov.in Website: www.crida.in staff side members Sri V. Venunath, CJSC Member, Sri B. Krishna, Secretary, Staff side, Sri S. Ratnashankar Rao, Sri D. Srinivas, Sri A. Mallesh Yadav and Sri S. Shankar Reddy. Agenda points were discussed in the meeting. क्रीडा, हैदराबाद में स्वर्गीय श्री अटल बिहारी वाजपेयी जी, भूतपूर्व प्रधानमं त्री, भारत सरकार का प्रथम मासिक श्रद्धांजलि दिवस आयोजित भारतीय कृ षि अनुसं धान परिषद (आईसीएआर) के दिशा-निर्देशानुसार कें द्रीय बारानी कृ षि अनुसं धान सं स्थान (क्रीडा-CRIDA), हैदराबाद के प्रांगण में रविवार दिनांक 16 सितंबर, 2018 को भारत रत्न स्वर्गीय श्री अटल बिहारी वाजपेयी जी, भूतपूर्व प्रधानमं त्री, भारत सरकार को प्रथम मासिक श्रद्धांजलि दिवस के अवसर पर श्रद्धा सुमन अर्पित किए गए। इस अवसर पर आयोजित विशेष कार्यक्रम में कार्मिको को सं बो ं धित करते हुए सं स्थान के निदेशक महोदय डॉ के सम्मी रेड्डी ने स्व. वाजपेयी जी को महान कवि, समाज सेवी, सर्वप्रिय जननेता तथा देश-विदेश में भारत की छवि को निखारने वाला राजनेता बताते हुए उनके सिद्धांतो को अपनाने पर बल ं दिया। आपने स्व. वाजपेयी के सं घर्षों से परिपूर्ण जीवन का उल्लेख करते हुए देश को नई ऊं चाइयो पर प ं हुंचाने हेतु उन्हेंप्रेरणा स्त्रोत बताया। इस कार्यक्रम में डॉ पी के जैन, वैज्ञानिक-एफ, एआरसीआई, हैदराबाद ने मुख्य अतिथि के रूप में पधारकर वाजपेयी जी की प्रसिद्ध इक्यावन कविताओं का सं क्षिप्त परिचय दिया तथा उनकी श्रेष्ठ कविताओ का ं वाचन करते हुए भावार्थ समझाते हुए वर्तमान परिदृश्य में उनकी उपयोगिता को सिद्ध करते हुए उनके उद्देश्यों का अनुपालन करने का अनुरोध देश्यों किया। आपने कौरव कौन कौन पांडव; ऊं चाई के साथ विस्तार भी हो; मुझे इतनी ऊं चाई कभी मत देना; मौत से ठन गई; सामने वार कर फिर मुझे आजमा; बिखरे नीड; सवेरा है मगर पूरब दिशा में; सच्चाई यह है कि; ऊं चाई; आओ मन की गांठें खोलें; नामक कविताओ का ं विस्त रूप से भा तृ वार्थ समझाया। इस विशेष कार्यक्रम का सं चालन डॉ नागार्जुन कु मार, वैज्ञानिक ने, धन्यवाद ज्ञापन डॉ एस आर यादव ने तथा डॉ पंकज कु मार ने कार्यक्रम के आयोजन में विशेष भूमिका निभाते हुए सं पूर्ण सहयोग प्रदान किया। इस अवसर पर सं स्थान के अधिकांश वैज्ञानिक एवं अन्य कार्मिक उपस्थित थे। South zone sports meet ICAR-CRIDA sports contingent comprising 31 participants and 1 CDM participated in the ICAR South Zone Sports Meet - 2018 organized by ICAR-CTRI, Rajahmundry at DSA stadium, Kakinada, Andhra Pradesh during 5th-9th September, 2018. In this tournament, Mr. B. Kiran Kumar, SSS, secured 1st place in javelin throw and Mr. Mukund, Senior Technical Assistant secured 2nd place in cycling. Mr.B. Kiran Kumar receiving 1st prize in Javelin throw Mr. Mukund receiving 2nd prize in cycling Independence day celebrations The 72nd Independence Day was celebrated on August 15, 2018 with pride and patriotic zeal. The Director hoisted the flag and addressed the staff of CRIDA. In this occasion, Director distributed cash awards (CCS & CCRC) to the X class toppers of CRIDA staff children and motivated the staff with his message to work with dedication and boost institute's growth. Director (Acting), ICAR-CRIDA addressing the staff CRIDA - Newsletter 16 Dr. K Sammi Reddy, Director (Acting), ICAR-CRIDA Small Farm Mechanization is the Key for Successful Adoption of Climate Resilient Technologies by Farmers in Rainfed Areas Over the years, the National Agricultural Research System (NARS) has contributed significantly to development and transfer of technologies for a more viable and sustainable rainfed agriculture. Of late, timely farm operations has become an expensive preposition due to shortage of agricultural labour in rainfed areas. To obtain the proper response from the rainfed crops, small farm mechanization is the key to meet the timeliness of operations in quick session for establishment of crop and enhancing inputs and moisture use efficiency. Realizing the fact, CRIDA and AICRP on dryland agriculture have identified small farm mechanization as one of the prioritized research area and made continuous untiring efforts to develop dryland farm implements. So far, CRIDA has developed nearly 23 dryland farm implements which are being widely adopted by rainfed farmers. More than 3 lakh units of CRIDA BBF Planters have been sold to farmers during the last 5-6 years in states of Maharashtra, Madhya Pradesh, Telangana etc. Since about 85% of the rainfed farmers are small and marginal who can't afford to procure farm implements, rainfed farm mechanization is not happening at desired pace. Therefore, CRIDA under its flagship programmes, NAIP and NICRA has conceptualized the Custom Hiring Centre (CHC) and implemented successfully in 151 climate resilient villages (CRVs) of vulnerable districts under NICRA. Suitable farm implements were identified for each CRV through focused group discussions with the farmers pertaining to their farm operations. To oversee the requirements, service and maintenance aspects of these machines, a village climate risk management committees (VCRMC) have been constituted. This approach has showed many positive results in enhancing the crop productivity in climate resilient village clusters due to timely availability of improved implements at affordable cost for the small and marginal farmers in their own village or nearby village. Dr. K. Sammi Reddy, Director (Acting), ICAR-CRIDA From the Director's Desk . निदेशक की कलम से ……… वर्षा आधारित क्षेत्रों में क षेत्रों िसानो द्ं वारा जलवायु समुत्‍थान प्रौद्योगिकियो को सफलतापू ं र्वक अपनाने में छोटे कृषि यंत्रों कत्रों ी मुख्‍य भूमिका पिछले कु छ वर्षों में, राषटरीट्य कृ षि अनुसं धान प्रणाली (एनएआरएस) ने अधिक व्‍यवहार्य एवं टिकाऊ वर्षा आधारित कृ षि के लिए प्रौद्योगिकियो के ं विकास एवं हस्‍तांतरण में महत्‍वपूर्ण योगदान दिया है। वर्षा आधारित कृ षि में कृ षि श्रमिको कं ी कमी के कारण कृ षि कार्यों में देरी से कृ षि कार्य अधिक खर्चीला होता जा रहा है। वर्षा आधारित फसलो कं ी सही प्रतिक्रिया के लिए, फसलो कं ी बुआई एवं निवेशो तथा नमी उपयोग ं क्षमता को बढ़ाने के लिए सत्र में समयबद्ध रूप से कृ षि कार्यों को पूरा करने में छोटे कृ षि यंत्रों कत्रों ी प्रमुख भूमिका होती है। इस बात को ध्‍यान में रखते हुए, क्रीडा एवं अखिल भारतीय समन्वित बारानी कृ षि अनुसं धान परियोजना ने छोटे कृ षि यंत्रों को त्रों प्राथमिक अनुसं धान क्षेत्र के रूप में पहचाना है एवं बारानी कृ षि उपकरणों के विकास में निरंतर अथक प्रयास जारी है। अब तक, क्रीडा द्वारा करीब 23 बारानी कृ षि उपकरणो का ं विकास किया गया है जिन्‍हें वर्षा आधारित किसानो द्ं वारा व्‍यापक रूप से अपनाया जा रहा है। महाराष्‍ट्र, मध्‍यप्रदेश, तेलंगाना आदि राज्‍यों में ्‍यों पिछले 5-6 वर्षों के दौरान क्रीडा बीबीएफ प्‍लांटरों की 3 लाख से अधिक इकाइयां बेची जा चुकी हैं। करीब 85 प्रतिशत वर्षा आधारित किसान छोटे एवं सीमांत हैं जो कृ षि उपकरणो को खरीद नही ं ं सकते, जिसके कारण वांछित गति से वर्षा आधारित क्षेत्रों में यां क्षेत्रों त्रिकीकरण नही हो पा रहा है। अत: क्रीडा के ं प्रमुख कार्यक्रमो के अंत ं र्गत एनएआईपी एवं निक्रा ने कस्‍टम हायरिं ग केंद्र की अवधारणा को अपनाते हुए निक्रा के अतिसंवेदनशील जिलो के 151 जल ं वायु समुत्‍थान गांवो (सीआर ं वी) में इसे सफलतापूर्वक कार्यान्वित किया है। उपयुक्‍त कृ षि उपकरणो कं ी पहचान प्रत्येक जलवायु समुत्‍थान गांव के कृ षि कार्य में जुड़ेकिसानो से ं विचारविमर्श के उपरांत की गई है। इन उपकरणो कं ी आवश्‍यकताओ, से ं वाओं एवं रख-रखाव के विभिन्‍न पहलूओ को पूरा करने के ल ं िए, गांव जलवायु जोखिम प्रबं धन समितियो (ं वीसीआरएमसी) का गठन किया गया है। इस कदम से कई सकारात्‍मक परिणाम देखने में आए हैं जैसे कि उनके अपने गांव या समीपवर्ती गांव में छोटे एवं सीमांत किसानो को सही समय पर उन्नत ं उपकरण सस्‍ती कीमतो पर उपलब् ं ‍ध होने के कारण जलवायु समुत्‍थान गांवों की फसलो कं ी उत्पादकता में बढ़ोत्‍तरी हुई है। डाॅ. के . सम्मी रेड्डी, निदेशक (कार्यकारी), भाकृ अनुप-क्रीडा ; Not Available

LANGUAGE SHIFT AND MAINTENANCE AMONG CHINESE COMMUNITY IN SURABAYA: A CASE OF NON-MIGRANT COMMUNITY Rizky Silvia Putri Sastra Inggris, Language and Arts Faculty, State University of Surabaya Rizky2790@gmail.com Drs. Slamet Setiawan, MA, Ph.D English Literature, Faculty of Languages and Arts, State University of Surabaya slametsetia@yahoo.com Abstrak Bahasa Inggris merupakan bahasa Internasional dimana semua orang di dunia mengenal bahasa Inggris. Surabaya, sebagai kota besar di Indonesia menjadikan bahasa Inggris sebagai bahasa yang penting untuk dipelajari dan hal ini juga mempengaruhi area kerja dimana Bahasa Inggris adalah salah satu syarat untuk dikuasai oleh tenaga kerja. Fenomena ini membuat orang-orang mempelajari bahkan bahasa Inggris dipilih sebagai bahasa yang harus mereka kuasai. Penelitian ini berfokus pada komintas Cina di Surabaya yang memilih bahasa Inggris and menunjukan tanda untuk bergeser ke bahasa Inggris dan pemertahanan bahasa Indonesia. Keluarga yang dipilih yang mempunyai potensial untuk berbicara bahasa Inggris dan kemungkinan bergeser ke bahasa Inggris. Penelitian ini mempunyai tiga tujuan: 1.) untuk mendeskripsikan bahasa yang digunakan oleh keluarga-keluarga Cina, 2.) untuk mengetahui factor-faktor yang menyebabkan keluraga-keluarga Cina memilih bahasa Inggris, dan 3.) untuk mengidentifikasi bagaimana keluarga-keluarga Cina mempertahankan bahasa Indonesia. Penelitian lapangan dipilih dalam penelitian ini. Penemuan dalam penelitian ini menunjukan bahwa factor dalam memilih bahasa Inggris dari pada bahasa Mandarin dan Indonesia menunjukkan tanda pergeseran ke bahasa Inggris. Ini karena bahasa Inggris mempunyai peranan yang penting dalam factor pergeseran bahasa: sifat dan nilai, social, demografi, dan ekonomi dan politik. Pemilihan bahasa Inggris karena beberapa factor juga sebuah tanda dari tiga keluraga Cina untuk bergeser ke bahasa Inggris: era modern, komunikasi, pendidikan, kehidupan mendatang, dan bahasa kebiasaan. Walaupun begitu, bahasa Indonesia sebagai bahasa ibu dan bahasa mayoritas yang digunakan oleh orang Surabaya dipertahankan. Sikap yang positif yang ditunjukkan oleh para orang tua dan anak-anak menunjukkan cara dalam mempertahankan bahasa Indonesia. Kata Kunci: pemilihan bahasa, pergeseran bahasa, pemilihan bahasa Abstract English is an international language where people around the world know English. Surabaya as urban and multilingual city in Indonesia put English as an important language to be learnt and it gives affect in working area where English one of language requirements where employees must able to speak it. This phenomena make people learn even choose English as one of language that they must mastered. This study focuses on Chinese community in Surabaya who chooses English and shows the precursor to shifts into English and the maintenance of Indonesian. The families have been chosen as they are potential agent to speak English and show the possibility to shift into English. The study has three goals: 1.) To describe the language is used by Chinese Family in Surabaya, 2.) To find out the factors that contributes Chinese family in choosing English, and 3.)To identify how do the Chinese Family maintain the Indonesian. Qualitative research approach has been chosen in this study. The instruments used were questionnaires and interviews. The findings of the study show that the factors of choosing English rather than Mandarin and Indonesian by three Chinese families as multilingual families show the precursor of shifting into English. This is because English has an important role to the factors of language shift: attitude and values, social, demographic, and economic and politic. The choice of English because of some factors also the precursor of these three Chinese families to shift into English: modern era, communication, education, future life, and language habit. However, Indonesian as mother tongue and majority language that is used by Surabaya people is maintained. The positive attitudes that are shown by parents and children show the way in maintaining Indonesian language. Keywords: Language choice, language shift, language maintenance INTRODUCTION English as an international language is nothing new in this modern world. Sharifi (2009: 2) said in general that English as an international language refers to a paradigm for thinking, research and practice. It marks a paradigm shift in Teaching English to Speakers of Other Languages (TESOL), SLA and the applied linguistics of English, partly in response to the complexities that are associated with the tremendously rapid spread of English around the globe in recent decades English has been categorized as an important language for non-native English speakers and the application of learning English for education even starts from in the very young age, for example in Surabaya. English has been taught in every school and needed almost in every working area. Surabaya is known as urban city which the center of business, industry, trade, and center of education. This is one of the most favorable places where businessman or business woman begin their career, place of education, and for job seeker. Surabaya is the second larger city after Jakarta and the capital of the province of East Java, and with total of population reaching over 3 million which make Surabaya is called as an urban city (http://www.surabaya.go.id/profilkota/index.php?id=22). While Lowenstein (1977:23) said that In general, populations in places of 2,500 or over were urban; those in places of less than 2,500 were rural This makes English become an important language choice by people in Surabaya and perhaps people will try to learn English to get a better future in life because the competition is real in urban areas. Chinese is one of ethnics which exist in Surabaya for a very long time ago. The first language brought in Surabaya was Mandarin because the Chinese at the first time was the result of migration. Meanwhile, the elder did not teach Mandarin as well as language inherited. This is happen because they do not living in China where Mandarin position as first and dominant language spoken. So, the situation is Mandarin does not function as the first language for young generation in Surabaya. In addition, it is considered too difficult with all its grammars, pronunciations, and intonations. It is said by Constance's letter in Liu (2005:140) wrote that English was easier than Chinese because English only had twenty-six letters while Chinese had many characters and did not have a spelling system. So, the language most spoken by Chinese in Surabaya today is Indonesian and it is considered as mother tongue that inherits to the next generation. In this case, Chinese people, who see a future must be a better future and life will think that English is needed to be learnt because there would be a competitor in urban city and must follow the modern era which make English is used almost in every places whether written or oral. Besides getting an English subject at school, parents might also put their children to the course, learning English and use it at home in daily communication. This use of language is chosen and spoken because of some favors. This is leading Chinese community tend to shift Indonesian into English. It is when people use a particular language in a particular area because of some favors. Chaer and Agustina (1995: 190) said that language shift is usually happened in a country or in an area which gives a big hope for the better social economic life. There are three research questions; (1) what language is used by Chinese family in Surabaya, (2) what factors that contribute Chinese family choose English?, (3) how does the Chinese family maintain the Indonesian language?. The purposes of this study are to identify the language used by Chinese family in Surabaya and the factors that contribute the families choose English. This study is expected to be able to enrich linguistics study dealing with phenomena of language shift among Chinese people in Surabaya. This study uses three members of Chinese family in Surabaya and focuses only with non-migrant communities which mean that they have been living for the next of three generation after the first Chinese ethnic who had been migrated in Surabaya. The topic language shift and it is not something new. It was already done by other ethnics who moved in Surabaya as migrants. The situation of choosing a new language in a new domain where they live in right now, make the use that language in order to be able in communicate with people in new domain. This situation makes them shift their ethnic language to other language because of some favors and the ethnic language on the other hand does not use in the new are where the majority of language used is in the place they live in now. This study was conducted by Wijayanti and Windarti about language shift that happen to migrant majorities. The first study was conducted by Wijayanti's (2008) of "language shift and maintenance found in bataknese families in surabaya" indicated that the Bataknese who lives in Surabaya shift to a new and maintain the old one. She also wants to describe the social contexts which are responsible for language shift and language maintenance by Bataknese in Surabaya. Wijayanti divided the informants into two groups: young and old generations of Bataknese in Surabaya which were chosen in random whom might represent their community in Surabaya. The young generation represented language shift while the old generation represented language maintenance. While the second previous study was conducted by Windarti's (2007) of "A Study of Language Shift among Flores People in Surabaya" is concerned about the shift of Flores language because of the speakers' movement to another place (in this case, Flores people move to Java). Although the Flores people have very good ability to master Flores language, they have very positive attitude towards Flores language, and they also have such organization Flores family in Surabaya, most of the Flores people (parents) have never taught Flores language to their children. It is because Flores people think that it is unnecessary to teach Flores language in Surabaya. In addition, Windarti's study took ten Flores families as the informants, who were divided into two categories, original Flores families (OFs), and mixed marriage Flores Families (MMs). Both of previous study above concerned about the language shift which occurs to the speaker who migrate to the another city and shift the language to majority language that is Surabaya language. Migration is the position which showing that most people who migrate to another city will use the language use in the place they migrate to. While in this study is concerned about the choice and the intensity of using English language that make three Chinese families tend to shift into English. The status of English in the world is one of factors that lead them to choose English. The subjects were 3 families consist of parents and children. The children here is represented their community who potential to choose English as language communication. The parents represented the figure that supported the children to use English and maintain Indonesian as mother tongue and majority language spoken by Surabaya people. There are some theories that are used in this study, but there are five main theories that support to answer the three research questions in this study. The first theory is about multilingualism that is said by Quay in Auer and Lie (2007: 45) that with the greater mobility of people and consequent cross-linguistic and cross cultural relationship, an increasing number of children are growing up with early exposure to two languages in the family. Indeed, more than two languages may be in the linguistic repertoire of the family, rendering a case of family multilingualism, the second is about the ability of multilingual that is said by Sridhar in Wardhaugh (2006: 96) who says that Multilinguals develop competence in each of the codes to the extent that they need it and for the contexts in which each of the languages is used. The third is theory about factors of language choice by Setiawan (2013) suggests the certain reasons for language choice in bilingual or multilingual society from the city parent's view: Emblematic value, strategic reason (politeness), pragmatic reason. The fourth is about factors contribute language shift by Holmes (2001) who says that there are several factors that contribute to language shift: Values and attitude, social, demographic, and economic and political. The last is about language maintenance by Chaer and Agustina (1995: 193) who explain that language maintenance is the matter with the attitude to be consistent in using a language among other languages. RESEARCH METODE Qualitative or field research design is used in this study which mean to showing of human phenomena in the social interaction. The qualitative study is based on the quality which means to examine social meanings and grasp multiple perspectives in natural setting. According to Neuman (2007: 278), field research is based on naturalism, which is also used to study other phenomena (e.g. oceans, animals, plants, etc.). It involves observing ordinary events in natural settings, not in contrived, invented, or researcher-created-settings. The subjects in this study were 3 Chinese families in Surabaya who were born in Surabaya and living for the next of three generation for the first migration in Surabaya. The three Chinese families were multilingualism who able to speak three languages: Indonesian, Mandarin, and English. In this case, Indonesia was their mother tongue, not Mandarin. The sources of the data in this study were 3 Chinese families in Surabaya. They were parents and children. The data were information and opinion from each member and its parents. The data of research question number one, two and three are opinion and information about language used, factors contribute language shift, and the way of maintaining the Indonesian. The data are gotten from observation, Interview and questionnaires that are given to the subjects of the study; parents and children. Since the subjects of this study were humans, the writer collected the data in the form of written and oral words from the subjects being observed. Besides that, the instruments and tools were used to support to the data collection technique. There are two kinds of techniques applied in this study; questionnaires, interview. The three instruments were used to answer the three research question; (1) language used by Chinese family in Surabaya, (2) factors contributes language choice, and (3) the maintaining of Indonesian language. After that the data that had been obtained will be transcribed, and then classified the data. The last process is analyzing the data with the theory used in this study. RESULT AND DISCUSSION In this section, it collects all the data findings in result section and to be related with the theories provided. The data has founded is Multilingualism, Factors contribute language choice and the effort in Maintaining the Indonesian Language. Result In this section, it presents all data analyses gotten by related to research question number one, two, and three. In this part, there is no theory to be discussed which relate to the result. It will answer three research questions; language used, factors contribute language choice, and maintain Indonesian language. Then, the result is explained in the following parts: Language Used by Chinese Families in Surabaya The three Chinese families were known as multilingual families because they were able to speak in three languages; Mandarin, Indonesian and English. These languages have its position and function towards these families. The position and function of these languages will be explained below: Mandarin Language Mandarin was one of languages that were used by three Chinese families in Surabaya. Mandarin still considered as minority language and not all people in Surabaya understood and wanted to spoke this language. As the result, Mandarin was only spoken by people who able to speak this language, such us Chinese who worked at international Chinese company and Mandarin teacher who used Mandarin in teaching and learning method in school and Mandarin course places. It had been spoken also by the elder who had been living in Surabaya in past time but it did not now. The children also argued that Chinese was important but they did not speak it because they were not living in country where Mandarin is positioning as Majority. This opinion was gotten from the subject of the study that both children and parents were giving the same opinion about their ethnic language. The conversation is written below: Data 1: Mother A: menurut saya bahasa Mandarin itu penting karena menunjukkan identitas kami sebagai orang Cina. Tapi bahasa Mandarin jarang dipakai jadi saya tidak ngomong dengan bahasa Mandarin. Dan juga menurut saya bahasa Mandarin terlalu ribet dan sulit. Saya cuman bisa sedikit tapi hanya dipakai sama saudara dan temen. (I think Mandarin is important because it shows our identity. But, I also understand that it is not a majority language to be spoken in Surabaya because in here people use Indonesian. And it is also considered to be difficult. I only speak a little with my sibling and my friends). In this case, mother A only used Mandarin with her friends but only a little. This was because she did not speak well and it was too difficult. Mandarin language was only a sign to show her identity. Indonesian Language Indonesian language is the majority language that is spoken by people in Surabaya. Since Mandarin did not inherit to the three Chinese families, Indonesian was known as their mother tongue. Mother tongue is the language that is used and taught by parents to their children in daily activities and the result of mother language usually comes up as the first language of the children and parents. The evidence of Indonesian language as mother tongue for Chinese family can be seen on the information of each parent below. Table 1. The evidence of Indonesian language that is used as mother tongue Mother A Mother B Mother C bahasa indonesia ya bahasa ibu dikeluarga kami. Soalnya dari kecil orang tua ngomongnya ya pakek bahasa Indonesia. (Indonesian is our mother tongue because it inherits by my parents). dari kecil saya pakek bahasa Indonesia, soalnya orang tua kalo ngomong ke kita ya pakek bahasa Indonesia. (I use indonesia since I was a kid because my parents also speak Indonesian to us). I was speaking Indonesian when I was a kid because parents taught that language to me. Meanwhile, we are living in Surabaya, so we must understand about Indonesian. From the table above, it proved that the three Chinese families used Indonesian as mother language because they were living in the area where Indonesian was used by people surrounding. In addition, the old generation also taught them spoke Indonesian. So, Indonesian was recognized as Chinese mother tongue. English Language English was the language that was also used by three Chinese families. English was becoming their language because it had an important role in many aspects: education and job opportunities. It was also known as International language and positioned as foreign language. English was one of foreign languages that are taught at every school since a long time.it was seen that Child C learnt English since she was a child. And it was also her language used. Data 2: Child C: yeah,, My parents taught me English since I was a child. They also sent me to English course. From the information above, English was her language used. It was proven that she her parents taught her English when she was a child and they also sent her to English course. It means that she used English as one of her languages used. On the other hand, English became a dominant language used by three Chinese families in Surabaya. It was argued by Family A and B that English must become the children's dominant language. They are stated as follow: Data 3: Father A: kami sudah terbiasa ngomong pakek bahasa Inggris. Itu sudah terbiasa karena digereja dan tempat kerja ya bahasa inggris yang dpakai. Di rumah kami juga ngomong pakek bahasa inggris. ya biar tambah lancar aja apalagi sama anak saya. Wajib itu mbak, meskipun gak setiap hari. (we used to speak in English. it is so because I speak it in church and working place because English is used there. I also speak English at home. it is because we will be fluent in it, especially with my children. It is a must even not in everyday communication). English became a dominant language to family A because they used to speak English almost in many domains: church, home, and working area. Father A supported his statement that English was also used at home in order to fluent their family English speaking. And it was strongly said that "wajib itu mbk meskipun gak setiap hari (it is a must even not in everyday communication)". So, from the statement above, English is recognized as their dominant language. It was proven that three Chinese families were multilingual families because they were able to speak in three languages; Mandarin, Indonesian, and English. Indonesian was their mother tongue because it is inherited through generations. Mandarin was their ethnic language that is functioned to show their identity, and English was used as their dominant language use. In this case, they are considered as multilingualism, this is the ability of speaking more than two languages Factors of Choosing English Language There were several factors why did three Chinese families choose English as their language communication. The factors are represented in the form of tables which consists of; modern era, communication, education, future carrier, and language habit. Here are some factors why did these families choose English. Modern Era See the advanced of high technology in modern era, it is proven that there so many communication tools with high technology that are used to interact with other people in order to get an easy ways to communicate with them. High technology facilitates the people to interact with people who live in foreign country. The three children were used English to chat with their foreign friends through social media. In this case, high technology helped them to interact with people who had long distance. The table below shows about English as language choice to interact with their foreign friends through social media. Table 2. Language Choice by Child A, B, and C in Modern Era Child A Child B Child C I like to speak in English with my foreign friends in social media. In social media, I am used to speak English with foreign friends. I have chat friends from Singapore. She is the daughter of dad's friend. I am used to talk with her in English. So, I like it. From the information on the table above, high technology was useful for three children to communicate with their foreign friends. English was usually used in high technology. It meant that social media was one of the result of high technology that used English as main language in the display. So, with the ability of speaking English by the children is helping them in using the technology to communicate with their foreign friends through social media. Communication The choice of language in a communication is affected both for speakers and addressees. It means that the language is chosen in order to get an effective ways to communicate with one to another. Three Chinese families used English in some domains and with certain addresses. It means that they used English with people who spoke English too. It was also said that the used of English was chosen because in some domains English was used. In this case, all people used English in church domain. Family B, on the other hand used English in church, working area, and home. This was because English was the language choice in church and working area, while it was their language used at home. Mother B showed that she spoke English in church, home, and working area. Data 4: Mother B: saya ngomong bahasa Inggris di rumah, tempat kerja, sama Gereja. Dirumah saya biasanya bicara sama suami sama anak-anak juga. Kalau ditempat kerja, saya ngomong pakek bahasa inggris sama GM soalnya dia dari India. Jadi bahasa kita ya Inggris sebagai penghubung. Kalau di gereja biasanya ya ngomong bahasa inggris sama head church sama temen-temen aja. (I speak English at home, working area, and church. I speak English with my husband and children. I also speak English at the office with general manager. This is because he is from India and English is our language. If it is at church, I speak English with the head of church and fellows). The intensity of using English language was a precursor for the family to shift into English. This was because English had become their dominant language used. Education Education sometimes becomes a place where English is used in state and public school but it is most used in international school. This was shown by three children of Chinese families who schooled at international language. The use of English was crucial in there and this was an obligation of each student to speak in English. Table 3. Language Choice by Child A, B, and C in Education Child A Child B Child C I speak English at school with teachers and friends. At school, I speak English with my teacher and friends I speak English at schools with teacher and friends The choice of English in school area is obvious. This is because it is the dominant language used in school. The school of three children is international school and English is language used in there. English is used to communicate with teacher and students in the classroom and used with friends outside the class. Future Carrier Future carrier always becomes a crucial part for someone to choose a language that gives a big role to the successful in working area. English is the language that gives a big contribution in future carrier. Most companies use English as one of language requirements for applicants who want to apply and get a job. Consider that Surabaya was urban city, big chance to get a good job in big companies. English must be the language that requires in there. It was argued by mother A that English was one of languages that were needed in big companies. Data 5: Mother A: pasti itu mbak. Karena pekerjaan sekarang banyak yang menggunakan bahasa inggris. Di Surabaya banyak sekali perusahaan-perusahaan yang syarat diterima untuk bekerja salah satunya adalah menguasai bahasa inggris. (ofcourse, this is because there are so many jobs that use English. in Surabaya, there are companies where one of conditions that the applicants can be accepted is able to speak in English). Saw Surabaya as urban city made mother A concerned about choosing English as one of language used in her family. This was because there were big companies that choose English as requirement for applicant who wanted to enter it. It was supported by her child who saw English as an important language for good job carrier in Surabaya. Data 6: Child A: because Surabaya is a big city after Jakarta and it is recognized as urban city where everything is in here. Everything means good education, good job, beautiful house, good technology, etc. It was argued by child A that in Surabaya had everything; good education, good job, beautiful house, good technology, etc. it means that to get all of them she must has a view to pass all of these. By learning English was one of steps to pass it because when she mastered it, she could work wherever she wanted. Language Habit The use of language in everyday communication will make this as language habit. Language habit can be a result of dominant language because it is the language used that is almost spoken. English was spoken at home as daily language because the parents wanted the children fluent their English. Father A showed that the using of English at home would make his family used to speak it. Data 7: Father A: iya. karena dengan memakai bahasa inggris dirumah kami jadi terbiasa untuk berbicara bahasa inggris.(yes, because with using English at home we will use to speak English). English was spoken in home domain where it was a crucial place to the acquiring the language that became the habit. It was supported by his child who used English as language habit because that was the perfect way in practicing of English. Data 8: Child A: Because practice makes perfect and if we think that English is important, we need to use it every day Child A said that the using of English for everyday communication was important. The used of English was showed as the real practice to make it perfect because it was because her daily language. The tendency of choosing and using English make English become the language habit. This is because they want to master English by using it as daily communication which makes English as their language habit. The factors of choosing English language show that English has an important role. The spread of English in many aspects make these three Chinese families choose English over other languages. The intensity of using English language show a precursor for these families to shift into English and it is unavoidable that these families will shift into English when they start to abandon their mother tongue and choose English as their new language. On the other hand, the precursor of shifting into English was also shown by three Chinese families because of some factors; attitude and values, social, demographic, and economic and political. The factors that give these three Chinese families precursor to shift into English will be explained below. Attitude and Values Attitude is one of the factors to occur the language shift. The choice of a language where dominant language is chosen than mother tongue will give a big tendency to them who tended to shift into English. It is show by Family A, B, and C who agreed that English has a high value. Table 4. Father A, B, and C's opinion about the value of English language Father A Father B Father C People will see us as an educated people. Because English is considered as international language and it is important. It will show our family background. It is also the language in the world that is used by various people. The spread of English in the world is admitted. So, at least, people must learn English for better future. See the Value of English and the attitude of each family make English has high status. This is because the important of learning English is no doubt. The tendency of using English is one of ways that will make them look educated which shows their background of family and by seeing the value of English these families showed the positive attitude by teach their children even used it in everyday communication. Children themselves showed the precursor of shifting into English by used in daily. Demographic Demographic is also the one of factors that contributes Chinese family who tended to shift into English, especially for the children. Moreover, English is used in big and international companies. So, people must able to speak English as one of requirements in get in that companies. All families agreed that demographic was one of factors that made them learning English in order to get a better job among other people who come to Surabaya to find a better job too. It was shown by mother A that English was one of ways to compete with other job seekers. Data 9: Mother A: intinya mbak, saya ingin anak belajar bahasa inggris agar bisa mendapat pekerjaan yang bagus. Karena banyak orang yang datang ke Surabaya untuk mencari pekerjaan. Jadi ya, dengan bahasa Inggris kami bisa berkompetisi.(the point is, I want my children to learn English in order to get a good job. There are people who come in Surabaya to get a job, so only with English we can compete with them). From the opinion that was said by mother A, it proved that the competition in urban city was real. This was because there were many people who came from another city to get a good job in Surabaya. So, the only way to compete with them was able to speak in English because in big companies must use English as one of the requirement. If people wanted to be a success people, they must start it from big companies where so many chances could be found. Chinese people, with all their vision and to see the future must being the best future was about a competition in urban city. People who live in urban city with such kind of opportunities will make Chinese people not give up upon everything. Economic and Political Economic and political factors are considered as an obvious factor in language shift. From the data gotten, economic aspect gave a big contribution for three Chinese families who tended to shift into English. Child C went to international school and English course to fluent her English ability. Data 10: Child C: I go international school and having various kinds of friends. I also go to English course to learn English. My parents said that by learning English I will be a successful person and get much money so I can make them proud of me. It was seen that by studying English since the children was a kid will let them ready to the get a better life by having a good job. Social Social gives a big contribution to the shifting of one language to dominant language used. English was used by people in wider community; Church, working area, and environment. All parents and children were used English in church. The communities (addressee) in church were used English too to communicate with others. It happened to family C who tended to shift into English. Besides school and church, environment and working area were the area where family C used English as their daily language. It happened because some of their neighbors were mixed marriage couple. Data 11: Child C: I also speak with my friend, Farah. She lives next two blocks from my house. Her family is from Singapore. The tendency of using English by all families in certain domains and addresses in some situation make them tended to shift from Indonesian into English. The obvious way is showed by the children. The condition where English is used in certain domains and situations see the precursor of language shift where English replaces Indonesian. The choices of English as communication tool and the intensity that are shown by three Chinese families show the precursor of language shift. This is because they use English almost in their daily language. The factors of language shift also become the precursor by three Chinese families to shift into English. Language maintenance towards Indonesian Language by Chinese Family in Surabaya Chinese families were living in Surabaya where Indonesian is the majority language used by people in Surabaya. However English comes to Surabaya and influence all aspects in it, still, the majority language that was spoken in Surabaya was Indonesian. It was shown by family A who cared about Indonesian language as majority language in Surabaya. It was supported a reason given by Mother A: Data 12: Mother A: iya lah mbak. Semua harus bisa bahasa Indonesia, soalnya kita kan tinggal di Surabaya. terus kalo mau kemana-mana ya dominan nya pakek bahasa Indonesia. (Yes, of course. All my family must able to speak in Indonesian because we are living in Surabaya. If we want to go somewhere, the dominant language that is spoken is Indonesian). The positive attitude towards Indonesian was showed by the family. It was shown that Indonesian is important to be learnt and spoken. Chinese family, especially parents inherits Indonesian to their children. This is because they are living in Surabaya. The positive attitude toward Indonesian that is spoken at home makes its language long- maintained. Discussion In Discussion section, it collects all the data findings in result section and to be related with the theories provided. The data has founded is Multilingualism, Factors contribute language choice and the effort in Maintaining the Indonesian Language. Those data that have been related to the theories provided will be discussed below: Language Used by Chinese Families The finding shows that both parents and children of Chinese families were able to speak in three languages; Mandarin, Indonesian, and English. Indonesian was their mother tongue because it inherited to their children. Mandarin was their ethnic language that was learnt in order to show their identity, and English was their dominant language used among three Chinese families because the intensity of using English was more than Indonesian and Mandarin. In this case, they are considered as multilingualism because they able to speak more than two languages. Quay in Auer and Lie (2007: 45) said that with the greater mobility of people and consequent cross-linguistic and cross cultural relationship, an increasing number of children are growing up with early exposure to two languages in the family. Indeed, more than two languages may be in the linguistic repertoire of the family, rendering a case of family multilingualism. Factors of Choosing English Language There were some factors that contributed three Chinese families chose English language in their daily communication. They were modern era, communication, education, future carrier, and language habit. High technology was useful for three children to communicate with their foreign friends. English was usually used in high technology. It meant that social media was one of the result of high technology that used English as main language in the display. So, with the ability of speaking English by the children is helping them in using the technology to communicate with their foreign friends through social media. In communication factor, these families chose English to communicate to because the addressees had the same potential of speaking English and because of some reasons made these families chose English; working area and neighborhood. The intensity of using English language could precursor them tend to shift into English. This was because English had become their dominant language used. In addition, the families chose English to communicate to because the addressees had the same potential of speaking English and because of some reasons made these families chose English; working area and neighborhood. Schooled in international language was the reason by three Chinese children to choice English in education area. This was because it was the dominant language used in international school. English is used to communicate with teacher and students in the classroom and used with friends outside the class. In future life factors, it was said by the three Chinese families in Surabaya that they were trying many ways to prepare their children to have a good quality of life in future. By studying English since the children was a kid, put them in international school and English course will let them ready to the get a better life by having a good job in the future. It was shown by the three Chinese families that the tendency of choosing and using English in certain domains and addresses in some situation make English became the language habit. This was because they wanted to master English by using it as daily communication which made English as their language habit. Setiawan (2013) suggests the certain reasons for language choice in bilingual or multilingual society from the city parent's view: Emblematic value, strategic reason (politeness), pragmatic reason. And the factors of language choice by Chinese families is related with the pragmatic reason that is connected to practical purposes; modern era, communication, education, future carrier, and language habit The intensity of using English is the precursor that is shown these families to shift into English which was also shown by three Chinese families in some factors; attitude and values, social, demographic, and economic and political. The factors that give these three Chinese families precursor to shift into English will be explained below. Attitude and Values Saw the important value of English made Chinese families showed the positive attitude towards English language. This was because English was considered as international language which has high value in the world. The attitude of parents by put their children to the international school showed that the important of English was obvious. It is supported by Holmes (2001:61) that when second language has status of an international language, it can contribute to positive attitude towards the language and it is chosen by the speakers over first language. This positive attitude toward the value of English made these families tended to shift into English. Demographic Consider that Surabaya is urban city, English is used in big and international companies. So, people must able to speak English as one of requirements in get in that companies. It was shown by three Chinese families who learn English to compete with other people in order to get a good job. With many populations and the competition in big city are reasons for these families to learn English. Holmes (2001:59) said that resistance to language shift tend to last longer in rural than urban areas. This is partly the fact that rural groups tend to be isolated from the centers of political power for longer. Economic It was found that three Chinese families in Surabaya were trying many ways to prepare their children to have a good quality of life in future.by studying English since the children was a kid will let them ready to the get a better life by having a good job. It is supported by Holmes (2001:58) that economic is the factor that leads community to shift from using one language to another language by seeing an important reason for learning the second language to get a good jobs. Social The tendency of using English was showed by all families in certain domains and addresses in some situation make them shift the Indonesian into English. It is supported by Myers-Scotton (2006) that in case after case, when a younger generation is exposed to a more dominant language in the nation than the L1 (through schooling and school peers) and it is hard to stop a shift to that second language by the next generation. The effort in Maintaining the Indonesian Language The important figure to maintain Indonesian is parents. And all three Chinese family has already shown the effort to maintain Indonesian by inherit it to their children. And the most obvious effort was that the use of Indonesian in home domain, even only a little. This is one of the ways to maintain Indonesian. Children used it to appreciate the Indonesian speakers and the appropriate ways of language contact with Indonesian speakers. The positive attitude toward Indonesian makes its language long- maintained. It is supported by Chaer and Agustina explain that language maintenance is the matter with the attitude to be consistent in using a language among other languages (1995: 193). CONCLUSION AND SUGGESTION In this chapter, there are two sections that are displayed. Those are conclusion and suggestion. The conclusion is drawn based on the results and discussions that relate to the statement of the problem in this research in the chapter 4 which also presented. In addition, the suggestion is the section to give any information or advice that will lead the further researcher related to the area of language shift and maintenance in specific and sociolinguistic in general. Conclusion Three Chinese families are known as multilingual families because they are able to speak in three languages; Mandarin, Indonesian, and English language. Mandarin is known as their ethnic language because it has a function to show their identity. Indonesian is known as their mother tongue because it inherits through generations. English, on the other hand is known as their dominant language because the intensity of using English was more than Mandarin and Indonesian. Regards to the multilingual family, they use the three languages in different domains and addressees. There are some factors that support these families choose English as language in communication. They are modern era, communication, education, future carrier, and language habit. In addition, the choice of English because of those factors gives a precursor for these three Chinese families, especially for the children. It is also shown that they tend to shift into English. The factors contribute language shift appear in three Chinese families that show the precursor to shift into English. The factors are attitude and values, social, demographic, and economic and political. The choice of English becomes the precursor of these families to shift into English. The shifting may be happen if the children show the negative attitude towards Indonesian which can be said that they abandon their mother tongue and replace it with the new language. The positive attitude that is showed by three Chinese families is the way to maintain Indonesian. Besides, Indonesian language is known as mother tongue of each family, it is considered as the majority language used by Surabaya people. So, these make three Chinese families maintain Indonesian language. Suggestion Through this study, it can be seen language shift can occur to anybody and any situation even the process to become shifting. Language shift and maintenance are the obvious situation that can happen to all people in a city, country, even village. It is just the way and effort of every people to shift or maintain their language from the changing of culture, language, or even economic. The researcher hopes that the study of Language shift and maintenance by non-migrant community; Chinese families in Surabaya who show the precursor of language shift would help the next researchers to find more phenomena about language shift and maintenance that is done by other ethnics who come from non-migrant community in Surabaya. The next researcher may use the theory from Joshua A. Fishman about language shift. REFERENCES Chaer, A., & Agustina, L. (1995). Sosiolinguistik Suatu Pengantar. Jakarta: Rineke Cipta. . Holmes, J. (2001). An Introduction to Sociolinguistics. England: Pearson Education Limited. Liu, H. (2005). The Transnational History of a Chinese Family: Immigrant Letters, Family Business, And Reverse Migration. US: Rutgers University Press. Loewenstain, L. K. (Ed.). (1977). Urban Studies: An Introductory Reader (Second Edition ed.). United States of America: The Free Press. Myers-Scotton, & Carol. (2006). Multiple Voices: An Introduction to Bilingualism: Blackwell Publishing. Setiawan, S. (2013). Children's Language in a Bilingual Comunity in East Java. Germany: Scholars' Press. Sharifian, F. (Ed.). (2009). English as an International Language: Perspectives and Pedagogical issues Great Britain: MPG Books Ltd. Wardhaugh, R. (2006). An Introduction to Sociolinguistic (FIFTH EDITION ed.): Blackwell Publishing Ltd. Wijayanti, R. D. (2008). language shift and maintenance found in bataknese families in surabaya. Universitas Negeri Surabaya, Unpubliced. Windarti, L. (2007). A Study of Language Shift Among Flores People In Surabaya. Universitas Negeri Surabaya, Unpublished. http://www.surabaya.go.id/profilkota/index.php?id=22

The Great Depression in Weber County, Utah, is an Oral History Project by Mack S. Taft for completion of his Master's Thesis at Utah State University during the summer of 1969. The interviews address the Great Depression through the eyes of individuals in several different occupations including: Bankers, Laborers, Railroad Workers, Attorneys, Farmers, Educators, Businessmen, Community and Church Leaders, Housewives, Children and Physicians. All of these individuals lived in Weber County from 1929 to 1941. The interviews were based on what they remembered about the depression, how they felt about those events and how it affected their life then and now. ; This is an oral history interview with Dr. Clyde Winslow Fields. Dr. Winslow discusses the difficulties of setting up a dental practice during the Depression, including working in the Eccles (First Security Bank) building, caring for some of the Eccles family, and the closure of the Ogden State Bank. He recalls dealing with bootleggers and sexual harassment, and professional jealousy within the medical, dental, and law professions. He also talks about vice on 25th Street including prostitution. ; 27p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in. ; Oral History Program Dr. Clyde Winslow Fields Interviewed by Mack S. Taft circa 1960s Oral History Program Weber State University Stewart Library Ogden, Utah Dr. Clyde Winslow Fields Interviewed by Mack S. Taft circa 1960s Copyright © 2016 by Weber State University, Stewart Library iii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. The working files, original recording, and archival copies are housed in the University Archives. Project Description The Great Depression in Weber County, Utah, is an Oral History Project by Mack S. Taft for completion of his Master's Thesis at Utah State University during the summer of 1969. The forty-five interviews address the Great Depression through the eyes of individuals in several different occupations including: Bankers, Laborers, Railroad Workers, Attorneys, Farmers, Educators, Businessmen, Community and Church Leaders, Housewives, Children and Physicians. All of these individuals lived in Weber County from 1929 to 1941. The interviews were based on what they remembered about the depression, how they felt about those events and how it affected their life then and now. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management This work is the property of the Weber State University, Stewart Library Oral History Program. It may be used freely by individuals for research, teaching and personal use as long as this statement of availability is included in the text. It is recommended that this oral history be cited as follows: Fields, Dr. Clyde Winslow, an oral history by Mack S. Taft, circa 1960s, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. 1 Abstract: This is an oral history interview with Dr. Clyde Winslow Fields. Dr. Winslow discusses the difficulties of setting up a dental practice during the Depression, including working in the Eccles (First Security Bank) building, caring for some of the Eccles family, and the closure of the Ogden State Bank. He recalls dealing with bootleggers and sexual harassment, and professional jealousy within the medical, dental, and law professions. He also talks about vice on 25th Street including prostitution. The interviewer is Mack Taft. MT: What were you doing during the Depression years? Were you a dentist then? CF: I started in August 1929. I opened my office on the 14th of August, and the crash hit in October. I was here in Ogden in the First Security Bank building. I hadn't got started, and I had a wife and twin babies. We'd come from Portland, where I had been going to school. When we got here, we knew that she was going to have twins and were completely financially broke. We had no money, and we had borrowed money from my sister to open an office and take the state board, for that matter. I took the state board at that time, then I had three days at the Capitol Building and one day at the University of Utah and at the penitentiary, where I worked. That was in Sugar House at that time. I have often said that every young man ought to have the opportunity of being in the penitentiary for one day to teach him a lesson to stay out of trouble because it was one of the hardest tests I ever went through in my life. The strain I went through because I had a wife and twin babies that were born in July. Even though in that summer it was a boom time, I started in the middle of August and had all expenses and no income. I think that I collected 2 $550 gross between August and January. But of course my expenses were much more. It looked pretty good starting out in Ogden and then, of course, the crash came, and they kept saying, "It won't last, it won't last." But it went on and on and on. I didn't get any start before the crash came. I was in the First Security Bank building, and I was there eleven months. Then I moved over in the Eccles Building and joined offices with my father-in-law, Dr. Dwight Hardy, and we were. But I was in debt, and it was really a struggle because money was very hard to get after the crash came, and people were having a heck of a time trying to get any money. Of course they couldn't pay us at all, and it was a struggle for me. I had to keep going down to the bank renewing the notes that I had there because they were having a hard time, and the bank made me renew my notes every three months instead of every six months, as we started out. Of course people themselves were having a hard time. They finally came out with script. I think that was partially paid for by the federal government, and they'd buy vegetables with the script. Well, it was supposed to be really illegal to spend the script for dental or medical work, but then they needed help and they couldn't get it through the script, as they called it. So we traded them dental work for the script, and we would go buy vegetables with the script. This was common among the dentists and the physicians and all. Of course if got to be kind of a struggle for survival, and lots of things were done that maybe shouldn't have been done. Maybe I shouldn't mention this, though, but the county physicians were taking pay. They were being paid by the county, and they were also being paid by the patients. They found it out and caused a lot 3 of ruckus in the medical society, and almost split the society wide open because they were all having a hard time. When they tried to do it this way, it caused a lot of feelings. Of course the county commissioners felt bad because it was a bad mark on their record; and Mr. Stratford, who was a senior member of the county commission, asked my father-in-law if we couldn't squelch this thing in the medical society so that it wouldn't get out to the public too much because it looked so bad for him politically. MT: What kind of care did people take of their teeth during the Depression years? CF: Well, that was one of the hardest things that we had to put up with because there weren't very many that felt they were very essential. In fact, they let them go until they ached, and oft times there was a loss of teeth that ordinarily would not have been if they had the sense to get at them. But they didn't have the money, and we didn't have the money, and it was a very difficult situation. Of course some things were very bad situations because of the lack of care. It was the days of Prohibition, too, and this added another facet that most people don't stop to realize because we had a number of people who were doing bootlegging work who were out to get money. It later had a reflection that was very bad. Now among both the medical and dental and legal professions, if we found he was a bootlegger, we would charge him a more excessive price. We had two or three reasons for that. In the first place, we figured he made his money illegally. The second reason was that we never knew if we were going to have him the next day or not because he might be in jail. And the third reason was that they had the money when nobody else did. And this was a common 4 practice when we realized they were bootleggers and were in the business. Those were the ones we tried to make our money on because lots of times we had a hard time making it on the others. They did neglect their work – bridge work, anything that way, just the bare essentials. Sometimes not even that. Back in the phase of bootlegging, just to give you an example of what would happen, I had a man come into my office who was on what was known as the WPA at that time. He brought his wife in with a terrible toothache, and I didn't know them. They were strangers to me, but they had been referred to me. She was about seventh months pregnant, and she had a terrific toothache and they wanted something done. He was sort of a gruff fellow and said, "I can't afford to pay you, but," he said, "you can take the tooth out, and you don't have to deaden it. I know that's a cost to you and you've got to pay it, but," he said, "I can't afford to pay you, and I don't know when I can. She's got to go to the hospital and have a baby." I couldn't take the woman's tooth out without deadening it, so I deadened it. I said, "Well, if you get to where you can pay me, let me know." Because I was having a hard time buying milk for my twin babies. I couldn't tell hardly which tooth it was because they were all so bad, and I didn't know which tooth was aching. I couldn't afford to go very far myself, so I took the tooth out that she said was aching, and looking at the rest of those, I thought that she would soon be back for more. I didn't know, and within another month, she was back again with another toothache and the same story: "Oh, I can't afford to pay you." I couldn't see the woman suffer that way, so I went ahead and took it out. The next month 5 he came in, and he had a toothache. She was in the hospital. He couldn't stand a toothache, so he had gone down and bought him a fifth of whiskey from the bootleggers. Well, that made me furious. He could buy the whiskey, but he couldn't pay for his wife's teeth to be pulled. So I made him pay then. I made him pay it all, and I told him I wouldn't do his teeth unless he did. But these were the sad parts of it because she was a good woman, and he was just a weakling. We saw a lot of this in the Depression because people would often fake some of their injuries in order to get care, both medical and dental. Those were the people that I might say were more of a dishonest type that made it hard for us because if we tried to be honest, we never knew, as in a case like this one, it made it very difficult to get it. We used to do all kinds of things. We used to trade dental care for services, for groceries, and things this way. This was often very unsatisfactory because either on the dentist's side or on the patient's side, oft times one or the other would take advantage of the other. It did its service all right. It had a service, but it still was not satisfactory because one felt the other was taking advantage of them, and in some cases it may have been the dentist taking advantage of the patient. I know one dentist whose patient had apples to sell and couldn't sell them. He made him give him an exorbitant number of apples just to have his tooth pulled. The patient felt that it was very unfair, but they were desperate and needed help. Now, as far as the patient was concerned, they would take advantage of the dentist, declare hardship when they didn't have it. I had a case where welfare was supposed to be being done, and they were 6 dividing up some of these cases that were so bad, and some of the service clubs were having some done, and they wanted to know if the dentists would help out, and we did – we wanted to help out. But one day, one patient had so much work that they divided up among several of the dentists. I got part and Dr. Clark got the other part. Dr. Clark was a Mason, and belonged to the Masonic Lodge. One day he called me up and he said, "Hey, sucker, what are you doing?" He said, "This patient that we're doing work for, you and I, has no reason to be on charity." He said, "I found that out through the Masonic Lodge. His father is a railroad engineer, and they would be able to pay." He said, "They've gone on charity, and they're not supposed to be." Well, I said this was not fair to us because we were having a hard time, too. So we had all these kinds of problems to put up with because people were taking advantage. It got progressively worse as time went on because they figured, "Everybody else is getting it done, why shouldn't I?" So it was really not a satisfactory thing of trading services for dental. It was far more satisfactory where the cash was handled. Even though we may trade with the individual, grocers would come to us and want work done, and we would do it in trade for groceries. Well, sometimes I found that in some of the cases, not all, there were exceptions, but when the groceries were delivered, they were mediocre, poor fresh vegetables, fresh groceries, and they'd come that way to the home. I'd ask my wife to call them up and trade the bill off, and they'd bring that stuff that was really unsatisfactory, not fit to use sometimes. This was a common thing. Of course, it made the dentist want to slough his work. Yet we were held 7 by a law if we did slough it that would come at us in a lawsuit. This was a tough proposition. However, there were those who were perfectly straight and honest in all their dealings. But we were still always suspicious, and they were too. I know that I had patients come in. One patient came in and wanted to trade that way, and I did some work for him the first sitting. He said, "When are you going o finish the job?" I said, "You are finished." He said, "But when are you going to put the permanent fillings in?" I said, "They are in." He said, "But they can't be." He said, "The dentist I've been going to would just cut them open a little bit and put in a temporary filling, and have me come back, and keep charging me each time." I said, "I can't do that." Well, the dentist was protecting himself from the same proposition – the lack of honesty and fairness in trade. This was a continual problem with us. Now, in my own cases, I went up and picked peaches in payment for dental work I did. He let me have the peaches, but he charged me twice what I could pay for the peaches elsewhere. And I didn't know the price of peaches at the time, and my father-in-law found it out. It was one of his patients, and he sent me there to do that, to trade it. He was pretty angry about it, and called the man and called him down about it. People who were working for the WPA would do the same thing. I know they brought a man into me for a physical examination. He was supposed to have hurt his back while working for the WPA. The doctors couldn't find anything specific that was causing the pain in his back, and he was continually complaining. They had to pay him his wages. He was supposed to have been on the road grader when he was injured, and they had to pay him his 8 wages. I'd tried to examine him for his teeth, and the WPA was giving him the money, and he was supposed to pay his bills with the WPA check. But they gave him double money for the medical condition. I did get some money, but they asked us to keep the price down because they couldn't afford to carry too much. I walked out of the office one day and saw a man walking in front of me. I thought he looked familiar and, all of a sudden, I realized that it was this patient who was supposed to be injured and couldn't walk. But he was walking as normal as anyone I ever saw. I followed him for about two blocks. Then he turned around and saw me and recognized me, and started in with the best limp you ever saw. He went limping from then on. So these were the common things that we had to put up with, and yet we were having a struggle making our payments and paying our rent. Our rent was not held down, and so we had a meeting with the owners of the building and told them that we just couldn't afford to keep going on this way, and they couldn't afford to lower the rent. They were running the building in debt, and now they had a heavy debt to pay off, and they couldn't afford to cut the rent. So then the Eccles, the owners, said they would try to divide their medical and dental work up amongst the tenants of the building. Well, that created problems because Royal Eccles was one of the tenants, and he had been going to Dr. Tribe for his dental work. He was a good dentist, but then suddenly he brought part of his family to me and part of them to Lee Tribe. To try to be fair to Lee Tribe, I went in to him, and I said, "How do you charge because some of the family is coming to me?" Well, then Lee got mad, 9 and there was professional jealousy, which crept in because of these conditions. I know this was typical among dental, medical, and legal people because I saw it. A lot of them would not admit it but finally I said to Lee, "Now look, I'm trying to be fair with you and not undercut you. I just don't know how to handle this situation with him because he's hard to handle." And Lee said, "Well, he can afford to make a trip around the world, so he can afford to pay his dental bills. You have to charge him not by the job, but by the hour because he'll take more hours of your time than any of your other patients." I said, "Well, that's all I wanted to know." This was a problem. Now, in due time, Royal left me and went to another dentist in the building. He didn't come to me and ask how to handle him, and in due time he was complaining because he couldn't make any money on him because he took too much of his time. So I said, "Well, I went and asked Lee. He came from Lee to me, and Lee told me what was happening." I said, "You come to me and you could have found out, too." He said, "Yes, but I didn't want you to know that I had him." This was professional jealousy, you see. Patients were needed, wanted, and where there was any possibility of getting money, naturally you struggled to get it. Well, it's human nature. You just have to recognize that it's human nature. Some dentists would even make passes at the elevator girls to send them patients. People would come in and want a dentist, and they would want the elevator girl to send them to him, and they would give the elevator girls service and not charge them, or do it for a very cut rate. So then we had to go to the building manager, and the elevator girls had to receive strict instructions that they 10 would refer nobody to no one anywhere. Another thing that often happened, the patients wanted their work, especially young ladies, especially with young dentists, made some passes, and it made it very difficult. We had some moral problems came from that. This also happened in the medical and legal offices, and this I know because I know some of the girls that were involved, and I know the dentists that were involved. I know what happened to them, and how things went along. Sometimes it created a condition that was not very satisfactory. For instance, I had a girl come into me and wanted a tooth extracted, and I had reason to believe that she was from a bootlegging family. So I ordinarily charged $2 for an extraction, I believe, and my father-in-law came in, and I thought he recognized her from the bootlegging family. When he walked out, he put up his hand – $4 like that – so I charged $4. Well, she said that she didn't have the money with her, so there was nothing I could do but put it on the books. About two weeks later, she came in paid me 50 cents. Well, we were glad to have the 50 cents. Well, about two weeks later, she came in with another 50 cents. She said, "I could pay you all at once, but I kind of like you. It's too bad we only have dental appointments, isn't it?" So they were constantly. Now other girls did the same thing. I was a young dentist, new because I started out in August of 1929, and this was common amongst many of them. They were willing practically to sell themselves for dental services, and in some cases successfully so. But of course others of us had a little different standards. We didn't go for it, but this was a frequent problem. MT: What do you remember about the Ogden State Bank? 11 CF: Well, I remember quite a bit about the Ogden State Bank because they had certain involvements with me in an indirect way. It was a bank which everyone liked, and the friendship and the friendliness in there was very good. But then suddenly it crashed. It was a severe blow because many people had what little they had in there. This was true of both farmers and professional men, and it really hit them hard. The laws were not strict like they are now, and the legal professions went in there and helped straighten it out, and they really took advantage. They took a lot of money, and the depositors got it in the ear, and they didn't have a strict law as to what could be taken and what couldn't be taken. So the lawyers that were in there, it was common knowledge that they really took a great advantage of the people. It caused a lot of feelings. There was a lot said among the other professions about those lawyers really taking advantage of it and hurting the people alike. Now one of the Barkers was a cashier, and a lot of his friends had money in there. They were kind of teed off because he didn't inform them that the bank was going to close so they could get their money out. But he really didn't know himself, and the result was that he cracked up, and they had to take him to Provo for treatment for a while. It was said there was insanity in the family, but there was not. It was just the stress and strain on him from his friends accusing him that he didn't inform them that the bank was going to close. MT: Now, was that located on 24th Street? CF: Right where the Ben Lomond Hotel is now, that building right on the corner there. It was really a hard blow because sheep were running wild up here, and the bank 12 had money on them. The law was trying to foreclose on them, and the sheep owners couldn't pay it. So they had to send men out to try and take care of them, and some of them just running rampant because there was nobody to take care of the sheep. It finally began to resolve itself, but people lost heavily and it caused a lot of feelings. Of course it caused repercussions in my wife's family because this Barker that had the breakdown had a brother that was going with my wife's cousin, and this caused fear. They said that she couldn't marry him because of the insanity in the family. I believe that there wasn't because I knew the boy that she was going with. They said it was insanity, and they broke her relationship with him. Of course I lost my wife, Beth, and they didn't like the new fellow she was going with, so they tried to get me to go with her. When I first came here, I was like everyone else, and I liked to go hunting, and I couldn't afford to go. I had to stay here for every dime I could get. But during the second year, I went up with this cousin's father into Cache Valley to hunt, and so it was really hard to leave the office. So I was only able to spend one day up there. At that time, there was no minimum wage paid girls. I had girls come in my office and work for me – the first one came in and offered to work just for the experience so that she could get a job. They didn't ask any pay, and finally because of the stress and, I think, moral conditions was such that they took advantage of it. We found out that problems occurred more in the business than in the medical and dental profession. They took advantage of some of these girls because they needed help, and they needed work, and they had to almost sell themselves in order to get a job. It was not so prevalent here as it 13 was in some other areas. We got the reports all right, but there was some here. There were too many here with a higher moral standard, but we still had plenty that were not. Now, I had some here that I would get the money from, and I said to one of them, "How come you can afford to buy gas stations for your boys and give them jobs?" I had an idea that he was connected with the bootlegging, but when I started asking him questions he frankly told me where he got it. I realized that bootlegging was just a side issue. There was more money in the prostitution, and this was where he got a lot of money, and he frankly told me so. MT: What's your opinion of the repeal of the 18th Amendment? Was it a good move, or what do you feel about that? CF: I would say it was a good move under the conditions because it was being violated so much. If it had been enforced, I could see it. But it was not being enforced, and it was causing so much law violation and so much trouble, they were making money at it. But as far as paying taxes, they were not, and it was causing such a moral burden. I personally would be for the Prohibition, but the way it was handled, and the way it was turning out, the administration of it was a failure. MT: What was your opinion of Hoover and Roosevelt at that time? CF: Well, Hoover was a strait-laced Quaker, and my feeling was that he was handicapped because he didn't have the freedom to operate that was later given to Roosevelt. When the crash came, you could see that he tried to get the Federal Reserve Bank to give more credits to get business back on its feet. When he lost the election because of it, they blamed him for it. I don't think he 14 was any more to blame than anyone else. And he tried to get Roosevelt to send someone else to the White House – they didn't want to close the banks. He didn't want to, and he could see what was going to happen. He asked Roosevelt to send a representative to help him, and see if they couldn't get the Federal Reserve to cooperate. Roosevelt refused to cooperate. So by the time Roosevelt got in, things had deteriorated so bad that he had to close the banks. I personally think that it would never have had to be done if he had sent someone there in the first place to carry it on. But Hoover was a strict disciplinarian, and he wanted to carry it on to live the law. He wanted to do what was right. Roosevelt got in and immediately they gave him a blank check, and the whole phase of it changed. The Republicans were swept out, and the Democrats went in. Of course they'd been out for quite a while and they were glad to promise the people anything. The people were so desperate that they grabbed on to any promises that came up. He was a shrewd and clever politician, and he tried to soothe the people with the fireside chats. But basically, I think if he had gone in there as he had been asked by Hoover, he could have stopped the closing of the banks and forestalled a lot of the problems that came later – of killing little pigs and trying to curtail production because there was a limited market. But he had done this. The Federal Reserve Bank tried later, but it had gone so far by that time that it really caused still further deterioration until the war started in Europe, which started the upturn in business on war basis, not on an internal reconstruction. They were having too 15 many problems with pouring money in too many directions, and people were taking advantage of it. MT: The war, then, was actually the thing which ended the Depression? CF: It was, definitely. When the war came, then we started selling. When it began in Europe, a trend because they were buying, and then we got more and more and more on to a war basis. Of course, we became more involved in it ourselves. It became a war of prosperity. It was not prosperity itself. This was very evident to me and many others. We had expected and expected because the government had been priming the pump. But it didn't prime. Then the war came along, and from then on things started picking up. Of course then they started putting boys into the service and heretofore fellows trying to get into the dental profession were trying to get into the service because they were guaranteed an income according to their commission. They had their medical services taken care of – their dental services, hospital services, all that. A lot of the fellows in Ogden were trying to get in there. They joined the reserves trying to get into regular full-time employment in the service. There their business was assured, and their pay was assured. But as these fellows went into the service, that was when our business began to pick up. More industry was picking up because of it, and they started these installations out here. Then, of course, it started to rush. But I got out of the reserves because after my wife died, I'd been two years in succession, and I went down to Fort Douglas and spent two weeks as a dentist. I was glad to do it. The pay was good, and it wasn't the hard work of 16 private practice. But I went two years in succession, and that gave me promotion to a major. But as we got up to where we had a higher rank and higher pay, the government cut us off. I was one who got cut off. Then as the war started in earnest, they started drafting some of the dentists who hadn't been in at all, and then the business started picking up for all of us. MT: What about 25th Street there? Did it boom more during the Depression time than at other times, or what was the condition? CF: I would say yes because I know a number of the people. Some of them lived up in this area that worked down there. They were among the prosperous people, and bootlegging was doing a lot. Some of the people who owned buildings down there were getting good rental off the buildings. They claimed they didn't know what was going on down there, and this was brought out in investigations later on when they finally tried to close up a lot of this stuff on 25th Street. It was brought out because the Rose Rooms down there, she said that she didn't know what was going on down there. She didn't realize it, but she did all the time because she was really prospering. They were doing good down there, and a lot of that. One of the auto courts in Ogden that is now operating was built entirely on bootleg money. They did well enough and got enough money that he quit the bootlegging and was able to hire Native Americans here to do all the dirty work. They would get arrested, and he'd bail them out. When the war came on, they had jail records and couldn't get in it. His family could. But he was one of the instigators. I did his dental work when money was hard to get, and he was sent to me 17 by another doctor. He had been going to another dentist, and he had a good-looking girl, but her teeth were very crooked. Another dentist had tried to fool with them, and I knew nothing about that particular work at that particular time. They weren't very successful. They only had one orthodontist in Salt Lake, and he brought her in to me. He was very rough, very crude, and crudely wanted to know what I was going to do about the girl. I said personally that I wasn't going to do anything. I said, "Just calm down, and I'll send you to a person who can." He said, "I don't care about the money. I don't care about the money. Whatever it costs, I'll pay it." And I knew he was a bootlegger. So I called up the dentist in Salt Lake, and I told him what I had. I said, "He can afford to pay for it, and you see that he does pay plenty for it." He was standing right by my side when I told him. This other fellow that I did work for, another farmer, they came from Rock Springs. While he was sitting in my chair, he said, "I have all the money I need. I don't need to work." And he didn't need to work. He had plenty of money, and he bought gas stations to get his boys jobs. I had a man come in, and he had gotten in a fight there and had broken his front teeth. The more I talked to him, I assumed he was a bootlegger. I didn't want to soak him if he wasn't, if he was an honest man. I knew they were having their problems. But if he was a bootlegger, I wanted my money. So I kind of fished around but I couldn't get out of him what he really did. He was manager of one of the clubs down on 25th Street. Well, that gave me a clue. I told him what a new bridge would cost him. It was about three times what I would have normally charged. He said, "Well, you just as well get started on it." 18 I told him that it was a cash job because we had learned that if we didn't get cash from them at the time you did the job, they would be in jail, and you couldn't get it. So I went to work on him, and I got my money all right, and I finished the job. Two days later, he was picked up for owning a house of prostitution and was banished from the state. He went down to Las Vegas and practiced down there. One night, he came back here and got into another scrap and broke a tooth. He came into Ogden, and it was a hot summer evening. I was ready to quit, and he wanted me to fix his teeth. He said, "You'll get your money." He wouldn't leave the office until I got done. In between sessions, while I was working in the lab, he was calling his friends. I had to work until midnight. He said, "Doc, you're a fool working this way." He said, "I'm a welder by trade, but," he said, "I made $100,000 this year down in Las Vegas running the business I run." He said, "What do you want to work like this for?" But these were the temptations these fellows put before us. But of course my standards would not go along with this kind of thing. I did his work, and he paid me cash, and I charged him plenty. MT: What do you think it was more difficult for yourself or the average person to secure, food or clothing? CF: Well, I would say clothing may have been harder, but I don't think they put so much stress on clothing. After all, people will try to take care of the pangs of hunger first and clothing second. People liked to dress neatly, perhaps more respectably, maybe, than they do now. But nevertheless, they would make the 19 most of little, more so, I would say, than they do now. Because their attitude was, there was still a semblance of pride among the people, more so than there has been during the last few years. MT: Were there people in your acquaintance who did their own shoe repair and things along this line? CF: Yes, a lot of people did. They would do anything and try to fix anything up that they could. You could go into Woolworth's and stores like that, and you could buy rubber patches that you could glue on your shoes, and people did it. It was hard for them to do it, and they didn't do as good a job. But they did a service. People wore cheaper clothing, bit by bit. Sometimes they would look quite nice and try hard to keep it nice. It wouldn't last long because they were buying everything cheaper. Of course anybody that came out with anything cheaper, people tried it. Lots of times they got bit on it because they got things that were too cheap for the money they put into it. This was caused by these fellows who travel through the country selling clothing and things that way, and they would write and say they were coming through with clothes from Hong Kong, and they would sell it for half what it would cost in the store. The people would order, and when they got it, well, they really got taken. I got taken once that way, but not like a lot of them. I was on the seventh floor of the Eccles Building, and there were a whole bunch on the floor that got taken on some suits because they were no good. I'd paid $5 down. Well, the other guys, when they came, they paid the balance. Then when they saw what they got, they saw they were really taken. Well, I lost my $5, but I didn't get them, 20 and I was still money ahead. And this was a problem. Deception was a common problem. Fellows came through selling gowns, and they would take your measurements and your order and give you a receipt. They had stolen the order books, and the company didn't have any connection with it, and they took the deposits. MT: What about patent medicine during that time? Was there much of that? CF: Yes, there was quite a lot of patent medicine sold. One of the most common things at that time was Crazy Crystals, but that was pushed from down in Texas. There were a lot of things just like that. I can't remember the names of a lot of them. They sent samples to you, and they tried to get you to prescribe them and push them. Crazy Crystals were really the rage, and people would come in to me and tell me how much better they felt from Crazy Crystals. It cut out their constipation and they felt better. I quizzed them, and I told them, "You can do the same by drinking water." I said, "They've given you enough to give you a mild laxative, but, "I said, "Then they prescribe for you to drink so much water a day with it." I said, "If you'd just drink the water, you'd get the same result." Some of them didn't believe it, and to this day, I have patients come in and say, "How do I take care of this situation." I tell them, "You don't drink enough water." MT: What were some of the good things that came out of the Depression? CF: I would say at that time that people learned a little more self reliance. They learned to work. They learned to be more dependable in the things they did, and they tried to do more for themselves. I think also they learned to be more cooperative and helpful toward one another. There was more of a spirit of 21 cooperation. We were all in this boat together. People were more willing to cooperate because they couldn't do it otherwise. There was more of a spirit of friendliness. Of course, as I say, there were exceptions of those who tried to be greedy, but there was more of a spirit of friendliness and cooperation. MT: What did the wards do for entertainment then? Did they do a better job than they do now? CF: Yes, I would say they did because there had to be more of that kind of cooperation, and the wards tried every way they could to bring the people together because otherwise it was very depressing. It was a Depression both in spirit and in finance because people were hurt. People did more, and got together, and tried to help them out. It was a period of trying to organize. I think that the wards in the [LDS] church soon found out what they had to do because, heretofore, they had been depending upon commercialism, business to do these things. But now the people couldn't afford the commercial, and they had to cooperate or they'd die. There was more of it done. You'd find people more willing to do things. Of course, they stumbled along and struggled along trying to do some of these things. Of course when the church welfare program first came out, it was a blundering program. I criticized it a lot because when they started it out, they wanted the people in the wards who had fruit and those things to give every so many bottles to the ward to give to the needy. Well, my criticism came this way – the needy, all right. But let the needy help put it up. But if they want to come into the ward, let's get together and we'll furnish the fruit, not us do all the labor for 22 them. So that's a few criticisms that way started to bring the spirit of cooperation out of it, and they began to do things. But my wife was busy with three little children, and I didn't feel like loading her down with work to give to the others without them working in payment for it. So I said I would be glad to furnish the fruit and help with the bottles and a few things that way, but let them help to put it up. Finally it did begin to change, and soon it got to be a kind of cooperative thing within the ward. But it was a development process. MT: Did you have any innovative method of developing your clientele? CF: Yes, it was a matter of trying to work through clubs and others to try to develop educational programs through the PTA to show people that if they would regularly take care of their dental work that it would be much cheaper than if they had to get a lot done at once. We did a lot of educational work that way through clubs and PTA, and lecturing at the schools and organizations.

Tom L. Van Cleave, May 29, 2013 ; The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ; This is an oral history interview with Tom Van Cleave conducted on May 29, 2013 by Ruby Licona. During the interview, Tom discusses his memories of attending Weber as a student as well as his career at Weber State University. Tom retired from Weber State University in 2011 as the Director of Planned Operations. ; 52p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in. ; Oral History Program Tom L. Van Cleave Interviewed by Ruby Licona 29 May 2013 i Oral History Program Weber State University Stewart Library Ogden, Utah Tom L. Van Cleave Interviewed by Ruby Licona 29 May 2013 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State University Oral History Project began conducting interviews with key Weber State University faculty, administrators, staff and students, in Fall 2007. The program focuses primarily on obtaining a historical record of the school along with important developments since the school gained university status in 1990. The interviews explore the process of achieving university status, as well as major issues including accreditation, diversity, faculty governance, changes in leadership, curricular developments, etc. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Van Cleave, Tom L., an oral history by Ruby Licona, 29 May 2013, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Tom Van Cleave May 29, 2013 Abstract: This is an oral history interview with Tom Van Cleave conducted on May 29, 2013 by Ruby Licona. During the interview, Tom discusses his memories of attending Weber as a student as well as his career at Weber State University. Tom retired from Weber State University in 2011 as the Director of Planned Operations. RL: I'm Ruby Licona, faculty member in the Stewart Library at Weber State University. Today, May 29, 2013, we are talking with Tom Van Cleave who retired as Director of Planned Operations at Weber State in 2011. He has been on campus for quite a while and we thought it would be good for him to tell us his perspective of things that have occurred on campus during that time. Tom, why don't you start out telling us a little bit of your background and how you happened to become associated with Weber State? TV: I was born right here in Ogden, Utah 66 years ago. I went to Ogden High School and graduated in 1965. I took my first class here at the university in 1966. I was working at the Marqus ROT Corp as a painter at the time, and I took a drafting class here. Actually, it was a blueprint reading class which sparked my interest. At the time, in order to register they had the old punch cards. Registration was in the shop area of the technical education building where you showed up and went place to place to get your cards so you could register. I took most of my drafting classes in the technical education building. I'd take one class a quarter because I had a job and a family, so I couldn't really stay focused with my education. I would take a few classes and drop out and then take a few more classes later. RL: You were not a four-year student. 1 TV: I was not. I was most definitely a nontraditional type of a student. I went from job to job and I ended up at a place called the Amalgamated Sugar Company. You would know it as White Satin Sugar. I furthered my education there working for a mechanical engineer. His name was Harvey Bingham. I will never forget this man as long as I live. He was the mentor type. I would ask him a question and every engineer had a boatload of books, so he would pull a book and say, "Okay here's the section. I want you to read this, then come back and we will talk about it." In that process, he became more of my mentor than anything else. In 1973, the engineering section I worked in as a draftsman decided they wanted the engineer group at the sugar factories. They wanted me to move to Nyssa, Oregon, but I wanted to continue my education. Nysaa, Oregon is 50 miles away from Boise State or anyplace where I could get my degree. As a consequence, I had to decline that. I ended up working for a family-owned business called Precision Built Homes which later became Precision Built Systems. It didn't take me too long to realize that the growth opportunities were just not there. I saw an ad in the Ogden Standard Examiner that they wanted an architectural draftsman. I applied for it and so did two other people that I worked with at Precision Built Systems. I interviewed with Bob Folsom, who was the Director of Campus Planning at the time. Bob was an architect and a very intelligent guy. RL: Was he Director of Campus Planning for Weber State? TV: Yes, that's right. Anyway, I interviewed with him and then time went by and I thought the university had forgotten all about me. I didn't know what the 2 bureaucracy was. I was used to private industries where it was, "You want the job? Okay, you're hired." They finally called and wanted me to come to work. Needless to say, I was elated because I had a long association with Weber State and I really thought this was going to be ideal for me. Plus, I could continue my education. I used to ride motorcycles at the time. I had a Yamaha YZ 400 and I was into racing and things like that. Just one week before I came to work here, I had a motorcycle crash and separated my shoulder. Of course, it was my right shoulder. RL: Which you used as a draftsman. TV: That's right. Bob Folsom hired a two-armed draftsman and a one-armed one showed up. He kind of looked at me and was a little bit surprised that I showed up with my arm in a sling. I thought, "Oh no, I'm out of here." He dealt with it pretty well. I learned how to draw by grabbing my sling with my left hand and moving the pencil with my right. That was back when we did all board drafting. I realized that this was my opportunity and I had to make the best out of it. Bob was very encouraging in that he wanted people to take advantage of what Weber had to offer. RL: That was in 1978? TV: Yes. That was 1978 that I was hired in. I'd take classes and I finally got into the mechanical engineering program which was basically nonexistent prior to 1979. Over time, I was able to take enough classes to finally graduate. I had graduated with my Associate's in Engineering Graphics in 1974. 3 RL: When did you graduate with your Bachelor's? TV: That wasn't until 1986. RL: Better late than never. TV: Oh yes. I'll tell you, it was a tough uphill climb for me. I had a family to support and a lot of times I'd have to work two jobs to make ends meet. RL: Do you remember any of the faculty that you worked with when you first got here? TV: I most certainly do. I took my first drafting classes in the engineering technology building on the west wing down on the south side. Later on, I took more classes at what we used to call the "TUB" which was the temporary union building. It was on the east side of building four. I remember taking drafting classes there in the wintertime and you could almost hear the wind whistling through. It was an old barracks is what it boiled down to. That's where the union building was housed in the late 1950's while the permanent union was being built. You never knew what you were going to get in that building. One of the more memorable professors I had was Park Guymon. He was a chemistry professor. He was tough, but even though I took those classes over 30 years ago, I still know the periodic chart fairly well. He worked us hard, but he was fair with everyone. He was one of the best professors I have ever had. He was super intelligent and just a great guy. Especially when you'd get him talking about horses, he could talk about horses forever. He was one of the better ones. Another professor, Carl Wood, in the mechanical engineering program was a hands-on type of a guy. He might still be here, or it's just been a few years 4 ago that he left or retired. He could give you not just the theory of things, but the practical application of things. It was the same thing with Robert Parker. Dr. Parker was the type of professor that when you walked into the classroom and sat down, you'd have everything in front of you and a pencil in hand because the second he hit the door he was walking, talking and asking questions. By the time you realized what he asked, he would call you up to the board to explain the problem. You had to be on top of your game to stay with Dr. Parker. He was a great guy. RL: What did he teach? TV: He taught strength of materials, finite element analysis, and other classes within the mechanical engineering program. RL: You mentioned that while you were with Amalgamated Sugar, Mr. Bingham was a mentor for you. Was there a faculty member at Weber that took on that role when you came back as a student? TV: Some did in limited roles. Carl Wood was one and Bob Parker was another. There were others, but the names escape me right now. RL: You've mentioned several and obviously they made an impression, but sometimes somebody stands out more than others. TV: If anyone it would have to be Park Guymon. He was not in my major, but he taught me how to work hard, how to be prepared and how to think and rationalize things out. I have to tell you a story about a final exam I took from Park Guymon. I remember the final exam I was pumped, I was primed, I was ready. I walked in there and he handed me the test and I'd been studying and studying, but I 5 started down and went through a whole page and none of the questions looked familiar to me. I started to sweat. That's when you wish, "I hope the hole opens up and swallows me right now." I looked around and everybody has just got their head down and they're going. I thought, "I'm a dead man." Finally, on the second page, I found one that I knew. That started the process rolling. I took the full two hours to do that test. When I was done, I walked out to the parking lot on the east side of the science lab building and I couldn't find my car. I had no clue where that thing was. As I walked around I thought, "Oh my heck, somebody stole my car." It finally occurred to me that I had parked on the west side. I'll never forget that chemistry final as long as I live. RL: Did you finally go back and answer some of the things on the first page? TV: Oh yes. I got the ball rolling and I think I got a 92 or a 90 on that test. It was one of those feeling I've never had a feeling like that in my life—the "I am sunk" feeling. If anybody was a mentor I think it would be Park. I still see him to this day and I stop and say, "Hi," to him. His wife is absolutely wonderful, I remember her too. He is just a great guy. It's been all these years. RL: He's been mentioned to me by several people, not necessarily in interviews, but around different situations. Actually, one of my surgeons and another physician also had him as undergraduate students here at Weber State. You're right. They are delightful people. TV: I had a lot of professors, but he's the one that just stands out the most. Dr. Parker was from Chicago and he had kind of an accent. You'd ask him a question and he'd say, "Yea, yea, yea, yea." That was one of the more humorous 6 things. Then you'd take some of his exams and you'd think, "Oh my, the humor is over." Another one I had was Norman Smith. He taught thermodynamics and heat transfer. I remember Dr. Smith gave us take home exams. I had never had a take home exam before in my life. I thought, "Alright, we have a take home exam. I am living large. Life is going to be good." Of course, I postponed it and started working on it on a Sunday and we had class on Monday. I must have spent eight to ten hours working on that one exam. It was a total nightmare. I learned really fast about take home exams. I had a couple more and they lived up to the expectations. He was a very intelligent man. We did a lot of formula derivation. Back then I was thinking, "Okay, I really don't need to derive those formulas. Guys a lot smarter than me came up with them so they must have figured it out so I don't have to, right?" No. We went through them step-by-step. It got you thinking. Rather than thinking, "I need this class to get out of here." It got you thinking about the applications. He was a brilliant man. He didn't stay with us too long before he moved on. I think from every professor I had I took something with me. Carl Wood was just one of the nicest guys you ever want to be around. I remember in one class he had the class down to his house for a barbeque after the class was over just to treat us. He was very patient and was able to explain everything. I was able to use a lot of that on the job through the analysis type of thing. RL: So you were working full-time at that time? TV: Yes. RL: Were you able to take advantage of a tuition cut or anything? 7 TV: Back then we were on the quarter system and we'd get five credit hours free and 10 percent off at the bookstore. I remember my first drafting book I bought at the bookstore. I thought, "This is outrageous." It was this big, thick drafting book. I think it was $22.00. I about died. RL: That was a fortune at the time. TV: It was. Considering I was making about $2 an hour back then, so that gives you an idea. RL: What about on the work scene? You mentioned Folsom. Were there other people that functioned as mentors for you in the workplace? TV: I replaced a guy named Wayne Venable. Wayne had a heart attack and died rather suddenly. At the time, we only had about 7,200 students here. When I was hired in, there was me, Bob Folsom, and a guy named Fred Kendall. He (Fred) was the nicest guy I've ever run across in my life. Fred was the type of guy who would never speak an ill word about anybody. He was just that type of a personality. There was also a secretary and a student aid. That was it for the whole campus. They called it Campus Planning and Construction. As things grew and progressed we were able to hire more people. A lot of what I learned was from the guys in the shops. We were in the Architectural Services Department on one corner of the campus and the guys in the shop were up on the hill in what is now the Facilities Management Building. I tried to involve these guys in the shops especially in the practical applications. I could punch all the numbers in the world and I knew what had to happen and knew the design parameters of a particular piece of equipment. But, then you 8 start getting into installs and what actually makes it work and how to control it. That's when I started talking to the guys in the shops. I gravitated toward these people because they were very smart individuals and very good at their trade. I learned a lot of practical things from the people in the shops. There were guys that had been plumbers for 30 years and guys that had been electricians for about the same amount of time. They knew how everything was supposed to work. I learned a lot from those people. I also learned a lot from Division of Facilities Construction and Management inspectors. They were on the construction end and they managed most of our major projects on the campus like the new buildings and major remodels and things like that. RL: The things that we now have to contract out. TV: Yes. I just had a vast variety of influences on that. Bob was very much an architect and more of an artist. I remember I took a class in art and architecture. I remember Bob saying that if engineers designed all the buildings on campus, they would all look like boxes. They have to have an architectural element to them. Historically, engineer types and architecture types have clashed. The engineer types want mechanical rooms with all the space in the world, while architects say that's very valuable space that could go to other things. There's always this clash type of a thing, which leads me to my next step. In 1991, Weber State College became a university. I remember that quite well, they had quite the celebration. I moved from working for Bob and he said he was disappointed to lose me because I'd like to think I did a really good job. I did get a lot of compliments from the faculty. 9 RL: You had been here at least ten years by that time. TV: It's interesting because I only planned on spending four years. I knew when I had it good. It didn't take me too long to figure that out. Anyway, I went to work for Dave Maxson, who was the Director of Physical Plant. Dave was one of the nicest guys that ever walked the face of the earth. He had a hospital background. My job was to bridge the gap between the architectural side and the practical side. I knew both ends of the business. I think I was successful in doing a lot of that. When I was working for Bob Folsom, I got here right after the Dee Events Center was dedicated and the Engineering Technology building was dedicated the year after. The next building was the Wattis business building. We had so much trouble with that building from the operations and maintenance end. It had stacked fan systems so if you have something go wrong with one fan system you have to disassemble one to get to the other. It had very cramped and compact mechanical rooms. It was very impractical. It had great big cooling coils on the fan systems and you had to actually cut a hole in a wall to get the old coils out and the new ones in. Be it my influence or complaining or whatever you want to call it, I was the go-between. As the next building, student services, was to be built it was the first time we were actually involved in the planning process. I went to all the planning meetings and the construction meetings. Sometimes my suggestions weren't taken well and other times they were. It was a give and take kind of a thing, realizing that the architects had their point of view and the maintenance side had our point of view and we were trying to make those two 10 things mesh. Student Services was the first building that I was heavily involved in and it was a valuable learning experience. I learned a lot from a lot of people. I was able to temper my own feelings. That's when I learned how to realize the other person's point of view. I take a lot of pride in that one. RL: It's growing up. TV: Yes, that right. Of course, it served me well as my career progressed with personnel issues. I worked for Dave for about ten years. Back then, we had a Director of Architectural and Engineering Services, Director of Physical Plant, and we also had a Director of Electronic Systems and Repair whose name was Sid Jensen. I had one of these projects going on that we had to have his help on right away. I went down to explain my problem to him and Sid says, "I need all this paperwork filled out in quadruplicate. It has to be signed off by anybody and everybody and you're six weeks out to get the parts." He proceeded for about five minutes and I thought, "My gosh, I will never get this done." He finally talked himself down and says, "Oh okay, will this afternoon be okay?" Sid was the type of guy that had to get a chunk out of you. He had to do it and he loved it the entire time. Once you caught onto him, he had a heart of gold and he'd do anything in the world for you, but you'd have to endure it first. They did some studies across campus and they decided it didn't make a whole lot of sense to have three separate directors running three separate entities and they should all be working together. RL: You needed an umbrella to cover. 11 TV: That's right. They hired consultants to analyze our whole situation and that has evolved into what is called the facilities management department. Mike Perez was the guy that showed up on the scene. He came from SMU. They had a structure at SMU that was kind of what we were looking for, so Mike knew the ropes. He was quite a personality and you always knew when he was in the room. He was just the type that would attract people, very outgoing and a smart guy. He was a super sharp individual. We were used to the old ways of doing things and Mike started out by learning the ropes. He and his wife came from Texas. RL: When did he come here? TV: It must have been in 2000 that he came. RL: Is he still here? TV: No, he went on to the University of Utah. Anyway, I remember they were born and raised in Texas and I remember the day he got here we had an April 1st snowstorm. His wife had one of those big trench coats like what the football players wore with a hood. She was all huddled up and she looked like, "What in the world did Mike drag me into? The frozen tundra of Utah?" Their son, Michael, was out throwing snowballs and he thought it was the greatest thing. I'll never forget the look on his wife's face. Mike went through a whole series of meetings, planning sessions and mentoring and we evolved. RL: What was his title? TV: At the time, he was Director of Facilities Management. 12 We used manage this place by reacting. If there was a problem, we reacted. There wasn't anything that was planned as far as maintenance was concerned or anything preventive. We ran it until it broke and then we repaired it. We had limited resources and limited technology to enable us to start planning this. We had started our facilities management work order system just before Mike got here. The realization was that we needed to start planning better. I remember the old Maximo program that just basically generated work orders. Prior to that time, the work orders were scribbled on a piece of paper and we called whoever on the radio to go fix it. That was the extent of it. We started refining. He was only with us for about three years, but he made a lot of changes. He brought us all under the same umbrella. Don't get me wrong, there was resistance. To Mike's credit, he pulled it off. He's a high energy guy who would send emails at three in the morning or he'd be in Texas and send me emails. The University of Utah recruited him so that gives you an idea of the type of job he was doing for us. He replaced one of the legends down at the University of Utah, Randy Turpin. Randy even had a building named after him at the University of Utah. He was the Director of Physical Plant or Plant Operations. RL: They stole our person to improve their situation. TV: They had a void they needed to fill and they needed the right guy to do it. RL: What was your position under him? TV: I was the assistant director under Mike. When Dave Maxson, Bob Folsom and Syd Jensen all left within a short period, I assumed the role of the director. Dave had brought me along enough that I knew how things worked. I knew how the 13 budget worked and I was able to use that information that Dave gave me to manage that for quite a spell. It must have been six months or better before they hired Mike Perez. After Mike left, there was another long period because they couldn't find the right person for the job. We had interview after interview as the university was looking for the right person. I was managing the department during this time period also. RL: You mentioned that Kevin Hansen managed Air Force bases all over the world. Did we recruit him away from Hill Air Force Base or did he come in from elsewhere? TV: He retired from the Air Force. He'd managed Air Force bases in Anchorage, Alaska and Cape Canaveral, Florida. We're talking multi-million dollar budgets that he managed. He retired from the Air Force and ended up in Logan City Public Works. This was a long process that we went through. We had candidate after candidate showing up, but it was just not the right fit for us. The administration wanted the right person for that job. I remember the first time I met Kevin I thought, "Oh my gosh, a retired colonel, we're all in a boatload of trouble." We had several downloading sessions. He brought me under his wing more or less. We talked department-to-department and person-to-person about how we each saw things. We had several sessions of that. We were going to a conference in St. George and we talked the whole way there. Kevin saw things in an entirely new light than we were used to seeing. He said the first thing he noted was that the Administration Building had an old wooden sign. It was actually a metal sign framed with 4x4's and it was kind of leaning up against the west wall. 14 Those were the kinds of things he saw, but we had been seeing it all along so it was just part of the landscape for us. That's just one small example of what he saw. RL: Is that when we went through that major signage change all over the campus. TV: That's right. He wanted to turn this place into a first class organization. It wasn't without pain, don't get me wrong, because we had people that were pretty much entrenched, that could not see the light and resisted. You're bound to get resistance with any change. I remember back when we used to go down to the state surplus and get our service vehicles. By the time they hit state surplus, these things had been used to death. RL: 300,000 miles on a little truck. TV: Right. That's not outside the realm of possibility. We were trying to piece things together and it was a mish mash of things. We had an old Popsicle truck that the plumbers used. That's where we were at the time. Kevin was able to change that through budget management. You'll notice all the service vehicles now match. They're all in good shape and we rotate them. We don't have to worry that much anymore about them starting in the wintertime. That's just another example of the things he accomplished. RL: That relates back to some of the old Mike Perez thinking where you don't just react, you plan ahead. TV: That's right. It adds a professionalism that was lacking. At the loading dock at the facilities management building, we had a lineup of old beat up chairs that were scavenged from gosh knows where sitting on the dock out there. The guys would 15 go sit out there in the summertime. These things were worn out and beat up. We had a yard full of transformers that were taken out when we upgraded from 4160 volt to 12470 sitting out in the back lot. Our back lot was a junk yard. Kevin really drove the point home that this was not the way were going to run this facility. The chairs disappeared, the transformers disappeared and he was going to change this into a first-class organization. He asked me one day which section within facilities management I wanted to manage. I told him immediately that I am more in tune with the maintenance operations. That's how my job title got changed to Director of Plant Operations. I managed what they call skilled crafts like the electricians, the plumbers, the carpenters, the painters, and HVAC personnel. RL: The ones who would be licensed and certified in the outside world. TV: Right. I also oversaw energy management. I remember my first energy project when Dave Maxson was still here. It was in 1995. We got a grant from the state of Utah for changing light bulbs. We had T-12's and we were changing them to T-8's. There were all these people trying to promote certain things and that's where the analysis I performed came in. RL: What does T-12 and T-8 relate to? TV: These are florescent tubes that have two types of ballasts in them. They had the old magnetic ballasts and the new ones were electronic. That's when I started to get involved in the energy management end. It kind of got to be my passion. I did a lot of analysis of the wattage and the light levels to determine which was going to be the best. They had several different types out there at the time. People 16 were trying to promote T-10's and a primitive form of LED's. I finally had to make the decision while working with other engineers and the first building we changed to the new T-8's was the science lab building. That was the first building we retrofitted under this grant that we got from the Department of Energy for the state of Utah. The Lind lecture hall soon followed. At the time, Allied Health Science building phase one was already in place and they were looking at the Allied Health Sciences Building phase two. I had to convince architectural engineers and administrators that the T-8's were the best thing to put in the new health sciences building rather than the T-12's. I had to show them all the energy efficiency and so on. The numbers just really fell out and I was able to convince them to put the T-8's. The Allied Health Science building phase two was the first new campus building to have the T-8 florescent tubes in it. RL: Then you went around and retrofitted the other buildings. TV: That's right, over time. We still stumble into the T-12's sometimes, but pretty much all of them are now T-8's. RL: The experience you had with that is what led to your part-time position that you took on after retirement. TV: Bingo. RL: That's energy analysis? TV: Yes. I'm the Utility and Energy Analyst now. I do the fun stuff. I tell everybody my story and say that I basically went from four meetings a day down to one or two a 17 week, which suits me just wonderfully. I think I got away from my passion when I got promoted up. RL: We've gotten a picture of how you've progressed through your work career here on campus. You said you grew up here in Ogden, do you have early memories of Weber prior to coming here as a student? I know people talk about Weber and I'm sure at that time were referring to it as Harrison High School, kind of looking down their nose. After people get here they have a whole different perspective on things. I've also spoken to some people who remember running around on the campus and sledding down the hills when we got snow. What are your early memories of the campus? TV: My brother graduated from the old Weber College down on 25th Street. I remember the Moench building. I couldn't have been any more than five or six years old when he graduated. I remember the gym especially because of all the ramps going up to the spectator area. It was so fun for a five of six year old kid to go running down those ramps. RL: Was that the building down by the public library? TV: Yes, that's was old Moench building. It was a very striking building. I'm sure you've seen pictures of it. My best friend, Brent, used to live near me on 28th Street just below Harrison and moved right across the street from the current university site. There used to be a big white two story building at the front of campus at about 3400 South. It had a pond out in the front that had little mosquito fish and goldfish in it. We'd sneak in there at night and try to catch them, but were very unsuccessful at that. 18 RL: It sounds like they were the kind of thing that even if you had caught them you couldn't do anything with them. TV: We couldn't, but we were kids and we didn't think too far ahead. I remember the old married student housing on the west side of the Browning Center where the visual arts building is now. Another friend of mine had a sister that lived in there with her husband back in 1963 or 1964. I've had a long association with Weber State. RL: You've been here as a student and as an employee under quite a few different presidents on campus. I would imagine that when you came President Miller was still here? TV: President Miller was still here, but he was no longer president. He was still very much a presence. I was working for Bob Folsom as a draftsman and this gentleman came through and stopped by to talk to me and wanted to know how it was going. I didn't know this guy. He just seemed like a pretty cool guy. RL: Was he president when you came as a student? TV: Yes he was, but I didn't know him personally. I remember President Miller and his wife also. They were just the sweetest people you ever want to be around. After he came through that day, I went to Bob Folsom and asked, "Who's that guy that just came through?" He said, "Oh, that's President Miller." The president's home at the time was right at the top of 4100 South. It is office space for the athletics department now. His wife lived there. I met her and got to know her better when I was working for Dave Maxson. She was just the most wonderful person you ever want to be around. She was very appreciative of 19 anything you could do for her. She would bring us treats up at the office every once in a while when I worked for Dave. She would just stop by with donuts or cookies as a note of appreciation for what we did. RL: Each administration had its own flavor, doesn't it? When you started working here it would have been President Bishop? TV: I came right after President Bishop left. President Brady was the first president that I worked under. I got to know him and his wife somewhat. They had a home here on Edgehill Drive. The college bought it off the market, but it needed some renovations. I was put in charge of the renovations, so I got to meet with President Brady. One thing about President Brady, he had a closet full of blue suits. Every time I saw him he was wearing a blue suit. His rationale was that it was one less decision he had to make in the course of a day. I worked with his wife, Mitsy, quite a bit. She was a wonderful lady. She was highly appreciative and a very classy lady. RL: You actually were in a position where you interacted with them at their home and not just on campus. TV: That's right. RL: Any particular incidents that you remember with that home? TV: President Brady liked to play basketball and I remember we put a basketball court in his backyard. I made all the drawings and our carpenters did all the form work and poured the concrete. That was one of the more notables. We made some changes to the lighting and landscaping over there that she appreciated. I 20 was able to work with them at their own home which is one of the little perks of my job. RL: I've heard a lot of stories about his walking around the campus knowing a lot of the students, and of his interaction with the faculty. Was he just as approachable for the staff? TV: I was nervous about approaching people like the president who was really up there when I was just a lowly draftsman at the time. I was hesitant to approach him. I remember he had signs all over campus. He would write his thoughts and put them on signs and put them around campus. That was another little thing that he did. He was a very nice man, but very formal. I interacted much better with his wife who was less formal. My interactions with him were strictly on little projects. RL: After he left, we would have had President Nadauld. He was also fairly formal, wasn't he? TV: At times. I've got to tell you a funny story about President Nadauld. This was before the Stromberg Center was built. We used to have faculty-staff basketball leagues at the old Swenson Gym. President Nadauld was very competitive and he loved basketball, but he is not all that big of a man. At the time, I was about my present size. I was in better shape, but I was a pretty good-sized boy. Anyway, we were playing basketball with teams and I went out to set a pick. President Nadauld ran into me and then hit the floor. I went about as white as your sweater. I thought, "Oh my gosh, I just decked the president." I thought my employment was over, but he actually got up and he smiled about it. He said, "Nice pick." There's still a guy on campus that will never let me forget that. His 21 name is Mike Whetton, and every time I see him, to this day, he reminds me of the time I decked President Nadauld. We used to have fishing derbies at the campus in the pond. Physically challenged kids would show up and we'd plant fish in the upper pool and the guys from physical plant would go down and help these kids catch fish. You'd see these kids that are confined to wheelchairs who would just light up with their first fish. It was so rewarding to witness that. It was an annual thing with President Nadauld. After he left, the derbies pretty much died off. I really thought that President Nadauld was a very personable individual. I appreciated what he did, especially with that fishing derby. That was an indicator of what the man was really like. He was very compassionate and just a good man all the way around. RL: He was president when I arrived here. From my perspective, I didn't approach him because he was the president. There were a couple of times when we interacted and he really wasn't unapproachable, it's just what you build into the position. When he left, we got Paul Thompson. He made a lot of changes on campus and had more of an emphasis on recruitment and diversity issues in terms of expanding the faculty and bringing in more people of color. I don't know if that began with President Nadauld, but I know that there were internships that he and Bob Smith made possible for faculty members and there was more emphasis for students. The campus face has changed in terms of the student population with more international students and Asian, Latino, and African American students. What have you seem in terms of the makeup of the staff? 22 Since you have worked with people on the staff in different buildings, did you notice any particular changes as far as diversity when we started having the push on campus? TV: Not so much immediately. I was on the construction end. One of my favorite people on this campus is Forrest Crawford. RL: Absolutely. TV: He is absolutely the greatest guy I have ever met in my life. RL: He started out here as a football player. TV: That's right. I'm going to digress further. There was a guy here, Darnell Haney, who used to play football for the Oakland Raiders, who came from Utah State. I knew Darnell because I was coaching little league football at the time in Washington Terrace and I coached his son. That's how I got to know Darnell. I remember I was doing a project in the union building and I was talking to Lynn Kraaima when I noticed his eyes kind of shift. At the time, there was a promotion going across campus about a new club and restaurant opening up in town called Bigfoot's. Anyway, I looked at Lynn kind of funny and then this great big furry paw hit my shoulder. I turned around and the most enormous creature I've ever seen in my life in a Bigfoot costume had ahold of me. It was Darnell Haney. I think I set the world record for the standing high jump thanks to Darnell. I wasn't directly involved in the diversity effort, but I reaped the benefits by getting to know these people. RL: What were the changes that you noticed that were brought about? 23 TV: That is a hard one for me because I had the benefit of getting to know the people that got hired here, some of the guys I think back on like Henry Yamaguchi who worked up there. RL: I just wondered if you saw a difference in the face of the staff. TV: I'd have to stop and think about that because I didn't really pay much attention to it. To me they were just good guys and that's what matters. One of the better interactions I've had. I love to work out at the gym and I lift a lot of weights up there and I love interacting with the student athletes. These young men and women are about as fine a people you'll ever meet in your life. I love to talk to people and getting to know these student athletes has been one of the more amazing experiences in my life. I have people stop me that I don't recognize and they say, "I work out at the gym, we talk about this and this." I've got to tell you a story about Fine Unga. He used to be a running back under Mike Price. I've seen him around for years. He looks like he could still play. One of his relatives, I think it was his nephew, was BYU's all-time leading rusher, Harvey Unga. I've been a Chicago Bears fan since I was a little kid. I just mentioned it to Fine and asked if it was a relative of his who got drafted by Chicago. We got to talking and I mentioned to him that one of the things on my bucket list is to go back to Bears Stadium to see a Bears game. Later on, said to me, "Well, if Harvey makes the team, we'll go back and see a game." I just spaced it off again and then he brought me a hat that said, "Number 45, Harvey Unga." I said, "What is up with this?" He said, "Harvey made the team." I said, "Wow, that's cool!" He said, "You pick the game and we'll go back." 24 RL: Did you get seats on the sideline? TV: We are going back on August 15, 2013 to see the Bears game at the Chicago Stadium versus the San Diego Chargers. One of the other notables was Frank Otis who played basketball for us. I'd be out and about and he'd stop me and I'd get to know him. RL: Did you get to play basketball with Damien? You couldn't pull a pick on him. TV: Damien's about five leagues ahead of me. He'd probably jump over the top of me. There again, Damien is another fine man. I was in a meeting and Kyle Tresnack stopped me because he recognized me. Bonnie and I are the ones with the towels behind the basket and we wave them at the opposing players when they're trying to make free throws. He picked up on that. The things you pick up on and just these wonderful experiences, you cannot put a price tag on them. It's just part of the overall experience up here. RL: With Thompson, there was an era when we started having more strategic planning on campus, which falls in line with what you were seeing in facilities management. I don't know if the two are related or if it was just individuals that happened to be working on the same kinds of things. After President Thompson, we got Ann Milner, who is very highly thought of and I have not heard of anyone who was not sad to see her step down. TV: I am among those. I've known President Milner for a long time. I knew her when she was working for continuing education. Right after she became president here in about 2004 or 2005, we had a request from her to tour the infrastructure of the campus. She was very interested in the infrastructure of the campus wanted to 25 go see the chilled water plant, and the heat plant, and wanted to go through the tunnels. I didn't know quite how to take this. Kevin Hansen assigned me to take President Milner on a tour. RL: Through all the mole holes on the campus? TV: Some of the places I'd say, "President Milner, you really don't want to go down here." She's the only one that wanted to know how this place worked and what the infrastructure was like. We didn't have any centralized air conditioning on this campus until 1968. They put two lithium bromide steam powered absorption chillers in the basement of the science lab building. As the campus grew, we had to add another central chiller. It was our first centrifugal that was installed in a separate vault way below basement grade on the south end of the science lab building. Once we got the new electric powered centrifugal in place, we abandoned the old absorption chillers which were a maintenance nightmare because they were old and antiquated. RL: It's like the difference between air conditioning and swamp coolers. TV: Pretty much. The absorbers were an energy hog, very inefficient, troublesome, and a constant maintenance issue. The centrifugal at the time was a 1250 ton carrier and it pretty much took care of the campus. We're talking the early 1980's. The campus continued to grow and expand and we were running that chiller for all it was worth. We had no redundancy. We didn't have a backup plan if that chiller went down. I remember on a July 4th weekend in the late 1990's, the central campus chiller went down. At the same time, we had a stand-alone unit at 26 the Browning Center, which was installed during construction in the late 1960's that went down on the same day. This was July 4th weekend, we had two chillers down and we had nowhere to turn. We couldn't get anyone up here because people were out of town. We finally got ahold of someone from Carrier Corporation and he worked on the central chiller throughout most of the weekend. The Browning Center chiller was 24 feet down and it had two lines, one is the chilled water line that goes to the building and the other is the condensing line which goes to the cooling towers. The ground shifted and sheered the condenser lines, so we started digging. We had to bring in great big track hoes and we just started digging and digging. When we got down there we ran across all these cables that were sagging. Those were the feeder cables to the transformers in the basement. We had to get electricians up here to take care of that. In the meantime, we struck hardpan and hit groundwater and the basement of the Browning Center started to flood. You wonder how many things could go wrong with that project. Scott Jensen was the director of the Browning Center and had events scheduled. Needless to say, he was pretty anxious to get this done. An employee named Destry Labrum and I tried to line up electricians and anybody we could find. I lived here for two or three days until we got that done. I hardly slept at all. I remember telling Destry that the sweetest sound I've ever heard in my life was that central campus chiller. There was a reason we used to have earphones right there at the door. That thing was a high pitched screamer. 27 At that time, I thought that that old carrier finally getting back online was the prettiest sound I've heard in my life. It underscored the whole idea that if we lose a chiller, we're dead in the water. That started the process rolling. In the meantime, we were doing a make-do kind of thing. We took out the old absorption chillers and we kept adding new chillers, but I did a lot of studies, which showed that we were still running out of capacity. The campus was growing faster than what we could keep up with and what we could support. I think that was part of the reason why President Milner wanted to see what was going on. I explained to her everything that we were doing. I even took her down to the vault with the old screamer and we both had our hands over our ears. We needed more capacity and redundancy in our plant. RL: She was very successful in her time in getting funding for new buildings and for remodeling on campus. We had Elizabeth Hall… TV: There was some visionary stuff going on with Vice President Simkins. He could see the need, so the cooling towers were in place before we got the central plant. President Milner was successful in convincing people to support the new chilled water plant. We're talking 5 or 6 million dollars. Now, we have full redundancy. We are totally backed up. If we lose a chiller, we have total back up. Same with the heat plant. RL: We'll continue as we get the funding for the new science building. TV: That's right. We have capacity there to handle it. RL: Were you around during the construction of the science buildings or was that already in place? 28 TV: The science lab constructed before I arrived as part of the major building boom on campus, which happened between 1968 and 1972. RL: So you would have been here as a student? TV: I would have been here as a student. As a matter of fact, I took classes from Park Guymon and we had our labs in the science building. RL: You'll come full circle because now they will get a new building. TV: That is a good thing. Honestly, the science labs have been a maintenance nightmare for us. Back then, the way they used to fireproof everything was with that spray-on asbestos. We have to be careful because they can't do a lot in that building without removing the asbestos first. We can't even work on things. It's old and worn out. A lot of the components, like the exhaust fans on the roof, you can't get parts for anymore because they don't make them. We have to buy brand new exhaust fans with a little bit of a different configuration and adapt them to keep the building operational. RL: You described President Milner as very much hands-on from the ground up. I would imagine that having that type of an administrator makes life a little easier for facilities management operations. That area did not report directly to the president, it always reported to a vice president, is that correct? TV: That's correct. RL: You just mentioned Vice President Al Simkins. Was there someone else in his place prior to his arrival that you remember? Were there influences on facilities management? 29 TV: The first vice president I remember really well was Dr. Folger who was a very personable type of guy and a very intelligent individual and he was very approachable. Even being a lowly draftsman, I was able to talk to him on a limited basis. I was very rank conscious, but he was very approachable. He came from the business end of things and had a doctorate in business. I wasn't here too many years when Dr. Folger retired. RL: Did he come in from faculty? TV: He came in from faculty I believe. He could have been an academic dean. After that was Dr. Jerry Story. I didn't interact with Dr. Story very much. Bob Folsom interacted with him quite a bit as far as anything to do with the campus. I didn't really know the man very well. He seemed like he was a nice enough guy and he'd talk to you, but I wasn't able to interact with him on a one-on-one basis. After that it was Dr. Simkins. RL: He was here for quite a while. TV: Until Dr. Tarbox showed up. RL: That would have been about 2005. With Al Simkins, you mentioned earlier that he had been interested in setting the plan in place to prevent catastrophes and to plan ahead for some redundancy and so forth. TV: Dr. Simkins was the visionary. He could see what was coming down the pike and saw the need to combine his departments. He saw what had to happen and was able to implement that. I was able to interact with Dr. Simkins through one of my all-time favorite people named Craige Hall. RL: Who became vice president over there in 1991. 30 TV: Yes, he was the associate vice president, I believe. I knew Craige when he was the director of the library here. We did some remodeling projects. He was one of the most approachable and fun guys I've ever been around, a super golfer who was terrific. We had a lot in common and he was very approachable. I just can't say enough good things about Craige Hall. RL: He was the director of the library for twenty something years and also happened to be put over the computer center. I believe when he went to the vice president's office, they moved the computer center so that it was still under him. He had quite a variety of things. He had physical plant, all of the budget and financial stuff, the athletes and the NCAA relationships and all of the facilities things. You just thought you went to a lot of meetings. TV: I remember when Craige got appointed to what we called mahogany row on the third floor. My previous dealings with certain faculty members that had been promoted to that level had not been very good. I got the feeling that once they were promoted to that level that they became very rank conscious. I didn't know what to expect when I had my first meeting with Craige Hall in his new office. I was kind of sitting at attention and he looked at me kind of funny and said, "Thomas, how the hell are you?" I said, "Fine." I guess I still didn't loosen up enough because he took his shoes off and put his feet on the desk and said, "Well, take your shoes off, put your feet up, let's talk about things." It just put me at ease. We were able to interact in that manner, keeping in mind that he's still at vice president level and I'm not, but he had that way of putting you at ease and he'd listen to you and address your concerns. He was every bit a manager who 31 could bring people together. Define the term "manager," that would be Craige Hall. I got to know his wife, Deanna, very well also. She was a wonderful person too. Those two matched up so well. I remember some of the stories Craige would tell me about the younger days when he was running for student body president of high school and some of the things they did like an airplane drop with all these leaflets. They got in trouble for that for all the litter they were throwing out of airplanes. Some of the stories that he would tell were just absolutely wonderful. I was able to interact very well with Craige Hall. He's a great guy. Vice President Tarbox was without a doubt one of the smartest individuals I've ever been around. He is extremely intelligent. RL: He didn't come in from faculty, he came in from outside. TV: That's right. He came in from the Board of Regents. We always called him Norm from the Board of Regents. You found out early on that if you have a meeting with Norm, you better have all your ducks in a row and be able to answer any question that he could throw at you. He's very detailed and highly intelligent, but he was kind of pressing the need for the new chilled water plant and later on the new boiler addition in our heat plant to replace the two worn out boilers. Both of the boilers were over 50 years old. On the facilities side, he was very much the visionary. No doubt, Craige had some influence there. RL: You had Simkins who laid all the ground work. 32 TV: He did lay all the groundwork. Norm was able to take over and run with it. Our whole energy management program as we see it was championed by Norm. RL: Okay, that's been the era that we've been in for the last few years with this ongoing green project and so forth. TV: Actually, the revolving loan fund. He championed this idea. We hired a young man as an energy manager, Jake Cain, who ended up working for me. He undertook this project to prove to administration that conserving energy and revolving and taking the energy savings and reinvesting it in the institution was actually a good idea. I remember he presented that to Norm and it's something I'd been pressing for years to get a portion of our energy savings to reinvest in new energy products. We basically proved to Norm that we were getting a much higher rate of return on our investment through energy savings than we were in any other investment that the university had at the time. Norm championed that whole idea and we now have other universities coming to us and asking, "How did you do that?" That's the type of visionary he was. He still is as a matter of fact. I think the world of Norm. He and Craige are wonderful. Every once in a while I run across Simkins in the grocery store and of course my wife, Bonnie, knows everybody. RL: She was in Human Resources for a while, wasn't she? TV: Yes, that's right. At one time she was working with the football team under Dave Arslanian. She was in charge of all the travel arrangements and had to feed the athletes and things like that. These are 18 or 19-year- old kids that have never been away from home before and she was kind of the team mom. I met her in 33 1990 when she was working for Sam Zeveloff. She went from Sam to football, and then went to work for Nandi in Student Affairs. She worked for Jan Winneford for a while and then went to Human Resources. As a consequence, she knows everybody on this campus. My standing joke when it comes to Bonnie is, "People know me not as Tom, but as Bonnie's husband." My real name is Bonnie's Husband Van Cleave. I kid her a lot about that. I could carry on about Bonnie, but that's not part of this here. We just have so much fun together. RL: Well, she's part of the campus history too. TV: She is. Absolutely. She was my gift. She keeps me grounded and we get along so wonderfully. RL: In your working with buildings and construction around campus and so forth, you probably also had involvement with some of the deans and the different colleges. Anyone in particular that had an impact? TV: Warren Hill. I enjoyed working with Warren. RL: Warren Hill who is kind of grounded came here from Pueblo, Colorado and he got here in the early nineties. TV: Right. I got to know Warren. I still see him on occasion. He's one of the greatest guys and super smart, very analytical. We got along pretty well. He was very influential and he has the type of personality that you go out of your way to try to help him out. People just gravitate to him. He's very outgoing and just a great person to be around. My interaction with other deans has not been that extensive. RL: We had some long-term people like Dean Sadler over in social sciences. 34 TV: I took a class with Dean Sadler right after he got here. I think he got here in 1968. I've known Dr. Sadler since forever ago and he's just another one of those great individuals. I interacted with him quite a bit. He was super charismatic and a great individual. He'd appreciate anything you could do for him and he'd listen to you. RL: They had some major problems in the social science building. TV: We had several problems in that building, which was built in the sixties We had insect infestations. I know that. We tried re-caulking and that building was another constant battle for us. The infrastructure is very dated. We also had heating and air conditioning problems. RL: I was thinking about the leaky roof. TV: Yes, we did have roof leaks. That building is an old building and it's in need of a total renovation. It's been a nightmare for us. RL: Was that one of the first major buildings on this campus? TV: Yes, it was built in that time period between 1968 and 1970. I do a lot of analysis of these buildings and there was a big building boom on this campus that took place between 1968 and 1973. The whole north end of the campus was totally torn up at that time. The education building was built soon thereafter. I remember seeing a campus master plan at one time and there was supposed to be a skyway bridge between the social science building and the education building. You can still see where it was supposed to be, especially on the social science building. On the second floor, midway on the east side of the building, there are some glass panels that don't quite match up with the rest of them. At one time 35 they were double doors. We finally realized that the sky bridge was not going to be built, so there was a remodeling project to get rid of those double glass doors. We've had our share of leaky roofs. Right after Mike Perez got here, we had one of those canyon winds that was super bad. We lost a lot of roofs that day. Perez and I went to the top of the stadium to see what the damage was. We were out there hanging on for dear life watching the roof of the Allied Health Science Building disappear. RL: That building was fairly new. TV: Yes, at that time it was fairly new. I also remember all of our campus roofs had to be red. They had the tar and gravel build up type of roof made with what they call Red Scoria, which is lava rock. Canyon winds tend to pick those things up and make unguided missiles out of them. We replaced a lot of windshields after that windstorm. RL: Broken windshields of the employees? TV: Students and employees had broken windshields from the flying Red Scoria, especially in the A-1 parking lot. The social science building had that Red Scoria roof as did administration. As we started replacing roofs, we started the single ply roofs. That's what started the process rolling. We still had to have red because those were the campus standards at the time. I have a confession. The first white roof on this campus is on the science lab building. I was responsible for that project and I picked white. RL: Were you thinking of heating? 36 TV: Absolutely. I was thinking about the air conditioning and the reflection of that roof in the summertime. I kind of violated the campus standard and I don't know if Bob Folsom realized that or not. Anyway, that is my confession. RL: They can't get you for it now. TV: They can't come after me. Now we are all going with cool roof as our standard. The Stromberg Center roof is being replaced now. I think the Browning Center still has the Red Scoria roof on it as does student services. RL: When the student union building was remodeled and added to, was the roof changed then? TV: That's right. That was built with the cool roof concept. There are a lot of lighting innovations and a lot of variable frequency drives in there. In a nutshell, rather than a big fan system with a 100 horsepower motor that ramps up right away, when you hit the switch, the variable frequency drives allow you to ramp up slowly to avoid sudden starts and a big spike in your energy consumption. That's hard on the motor, the bearings, the belts and you name it. There are two different ways that we're billed for energy. First, is our consumption in kilowatt hours and second, is our demand in kilowatts. When you get a big spike on an electric motor and you've got them all coming on within a certain timeframe, your bill goes up. The variable frequency drives are now our standard. We started incorporating those in the late 1990's. Another great energy saving feature of VFD's is that they provide us with the ability to run our fan systems at a reduced percentage of total load, depending upon the demands of the building. 37 RL: I would imagine those white roofs have made quite a bit of difference in reflection. TV: Absolutely. We have done so many things and those cool roofs have definitely paid off. RL: You've been here long enough that you were here to deal with that rounded cover that we had over the library. We used to watch when the wind came up and it would be moving and buckling. TV: Are you talking about the skylight? RL: Yes. TV: I remember having to replace that. There was a wind storm and we had the guys from the carpenter shop throwing ropes and cables on trying to tie it down and doing anything we could do to keep that thing from getting airborne. Of course, it was tearing up the roof all the way around it. RL: We made sure we didn't have to walk from wing to wing in there because we didn't know if the roof would disappear and you'd get sucked out too. TV: It was all hands on deck trying to save that skylight. It's one of those things where it's put in place and you don't know what the consequences are going to be until you get a severe event like some of those that we had. There have been some innovations that have failed us. The Dee Events Center was built with an epoxy type of a roof. It was a much different configuration than what you see on the roof now. RL: Epoxy like super glue? 38 TV: Yes. They'd just build it up and coat it in fiberglass and epoxy. The downside is that it was not exactly proven technology at the time, and after a while the combination of all the elements the thing started to peel and we had leaks in the Dee Events Center. The roof looked terrible. It looked like a giant hamburger bun. Through the process of evolution, we ended up with the roof that we have now. It was one of those things that didn't work out very well for us. Sometimes learning experiences come hard and that was one of them. RL: We've progressed through the different buildings. We had the student services building and Elizabeth Hall which is a little bit different. You said that we got away from the campus standard when we got away from the red roof. What about a standard as far as bricks or building colors? TV: Actually, that is still in effect. The brick color is called golden buff. That's our campus standard brick and you see it everywhere. RL: Except the business building. How did that happen to turn out the way it did? TV: That was a sore spot with Bob Folsom. We had a dean at the time that wanted something unique. RL: What year would that have been? TV: That would have been about 1980 or 1982. It was one of the first major buildings built after I arrived on campus. I remember Bob Folsom was very upset about the glass, but Sterling Sessions forced that issue through. He was a very forceful individual and he was determined that he was going to have his way and he got it. It was a major sore spot with Bob Folsom that he was able to do that. There 39 are still some elements on that building that are the standard brick, but it isn't pronounced. RL: At that time, the glass building would have been the trend, wouldn't it? TV: Correct, but Bob was the architect and everything had to match. The student service building is also somewhat innovative with the exposed concrete and things like that. The architect's name was Astel Erickson. I was involved in that building. We had some nightmares in the student services building too. From an energy standpoint, it was highly inefficient. We have all these great big high intensity discharge lighting. They are 175 watt HID and 250 HID and they were pointed upward through a skylight so that people could enjoy the ambience at night. I remember fighting him about that. They're up there 24 feet and I wondered how in the world we were going to change those light bulbs. I was basically told that was a maintenance problem. So, we just let them burn out. That was our energy efficiency. It no longer shines up to the skylight in the middle of the night. I never saw the architect drive by too often to see that. He was the same architect that did the Allied Health Science Building phase one. We had a lot of leaks in that building from the sloped glass. You'd get a pinhole and it'd start to work, but the wind would make it move and it would leak. We've done that about three times to try and keep the leaks out and it still leaks. It's just inherent in that type of structure. RL: The new dorms have normal windows and no big glass feature. It looks as though the new Stromberg addition is going to have a lot of glass. Is that going to 40 have a lot of glass in an open area? What will that do in terms of glass facing toward the west as far as requiring more air conditioning because of the heat with the late afternoon sun? TV: Remember when I was saying that if engineers built everything they'd all look like Wal-Marts? That building was kind of an ugly building and it needed some help. It was not a very welcoming building. I see both sides of the equation. West facing glass is an energy manager's nightmare, but you have to be sensitive to the overall picture of things. That building is going to be spectacular. They've done everything they can as far as minimizing the impact on the HVAC. We have the low emissivity glass that is going to be throughout. The sun shining through is still going to have an impact, but we're trying to minimize that impact. RL: Has it grown as the project has progressed? TV: No, this was from square one. RL: Was it? The early drawings that we had seen, it was a much smaller approach and it was really just going to be an entryway. Now it looks like major facilities are being added. TV: It's funny you should mention that because I kind of picked up on that myself. From the conceptual drawings that I saw, this has grown. I'm not in the project management end anymore, so I'm not sure how this evolved. It is going to be a big addition. RL: Now you're doing the energy analysis, not necessarily having anything to do with construction? 41 TV: Yes. I do a lot of energy analysis and scheduling of our buildings. We waste a lot of energy at night because the lights are on and nobody is home. The building automatic and control is a complex system where all the buildings are tied into our central automation center. Of course, we have controllers, wires, panels, and variable frequency drives in all of our fan systems so there are a lot of things that can go wrong. Part of my job is to look at all the spikes in consumption. I get read outs as often as I want to download them. I can see all the spikes in consumption and I figure out what is causing the spike or the increase in the loads in a specific building. We are soon going to be able to meter every building on this campus for electricity, chilled water, steam, water, domestic water, and natural gas, but to do that we have to have all of these meters installed. They all have to have certain set points and parameters to set them. Another part of my job is to dig out all of the information for a particular building and what it requires so they can adjust the control set points to the demands of the building. RL: While you're working on this project, have you been able to find things that have required big changes that you were able to influence? TV: We've made a lot of big changes. Have you been to Dee Events Center lately? RL: Not lately. TV: The primary responsibility for this belongs to Jake, but I'm kind of a sounding board too. That kid is smart. Don't tell him I said that, okay? In the Dee Events Center arena, we had forty-something 1500 watt HID lamps. Including the ballasts that were probably pulling at least 2,000 watts a piece. Multiply that by forty-something and all of a sudden you've got a big electricity load and also a 42 big heat load because of the heat coming off the bulbs. The amount of light you get off an incandescent light bulb is about 10 or 15 percent of the actual energy input and the rest is all heat. That gives you an idea of what goes on at the top of that dome where all the heat rises anyway. We're using all LED's now. I give the credit to Jake for this one. RL: That's quite a bit cooler, isn't it? TV: Absolutely, and it's reduced the load on our chilled water plant. Plus, they're so quiet. The humming from the bulbs is gone. The first time I was in there I thought, "My gosh, it's quiet in here and all the lights are on." It's one of those side benefits from an operations perspective. We had so much trouble with those ballasts on those HID lamps. The heat was killing them and we were replacing some pretty high priced ballasts on a frequent basis as well as the light bulbs. Those LED's are supposed to last for about 20 years or some phenomenal number. It cuts back on the maintenance burden. This is a win-win. We actually had engineers show up to see how we did it. We had the University of Utah show up and ask how we did it. We have people calling us from all over the nation asking how we did it and they want to come see it. Needless to say, that makes Kevin Hansen just delighted. One of his goals was that he wanted people to come to Weber State and see what we're doing, rather than us going to them to see what they're doing. RL: You save travel money. TV: Absolutely. Plus, it puts us on the map. It's one of those really neat things that we're doing. Have you seen all the solar panels on the roof of the Swenson 43 Building? That supplies all the hot water for the swimming pool. It's almost a freebie. It cuts back on spending for natural gas. RL: Well, it cuts back on the whole global warming thing as well. TV: Absolutely, anything we can do. We've also seen a huge savings from our central chilled water plant. We send water out of the chilled water plant at 44 degrees. It goes down the campus through the pipes and goes to all the buildings and it comes back to us at about 56 degrees. When it hits the building, you don't want 44 degree air coming out of the registers, so we temper it by running a boiler. It hits the reheat coils which are supplied by hot water. So, basically, we're cooling off all this air and then heating it up at the room level. There's something wrong with this picture. So, when we had to shut down our central steam system for the new boiler installation, we thought, "Let's use this opportunity to accomplish several things, like some much needed repairs in our tunnel system and raise the set point on our chilled water plant to where we are now pushing down 54 to 55 degree water, and let's see what happens." Last year, we hit one million dollars in savings over our base year by doing just that. Rocky Mountain Power has kind of a love-hate relationship with us. They've built new plants to supply us, but we're saving a lot of energy and a lot of money for the campus. Those are the fun things that we get to do. I remember Jake telling me that, after we raised the set-point on our chillers, Rocky Mountain Power sent their technicians to our sub-station on two separate occasions to verify that the meter was working properly. The energy savings were that substantial. 44 We're working on projects now where I'm still identifying each individual fan system and scheduling when it runs and how often we should change the filters from both an energy perspective and an operational cost savings perspective. It takes more energy to push air through a dirty filter than it does a clean one. We still have to maintain a certain quality of air coming through our campus. I think we overachieve in that aspect. We're using a Merv-13 filter, to replace the old Merv-8. The rating has to do with the amount of particles that are trapped. The higher the number, the more particles you trap. With these Merv- 13's we're able to maintain the air quality and we only have single stage filters instead of two-stage filters to do the same thing. We're saving money on the operations end and by changing them on a regular basis we save energy. You make it a win-win situation for everybody. The customer is happy and we're happy. We're saving money from not only energy, but from our operations maintenance budget. RL: I was going to ask you if we are making enough power that it does not have to be purchased by Rocky Mountain. TV: We're not to that point yet. We have several proposals in the works. Right now between the Davis campus and the union building, we might be at 8 percent of our total usage. We have plans in the works for Davis in particular. There's a lot of wide open space out there. It's in the planning stages and we're running the numbers to see if we can fund it. We want to generate at least 40 percent of our energy consumption for the Davis. This is in the future. That's what keeps me hanging around and showing up to see what happens next. 45 RL: Could you have windmills? TV: We're thinking about that. The permitting is a nightmare. I think a guy at the mouth of Weber Canyon found that out the hard way that it's a nightmare. You have to have a certain velocity of wind. The mouth of the canyon is really high velocity wind. RL: It can't be sporadic. It has to be steady. TV: You don't want this thing to get airborne on you. It has to be somewhat constant wind flow rather than in the morning the wind blows like heck at the mouth of the canyon and it dies off in the afternoon. I don't know if Davis has the velocity. There are a whole bunch of studies that we have to do. RL: Solar panels are good anyway. TV: Solar panels are great. The cost is coming down and the efficiency is going up and that's why I bought them for my house. I'm looking at a four to five year payback on my investment with all of the tax incentives and rebates applied. They become more and more viable all the time. It's also a good recruiting tool. Students show up and they see the solar panels everywhere. The new generation is thinking green and they pick up on these things. It's a recruitment tool, an energy efficiency tool, and it cuts down on the wear and tear on our equipment. RL: Earlier you talked about people who mentored you over the years. Have you had opportunities to pay it forward? TV: I try and take every opportunity. We have a bunch of young guys up there. RL: A lot of enthusiasm, but you have to curb it a little bit, don't you? 46 TV: I'm able to mentor these young guys and show them the how and the why. Jake is to the point now that he can fly on his own. He knows about the politics and how to get things done. I'm still kind of a sounding board and we discuss things. In my many years there, we had a lot of people who were content to complain about their position in life, but didn't want to do anything about it. I remember one young man that used to work for me. He came to me and told me that he wants my job. I said, "Okay, well here's what you have to do." I started laying it out for him and said, "You need your degree and you already have one of those, but the next person that sits in my chair will have a master's degree." His response was, "I can't do that." I said, "If you still want my job, this is the way you're going to have to get it." He decided not to go back to school and all I heard were his reasons why not rather than, "I can do that." The person who took over in my position has a master's degree. It has become more prevalent in what is now a profession thanks to Mike Perez and Kevin Hansen. It is now a profession, not just a bunch of maintenance guys in bib overalls. RL: It's not an internship. TV: That's right. We have some bright young guys coming up. There's a young plumber up there named Dustin. He's a real character in his own right. He wants to know how things work. He's planning his future, he's taking classes, and he's getting his degree. I have an electrician who is the same way. They can see what they have to do to succeed. RL: It's not just hands-on, it's got to be an underpinning understanding. 47 TV: Right. The hands-on is the foundation. You know how things work, but now you have to figure out why it works. Those are the type of guys you try and mentor. There's another young lady who works for us named Jenn Bodine. She's about the smartest person I've run across too. She has her master's degree, but now she's curious about mechanical type stuff. She's going back to school to get her mechanical engineering degree. I say, "Hey Jenn, I'm going down on campus, do you want to come? Let's go see how this works." That's what I get to do. That's another fun part of my job. I get to do those things now, whereas I didn't have time before. RL: Okay, so we've touched on your time as a student and how you've progressed professionally. We've talked about your relationship with administrators and other individuals on campus. What haven't we covered that's important from your time here at Weber? TV: One of the more outstanding personalities from our facility is John Burkes. John was born and raised in Tupelo, Mississippi, and came to Weber State University about four years after I did. I met John one day at the old racquetball courts in the Swenson Gym. He was looking for a game and so was I. Over the course of the next 20 plus years, we became quite good friends. We played golf together, played a lot of racquetball and went on fishing trips together, the most notable of which was to the Kenai River in Alaska. I learned how to play racquetball by taking classes from Lyn Corbridge. Even though "Corb" is a few years older than I am, I could never beat him one-on-one. I also played a lot of racquetball with Ron Deeter and Scott Loughton. Mike Vause is another real character that I 48 came to know quite well. The English Department seemed to have a lot of them for some reason. RL: Connections that one wouldn't necessarily associate with as someone in your position and yet it's more of a social thing, but I'm sure it comes in handy as you're trying to do your job. TV: It's those intangibles that you cannot put your finger on. It's not all about salary and benefits. It's the other perks like the interpersonal relationships, the gym time, and the ability to interact with the deans and professors. RL: Let's face it, in higher education regardless of your position, you're not here for the money. TV: You're not going to die rich from this place, but it's good all the way around. You have to look at the total picture. That's what kept me here for all these years. Many years ago, the student body president here at the time, Mike Aarve, wanted a "W" on the mountain like the big "Y" at BYU and the "U" at the University of Utah. I remember it went through a whole bunch of stages and I asked, "You want that thing where?" He wanted it above the campus. There's a road there that sits right up on the side of the bald face hill. I thought, "How in the world are we going to do that?" You can't pump the concrete up there. At the time, all they had was a bunch of rocks or a white wash that was the "W." Anything to do with concrete or anything like that was totally impractical. So, they hatched this idea that they wanted a living "W" on the mountain made out of trees. This was in 1982, and I remember that specifically because Dean Hurst 49 and I were on top of the administration building with a transit and we had guys all over the side of this mountain laying out this "W." RL: Was Dean over in development at the time? TV: I think he was. I had a broken collarbone at the time from the same motorcycle that I got my separated shoulder from. I had the radio and Dean had the transit and we were making these guys move all these 2x6's. They were going all over this mountain laying out this great big "Flaming W" and it was huge. The students all got together and raised the funds. We put a drip irrigation system in with a pump and I think the pump house is still there. I can't remember the exact number, but we hauled up thousands of trees. RL: What kind of trees? TV: They were Dwarf Sumac. We had a daisy chain of students and football players and digging them in with peat moss and we got all those dog gone trees up there. When we finished, we walked down and started admiring our work. Later on, it became apparent that something was going on up there because the trees were disappearing. What happened was we planted all those trees and the deer went nuts. They had a built-in smorgasbord. The official parting line was, "It's all the alkaline in the soil that killed the trees." A young man in our office was doing layout work for the new "Flaming W" a couple of years ago and he told me that the stumps are still there. That was one of our more notable, funny failures. RL: Oops. Was that paid for with student funds? TV: I don't know exactly how they paid for it all, but I think lot of it was donor funds. 50 RL: Well, it was a good idea. TV: Nobody researched that very well. RL: Now we have the flaming "W" that's lit just a couple of times a year. Is that done on extension cords or did you actually have to wire the mountain side? TV: Actually, they have a portable generator they take up there. Remember I was talking about, Lynn Kraaima? That was his responsibility. He'd haul a generator up there every year for homecoming and light the "W." It's a different configuration now than what it was back then. It's all done by generator now. I don't know who's taken that over since he died. He was one of the other great guys I met up here. I've met a lot of great people up here. RL: There's got to be a reason why we all come back and we all stay here. TV: That's right. There's got to be a reason to get us to keep getting out of bed in the morning. RL: Is there anything else that you want to talk about? TV: I could talk forever about this place, but those are the more notables. RL: I certainly appreciate you taking the time to come and talk with us. TV: I'm honored. I'm really honored with this. RL: You've given us a totally different perspective of the campus. Weber is made up of a lot of people at different levels with different responsibilities and you've shared some things about what you've worked with over the years. It all started out with a Weber education. 51 TV: That's right. It all started out with trying to catch those old fish in front of the campus. We do have an aerial photo of campus that was taken in the early 1960's that shows that house and the pond. RL: What was that house used for? TV: I'm not too sure what the house was used for at the time. We had a lot of residences that were along Harrison Blvd. There used to be a road that came right down past the bell tower. I remember parking my car there so I could go to my classes in the TUB. It connected with the road by the administration building and there was a row of houses in there. The university acquired a lot of houses over the years. RL: Speaking of white buildings and houses. Were you here when the president's residence burned down? TV: I was not. I came right after that. That's when Joseph Bishop was here. RL: So your memories are of different white buildings? TV: Yes, this was on Harrison Boulevard and the aerial photo shows it. It's a validation of what I think I remember from my junior high school days. RL: That's wonderful. Thank you for taking the time to come talk with us. We appreciate it. TV: Thank you for the opportunity. This has been great for me. It's been a lot of fun. 52

Transcript of an oral history interview with Robert F. Crecco, conducted by Jennifer Payne on 28 August 2013, at the Norwich University campus in Northfield, Vermont, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. Robert Crecco was a member of the Norwich University Class of 1947; his education was interrupted by his military service in World War II. His experiences during the war and as a student at Norwich University are discussed in his interview. ; WWII WW2 World War II World War Two World War 2 ; Robert F. Crecco Oral History Interview Interview Date: August 28, 2013 Interview Location: Sullivan Museum & History Center, Norwich University Interviewed by Jennifer K. Payne Transcribed by Thomas H. King III JENNIFER PAYNE: Today is August 28th 2013 and I'm with… ROBERT CRECCO: Robert Crecco and, what else would you like to know? JENNIFER PAYNE: What is your date of birth? ROBERT CRECCO: April 27th 1925. JENNIFER PAYNE: And where were you born? ROBERT CRECCO: Medford Massachusetts JENNIFER PAYNE: And where are we right now? ROBERT CRECCO: We're in Killington at the Woods Resort where we've been coming for the last eight years and we're up here for July and August. JENNIFER PAYNE: What is the address we are at? ROBERT CRECCO: This is 53 Woods Road, Killington Vermont. JENNIFER PAYNE: Thank You. JENNIFER PAYNE: Alright. So I've got some questions I'm going to ask you again from the survey if that's ok? ROBERT CRECCO: Yes. JENNIFER PAYNE: Okay. So how and why did you join the service? ROBERT CRECCO: Join the service? JENNIFER PAYNE: Umhmm ROBERT CRECCO: I was drafted, and I was drafted while I was attending Norwich as a freshman, and I was inducted in Montpellier and then sent to Fort Devens for pulmonary activities and then sent to, I think it was Fort McClellan in Alabama for basic training. JENNIFER PAYNE: Where were you when you were drafted? ROBERT CRECCO: I was at Norwich and I think there was about a 179 freshmen at that time and the school was basically taken over by the Air Corps. There were 1200 Air Force Cadets and so the school revolved around them and it's surprisingly that Norwich had a freshmen class. All the classes had left, the junior and seniors were immediately inducted in to the service and the sophomores were being decimated by drafting and so forth. So the school basically, (coughs) was empty and I guess they had a contract with the Air Force to give the Air Force the basic training in education I guess and also calisthenics and everything else. So we merged within basic we didn't, all the dormitories were taken up by the Air Force and so we stayed in the fraternity houses. I stayed in the Theta Chi house and then SAE and Sig Up were also occupied then there was another one and I can't think of the name and then there was a four or fifth one called the Lanscers. So, we freshmen were in those places and we had Air Force non-coms as our instructors and, I think, the academic courses were all those set up for the, for the Air Force so we took the same courses. Which was basically a little different from the normal Norwich curriculum, like we took Chemistry, Physics, Geography, I think we took English, and Mathematics. There were five courses as I remember and we didn't sit in with the Air Force. Our classes were with ourselves so you know the, the freshmen. But we had the same curriculum as the Air Force, because I guess the faculty was geared to do that and so we participated. So I got drafted out of Norwich, (clears throat) I (un-audible) my throat here. JENNIFER PAYNE: Do you want a glass of water? ROBERT CRECCO: That would be good. JENNIFER PAYNE: Okay, alright. ROBERT CRECCO: And I was the first one to be drafted. Cause basic I was I think I was the about the oldest follow in the, the group. I was 18 in April in my senior year in high school and most of the, the fellows with me were under 18 and, that's the reason why I was the first one to get drafted, because I was the oldest one in the class. JENNIFER PAYNE: What year, what exact year and month was that, do you recall? ROBERT CRECCO: Well I graduated in 1943. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And, we started. I think we started in August and, I believe it was August, it was early, actually it was, it was, it was a little undecided whether Norwich is going to have a freshmen class and so, we didn't know until just before they asked us to come up that they were going to have a, a freshmen class. JENNIFER PAYNE: How did you decide to go to Norwich? ROBERT CRECCO: Well, a neighbor of mine, was at Norwich. Ya know he, I was talking with him before he even came up and he sort of convinced me it was the place to be and so I said ok and he was a freshmen, but then when I got up to Norwich there was actually no classes there and I found out later on that he had received an appointment to West Point. And so he would even if the, the whole discombobulation hadn't happened because of the war he probably would have left any way and, and even though he convinced me to come up, that he wouldn't have been there and, I lost track of, his name was Louie (Lacanti) and I lost track of him, and the strange, on our last cruise or a transatlantic in last past April one of the people with us at our table was a Colonel. Who had been at West Point when Louie was there and so I asked if he knew Louie and he said, not really, he says I know the name. And I said can you check later on to find out whatever happened to Louie but I never did hear from this person. But anyway I, I, I, as I say I get drafted and, inducted in Montpellier, and then they made me acting corporal to take the crew down to Fort Devens (Chuckles) on the train at that time there was a train travelling back and forth between Montreal and White River Junction. JENNIFER PAYNE: Umhmm. ROBERT CRECCO: And it split in one part went to New York and one part went to Boston. So we get down to Fort Devens and, eventually get to my basic training at Fort McClellan. JENNIFER PAYNE: So did you have a choice in where you went or.? ROBERT CRECCO: No I didn't but they told me at Fort Devens that, I was to be put in Army Specialized Training. Called ASTP, Army, specializing training program. Yeah. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And that I was scheduled to go to Texas A&M for the specialized training, but three months later after basic, conditions changed and the war plans and so forth and they decided to cancel all ASTP programs and, since we were being trained as an infantrymen we were to go back to that and we shipped out for England about a month later. JENNIFER PAYNE: Wow. ROBERT CRECCO: And so we're on a troop ship that went to, went to England we came in at Bristol England. It was on an Australian, meat, refrigerator ship. I guess they used to bring mutton from Australia to England with it but that was our troop ship and it was pretty bad. It was run by, by Australians and we'd have some real, real bad food. But anyway it was, it was, it wasn't that bad. JENNIFER PAYNE: What, what was the food do you remember? ROBERT CRECCO: Oh things like, fish for breakfast, and then something like a porridge, ya know it was almost like gruel. Ya know and some bread. Things like that and I don't remember much about dinner. We didn't have lunch. We had breakfast and then we had dinner early and I can't remember much about the dinner. JENNIFER PAYNE: That's okay ROBERT CRECCO: Yeah JENNIFER PAYNE: But it was, it was not a fun ship it was ROBERT CRECCO: Oh no, no JENNIFER PAYNE: (Chuckles) ROBERT CRECCO: We were packed in there like sardines. And the smell below deck wasn't too great. JENNIFER PAYNE: What did it smell like? ROBERT CRECCO: Well sweat, and people, and ya know that sort of thing you get used to it after a while but we were always up on deck when we could be. JENNIFER PAYNE: What did you do to pass the time on the ship? ROBERT CRECCO: Well we used to have, formations, and calisthenics, and lectures. Ya know military indoctrinations so forth. But that was it. JENNIFER PAYNE: So what happened when you got to Bristol? ROBERT CRECCO: Well we went into, went into camp. Near a place called Leamington. And we're in tents and I think there were what four, four men to a tent, yeah, and all we did was march, and march, and march up and down all those, those winding roads in, in England and of course we got leave. But they told us, ya know, don't go to the restaurants because they don't have much food and you got all the food you need right in camp. But we did get fish and chips and you go into a place and ya get a, a newspaper full of a, of the fish and chips and they were delicious, they were delicious. At that time they were using Cod and we heard later that there was a Cod war between England and Iceland cause England was in Icelandic waters and there was a standoff there and they had destroyers and there Icelandic trawlers out there with guns on them and I guess they came to an agreement any way but… (Laughs) JENNIFER PAYNE: (Laughing) ROBERT CRECCO: Cod, Cod was a, is a very well-known food in Europe. All the, all those foreign countries sent trawlers way over near off Nova Scotia for Cod and so forth. But that goes on too long and there's not much Cod left there. JENNIFER PAYNE & ROBERT CRECCO: So JENNIFER PAYNE: Yep ROBERT CRECCO: I guess you'd want me to continue with this… JENNIFER PAYNE: Yeah ROBERT CRECCO: What we're doing over in England. Well after it seemed like a long time with this, this training over there. We finally get word to, pack up and, get on these trucks and low and behold we're in South Hampton and they loaded us on ships and the, the, the initial attack on the continent had, had begun. And we were on the ship I think overnight and then finally we sailed the next day and it was on the second day. I forget the, what it was June 6th, June 6th was the initial, yeah, so it would be June 7th, late in the, late in June, late on the June 7th, that we landed in Omaha beach. JENNIFER PAYNE: What was that like? ROBERT CRECCO: Well, it was still a mess, ya know the fighting had proceeded up off the cliff and they were going inland and the beach was littered with all kinds of equipment, there were some, still some, dead bodies on the beach, they had been lined up and so forth and I guess they were in the process of taking them off. And so after we get off from the beach we went up on the, on the, on the top of the cliffs. They had already pushed a couple of miles inland. The, the Rangers had cleared the cliffs the previous day even though they sustained quiet heavy casualties. And then the 20, I think it was the 24 th, 24th or 29th, I'm not sure, yeah we didn't know what was going on. All we knew was that we had to get off the, the landing craft but we didn't know it was, what was, we could hear the, the, the noise up ahead, ya know the shells and everything. They were still bombarding the area from the, the battleships and the cruisers and they were still shelling way inland but, then we got up of the area there and they kept us there for a while and then they told us to advance and evidently the, the advance, the lead troops had pushed way inland. And so we weren't in the front line at that time we were in the backup and, I think maybe ten days later I was with the second infantry division. And about ten days later, we were near Saint-Lô. And, cause the approaches of Saint-Lô was surrounded by small villages. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And the, we were near a village as I remember, it was called Sofria, Sofree, Sofra? I don't know how they pronounce it. And it was near that village where I was on a patrol and I got, I got wounded. By a, a mortar shell. JENNIFER PAYNE: What happened? ROBERT CRECCO: Well we were on patrol it was, it was at night, and ya know that whole country there is full of hedge rows. And these hedge rows would, would be, you'd have roads going, not roads even, these were dirt roads going between the hedge rows and then across the hedge, or on the near side of the hedge row would be a little pasture and then on the other side road would be another hedge row and then a pasture and the hedge rows all the way around that's how the country in, in Normandy was, was either made that way by the people or I, I don't know but anyway Normandy was full of hedge rows and it was very difficult fighting in those areas. But then we were on patrol at night. Patrol is you go over a hedge row and then you'd sit there and see what the opposition or the Germans were going to do. Whether they were putting out patrols either and this is known as feeling out what the enemy is doing and so they, they, they must have seen us because they sent over three mortar shells and there were three of us and the Sergeant got killed and I was wounded and the other g-, the other fellow he didn't get hit at all. So we dragged the Sergeant back to the, our lines and I got wounded in the arm and also my foot so I got evacuated. At that time they were evacuating everybody to England. They, they had, we had, we had controlled some air fields so we're able to get these ambulance plans there and, so they'd load them into one of those and I got evacuated to England. To a general hospital near Oxford. JENNIFER PAYNE: Yeah ROBERT CRECCO: Oxford and, what was the other town? I can't think of the name of the town now that, Shakespeare. JENNIFER PAYNE: Stratford-Avon ROBERT CRECCO: Stratford-Avon, right, ha, was near there, because for activities they took us to Stratford-Avon to and we went to see the Shakespearian plays. JENNIFER PAYNE: When you recuperated. ROBERT CRECCO: Yeah, yeah, so I was in the, I was in the general hospital for about two months JENNIFER PAYNE: Wow ROBERT CRECCO: Cause I couldn't walk. And then, then it got infected. So I was there for about two months and they reclassified me as limited service but then they sent me back to France. But ya know while we were in England, we, we had, it was pretty good. We got to visit a lot of places and see a lot of those Shakespearian plays. And anyway I got sent back, on reassignment, and they sent us back to Paris. And I was in a reassignment depot and we got some leaves to Paris and so, I went to Paris and it was all right but, ya know I was really not into it. And I was still pretty young and some of these guys were hept for getting drunk and then picking up women or and actually going to some of the whore houses and I was, I wasn't into that. I didn't enjoy Paris that much. But anyway, when I got, we got reassigned. Since I was on limited duty I wasn't going to go to a, a combat, well not combat, but I wouldn't be going to a front line outfit and so I ended up in, in 90th division of 5, 547th? What was that? It was 530, no, yeah 537th headquarters battery on an automatic weapon, it was an automatic weapons battery, they had multiple 50s mounted on halftracks, and they had anti-aircraft guns and I was in the headquarters duty, (Chuckles), and they were looking around to put me to do something all of a sudden it was, this Warrant Officer was in charge, he said, you went to, you went to college didn't you? And I said, (Chuckles), well we're going to have you do the morning report. And the morning report was a form and description as you put what happened of what happened in the battery and how many, how many, how many were killed, how many were wounded, how many were sick, how many had to go to the rear and then what the activity of the battery was that day. And it had to be signed by the commanding officer of, of our group which was a captain and, that was my job, which was a nothing job, ya know. Which was fine by me because it kept me out of the frontlines being on limited duty. So that's how I survived the war and when the war ended we were in occupation duty, which wasn't too much and all the fellows were fraternizing which was against the rules but either during, during the war or towards the end, the last few months some of the fellas who knew German, because we had a couple German guys, the original group was from Texas and I guess where they were from there was a lot of German people and they, they knew German. But they would go out at night and bring food with them and go to these houses where they knew there were women and, so they used to have a pretty good time and they'd used to bring the food there, and then, course the people didn't have much food at that time so they were very well welcomed. But anyway after we got, after the war was over we sat around for, I think a month or so. And then we got sent up to, Amsterdam, oh Brussels, Brussels and we stayed in tents up there for a few weeks and then we saw the star, the star, Stars and Strips newspaper on day and big headlines was Atomic Bomb dropped on Japan, and then a, next day another bomb had been dropped. Well we were sitting there waiting for transportation back to the states and we were to be retrained for, well I wouldn't be but I would be with some unit that was going over to the Pacific, ya know for Japan and so the dropping of the bomb, we didn't understand, ya know the implications of this until we saw a reading in, in the Stars and Strips that the war was coming to a close in the Pacific and instead of being retrained for that we would be sent home and then they had a points system. They decided that the order in which you would go home be decided in the number of points you have and points took everything from years of service, overseas service, combat service, if you were wounded or something like that, so it all add up to these points and low and be hold I had enough points so I knew that as soon as we got a ship I'd be sent home and then eventually discharged. So I got home and they, where was it, not Fort McClellan, is there another camp, let's see. JENNIFER PAYNE: Po New York? Nope that was… ROBERT CRECCO: Well let's see. We did come in New York. But then we get, sent to another camp I think in Alabama, I can't remember the name. JENNIFER PAYNE: Do you remember where you were when you, when you heard, when VJ-day occurred? ROBERT CRECCO: I think, I think we were on the ship coming back. And it was a little better ship, it was a transport, and an American transport so coming back was, I think, I think it was either, was either on our last couple of days in camp in Brussels or on the ship that we heard that VJ-day had occurred. But by that time they already set the point system because they knew the war was coming to an end, after they dropped these bombs and so forth. And we, I got, I got that 30 day furlough when we, when we, when we got to this camp fort, I didn't say over here, Fort Brag, Fort Brag. We were sent to Fort Brag and then they gave us a 30 day leave from Fort Brag, so I spent it home in Medford and then we had to report back. Reported back and then they told us we were going to be discharged. So all this time back and forth and they could have done it right in the beginning but I guess they weren't ready. And so I get discharged and I came back to Medford and then all my old friends we got together. They were all out of the service too. And we just paled around for a couple months and I got tired of that so that's when I, I got in touch with, well I didn't get in touch with Norwich right away. I was looking around for what I wanted to do. And a doctor friend of my father's talked me into being an optometrist. A, with a medical degree though, it was not, it was a ophthalmologist, ophthalmologist. So he says, I will recommend you to go Pennsylvania, University of Pennsylvania and so I applied there and they came back and said, we are deluged by veterans and we can't take you for a year and a half. They suggested I go back to Norwich and take prescribed courses and at the end of my sophomore year they would take me in. And so I get in touch with Norwich and they say yeah come on back, (Laughing), and I said well, ya know I'm not keen on, on this military and they said, well we're giving veterans the option of going into the military, I mean the corps or coming in as civilians. So I opted for the civilian and so I came back to Norwich and they gave me credit for the courses I took when I was with the, taking the Air Corps curriculum. And there were just as many veterans back as there were Cadets in the Corps. Ya know they had started the Corps again and they were getting young fellas to come into the Corps. And I came back as a civilian and I roomed with Bob Dorman. JENNIFER PAYNE: Ah ROBERT CRECCO: And (Hobie?) Smith. Bob Dorman had been a junior here. Umhmm ROBERT CRECCO: And (Hobie?) Smith would have been a junior too and we roomed together in Alumni Hall. Alumni Hall was pretty crowded with all the civilians there and. Bob Dorman was sort of a screw up. All the years he remained a, a, a senior private in the corps (Laughing) and (Hobie?) Smith had been a corporal or a sergeant, I'm not sure, but Bob I think almost got thrown out of Norwich when he was here, before the war and he got involved with a girl from Barre and, this is when he came back afterwards and so he, he had his ups and downs with her and Hobby Smith and I were not involved with anybody we were just trying to get the job done that we came back to do and Bob Dorman a Sigma Alpha Epsilon fraternity guy and same with (Hobie?) Smith. So they both got me into Sigma Alpha Epsilon and after that first year in Alumni Hall I didn't live down in the SAE house and that was a good deal I didn't have to eat in the mess hall, we had our own cook who prepared all our meals, breakfast, lunch, and dinner, and this was all for $25 a month. I mean but things were pretty, still pretty cheap there, there were people were making $18 dollars a week as clerks, ya know in stores. Salaries were pretty low it's no wonder we could live there for $25, so I, I, I was bunking in a room with Lenny (Fillam?). Lenny (Fillam?), the fish man we used to call him, cause his father owned a wholesale fish company in Boston and Bob Dorman's father was, was a correspondent for associated press, he's from New Jersey. And (Hobie?) Smith was Connecticut I think his father was a lawyer. So we, at that time I was getting support from the VA for college, I was, I was on the PL 16 because I was disabled and I was getting more money then you would've regularly get. And I had, in order to get the PL 16 I had to tell them what I was studying for and I was, I was taking, courses that Pennsylvania had said I should take. I was taking German, analytical geometry, calculus, physics, chemistry then I took an elective in history. And I was plowing through that but not doing too well. Ya know I did alright in chemistry but physics, the labs were killing me and mathematics, analytical geometry I was doing alright in that, German I was, the first year was ok, the second year I just couldn't hack it. So I wasn't doing too well in these courses they wanted me take in preparation for opthalamy, optho-, ophthalmology. In, in Pennsylvania and I was beginning to like history and English. So ya know I, I, I was getting B's and C's but a lot of C's in, in the courses they wanted me to take. So I decided this wasn't for me and I started taking more English and history courses and I decided to drop all this other stuff. And I had put down for the VA I was going to be a teacher. And then I remember my senior year I had courses in teaching and I have to practice teaching at Northfield High and after a fe-, couple of semesters of that I said this wasn't for me either. (Laughing) So I, I, these, these kids in, in Northfield High weren't interested in history at all. (Laughing) I don't know what they were interested in but I could tell I wasn't making the head way so I decided to drop that and I was on the newspaper in my senior year I became editor of the Guidon. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And I decided this was a thing I'd like to be in, public relations or writing, editing and so forth. And so I graduated in history and I was able to take summer courses and everything else so I get out. I got my degree in two and a half years. JENNIFER PAYNE: Wow ROBERT CRECCO: And cause I went summers and everything else and I took accelerated courses which they offered to veterans cause lot of them, a lot of these veterans were married. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And some had children and they had a veteran's village made up of surplus government trailers. JENNIFER PAYNE: Where was this, where'd the put them? ROBERT CRECCO: It, it, ya know on rt.12A? JENNIFER PAYNE: Uhuh ROBERT CRECCO: There was a pasture in there where they set these up and it was veteran's village and these married people were there and some of them had children. And I remember they'd get extra money, these married veterans selling sandwiches at night and so forth. JENNIFER PAYNE: They sold sandwiches, what kind of sandwiches? ROBERT CRECCO: Well they would make ham sandwiches and roast beef and stuff like that and they would come around at night and we would buy the sandwiches from them. And, that was one of the interesting, ya know they were doing all sorts of things to get extra money cause the, what the government was paying them wasn't, wasn't enough. And they had to pay rent in those trailers. But any way, I graduated in 1948 as the class of '47 and my roommate had, was getting married, Bob Dorman getting married (Laughing) he, he was a character. He, he got into an argument with his wife and they were downtown Montpelier and he jumped off the bridge into the Winooski River. He got so mad at her or something like that. JENNIFER PAYNE: On Stonecutter's Way? ROBERT CRECCO: What's that? JENNIFER PAYNE: On Stonecutter's Way, that bridge? The little bridge. ROBERT CRECCO: The Bridge entering Montpelier JENNIFER PAYNE: Oh, from Rt. 12, yeah. ROBERT CRECCO: Yeah, right JENNIFER PAYNE: He jumped into the… ROBERT CRECCO: He jumped off the bridge there. And another time he went into the what is now the, the hotel. Not, not the Pavilion, at the. What is it? The, the Hotel in Montpelier. JENNIFER PAYNE: Oh the Capital Plaza. ROBERT CRECCO: The Capital Plaza yeah, it was not the Capital Plaza it was some other name and he was so mad at something he, well he was drunk too he got in and just ripped the toilet off. (Laughing) He, he was, he was a big guy, he, he played on the football team and he get so incensed at something and then he was drunk, he pulled up, just pulled up the toilet off the. JENNIFER PAYNE: The whole thing, not the lid? ROBERT CRECCO: No he just pulled up the whole, the whole toilet and of course there's water all over the place. But any way he got into trouble all the time, but he eventually married this woman and they had, they had three or four children. In fact he still has a son that I think live in Castleton. Last time I talked to Bob, he was, he was at the University of Kansas, on the military staff there. He was a Major, and that was the last time I talked to him. He, he died of a heart attack soon after that. JENNIFER PAYNE: Oh. ROBERT CRECCO: And (Hobie?) Smith I lost track of all together. And (Vinny Vesch?) who was, a chem major and who was our, our house steward at the SAE house. I met him once in Tom's River. He was working for the national light company. He was a chemical engineer down there and actually one of my fraternity brothers, put me on to the job I eventually got when I, when I left Norwich. Working for General Electric. JENNIFER PAYNE: What did you do? ROBERT CRECCO: I was an editorial assistant. So he knew, he knew I was editor of the Guidon and he knew that I was interested in that kind of work. So when heard that this opportunity, he graduated a year before me. Or was it two years? I forget, but any way he was from Swampscott Massachusetts and he was working for GE too and he heard about this opening there and I applied for it and I got the job because I put together a portfolio of the two years I worked on the Guidon and I was able to bring that and show that. I even had some letters in there were I corresponded with President Dodge. JENNIFER PAYNE: Oh really? ROBERT CRECCO: On various things, one of them I remember our football team was losing by big scores and I said. I wrote an editorial and I said let's do something about this or stop football. University of Vermont, UVM had dropped football and we used to play them and we did pretty well with them but they dropped it because they couldn't, couldn't hack it either. So I said we should either drop football or let's go out and get some people to come to Norwich who can play football. Well he, he didn't like my editorial, he, he took issue with it so he and I had a conference with it and I had written, I wrote a letter in response to that meeting we had. So I had that sort of stuff in the portfolio (Laughing). So, and Dodge was a nice guy, I liked him. He was, he was quite an outdoorsman. He liked to kayak, and canoe, he, he was quite an expert in canoeing and kayaking and he had done a lot of trips into the wilderness, ya know I'd say. And he eventually, I think went back to Bowdoin. JENNIFER PAYNE: Umhmm. In Maine? ROBERT CRECCO: I, I think yeah Maine, on the faculty there after he left Norwich. Well, but any way I got this job at General Electric as an editorial assistant and eventually I became an editor. And I was transferred to. I worked in Lyne, Lyne Massachusetts and then I got transferred to, get a newspaper going in Cincinnati at the jet engine, new, a new jet engine plant. So I got transferred out there. JENNIFER PAYNE: So you started a, you were working a newspaper or you were working at the plant? ROBERT CRECCO: Well the plant had a newspaper. JENNIFER PAYNE: Ah, gotcha ROBERT CRECCO: So it was a weekly newspaper. And so that's what I was putting out and then when I went to Lockland Ohio that's where the plant was, near Cincinnati. I started one there. JENNIFER PAYNE: You started a newspaper? ROBERT CRECCO: Yeah JENNIFER PAYNE: What was it called? ROBERT CRECCO: It was called the GE News at the jet engine plant and I stayed in that field I, I eventually left GE went to work for AT&T in Cincinnati also working on publications. Several publications that I started working on and report and then I started flip charts for instructions and so forth and I eventually left them and went to work for… (inaudible) I had a short stint, with an advertising agency. And then I went to work for… the greeting card company. JENNIFER PAYNE: Hallmark? ROBERT CRECCO: Hallmark. JENNIFER PAYNE: What was that like? ROBERT CRECCO: Well I was a director of sales promotion. JENNIFER PAYNE: Wow ROBERT CRECCO: And I was working with a sales force of about 400 people. Wow ROBERT CRECCO: All over, all over the country and they were in various regions and districts and so it was my job to put these fellas to sell. JENNIFER PAYNE: How did you do that? ROBERT CRECCO: Well, I used to. I put out a weekly publication. That had standings of salesmen and also hints in how to sell and so forth. Salesmen who did a, a, a good selling job and how they did it I'd, I'd translate into how you might do it too and course I was getting 2% of the sales. I was working for the Vice President of the sales and he must have been getting 10%. And I was getting 2%. And so I used to put out this publication and then I'd used to travel out to the salesmen and help them build up sales promotion, projects they could sell this to their customers. Our customers where in the whole gamut from banks, to feed companies, to the big companies, big national companies. Cause we, in addition to lot of printed material we sold we also sold executive gifts made of teak and so forth. And so these executive gifts were, were quite expensive. Could be desk sets, or could be, could be what would you call them? Ice buckets. JENNIFER PAYNE: Oh yeah ROBERT CRECCO: Made of teak and then inside would be a glass bowel and so forth all different kinds of boxes and so forth. They, these were all finely made in teak and they would sell those as well as sell Hallmark calendars and kinds of dodades, ya know like pens, and any kind of a trinket. And so these men would, would, would put together their sales pitches and have all these things on display. And they did very well some of these guys and we, we got the wives involved. We had a, at that time. Do you remember green stamps? JENNIFER PAYNE: Umhmm. I do. ROBERT CRECCO: HNS green stamps JENNIFER PAYNE: That's right ROBERT CRECCO: We used to give those away to the salesmen and we had a catalogue that they put out. And you could get anything from a grand piano down to a charcoal barbeque. So we gave those away as well as, as other things special and so forth and these were all incentive programs. And that was my job to get these guys incentive programs to get them to sell JENNIFER PAYNE: Wow ROBERT CRECCO: And then I eventually decided that I had enough of that and I came to Washington. And I went to work for a, a portion control meat company JENNIFER PAYNE: Hmmm ROBERT CRECCO: And when I got to there. I, I was sorry I got into that mess there. So I had made some friends in Washington and they told me about a job available with a lobby outfit. Highway lobby. JENNIFER PAYNE: Oh yeah ROBERT CRECCO: And it was known as the Highway Safety Federation and eventually became, merged with another one to become the Highway Users Federation and they had organizations in every city, every state. There is one in here, probably in Montpelier. I'm pretty sure there was one located there. JENNIFER PAYNE: Was it like AAA? Did it become AAA? ROBERT CRECCO: No it wasn't AAA it was still the Highway Users Federation. It was supported by the automobile companies, advertising companies, suppliers, all kinds of automobile suppliers, and it was the auto industry. The idea was to build roads. JENNIFER PAYNE: Right ROBERT CRECCO: To build more roads and… JENNIFER PAYNE: Did you like that? ROBERT CRECCO: It, it was alright. We put up publications that, that was in publications and we had conferences with the Highway User Federations. And the idea was to help the state federations work with the highway people to build roads. And course there were a lot of people didn't like the highway people because they felt they were building over the country. But anyway I worked with them naturally we, we had close, close working with the, the U.S. Department of Transportation. JENNIFER PAYNE: Sure ROBERT CRECCO: So I had a friend, who was in the, who was in the, the administration was Highway Safety, that was it, Highway Safety and he became the administrator of this division in the Department of Transportation. So, they needed somebody to work in sort of a lobby group. The government can't lobby but they can get other people to do it for them. So he asked me to come in to work as a coordinator for a program that he wanted to do with Highway Safety and one of the big things in safety that time was that there was a lot of drunk driving and the deaths on the highway had reached I think about 26,000. 26,000 highway deaths, many of them due to drunk driving. JENNIFER PAYNE: Annually ROBERT CRECCO: Yeah annually so he asked me to come in and coordinate a program and they had determined the best way to reach this drunk driving problem was through women. That wives, sweet hearts, and etc. etc. would have more influence on the men how were doing this drunk driving. So one of the things we were going to do was have a, a national conference in Washington and my job was to work with the, putting together this national conference. So that must have been, 19, 1940, somewhere around there. And so we did we, we, we got a lot of national organizations to put up the money cause the, the government couldn't put up the money this. It had to be through national organizations and companies so forth. And so we put together a three day conference in Washington. In the conference was to invite women leaders. These women leaders were from garden clubs, from political organizations, and other people who were leaders in their community, other women who were leaders in their community. And we invited I think about 2,000 women to come to this national conference in Washington. JENNIFER PAYNE: Wow ROBERT CRECCO: And, we had to put together a program to, in order to get women involved in drunk driving and so we had all garden clubs and there were all these women from women's clubs and we invited them. They, they had to pay their way, but we paid, they had to pay their way and also their hotel room and then we got the companies to put up the money for the conferences, the meals, all the printing material everything. They, they paid for that, they were (Coughs) there were companies in the automobile business, companies in highway building, advertising companies, anybody associated with, with highways. And we put together a three day conference and we had a lot of political people involved and we had vice president, vice president's wife involved. She was our chairman, our honorary chairman and so forth. And… JENNIFER PAYNE: Was that Eleanor, or who, who was the president, who was the VP at the time? Do you remember? ROBERT CRECCO: Volpe. JENNIFER PAYNE: Volpe? ROBERT CRECCO: Was the secretary of transportation. JENNIFER PAYNE: Uh huh ROBERT CRECCO: And, he had, oh I can't think of his name. He used to be governor, governor of, I can't think who he was governor of, but he was a governor and his wife, Mrs. Volpe. When I knew Volp… Volpe had been governor of Massachusetts and he was then appointed to be secretary of transportation and then his assistant secretary had also been governor of Massachusetts. And, his wife was the titular head of our conference. Course we had kinds of government people speaking and so forth and we had a lot of women speakers and we had a three day conference on drunk driving. JENNIFER PAYNE: Was it the first real big national one that you'd you had? ROBERT CRECCO: Yeah, the first big national, push to reduce drunk driving on the highways. Because the, the death and injuries from drunk driving had reached proportions that the government was concerned. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And out of that conference grew the, the government's program that reached all the way from upgrading the police forces with training and vehicles to apprehend drunk driving on the highways and then after you apprehended them you had to have a judicial system to deal with it and then you had to have a penal system to deal with it. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And then you had to have instruction in the various parts of the, the city system, the state system to teach people the dangers of drunk driving, over drinking and so forth. Then you had to have the medical people involved too because these people were habitual drinkers that were involved in this and you had to have a, a system set up to deal with it. So it went all the way down through all the strata's that you had to go through in order to deal with driving drunk on the highways JENNIFER PAYNE: Wow ROBERT CRECCO: And to reduce the casualties that happened from drunk driving and then the impact it had on homes and so forth. So it went into all facets and the Federal Highway Administration had to deal with this and they had to set up all the various facets of, of, of state and local government to deal with it. And over the years it proved to be workable at the reducing of drunk driving. And so I think now drunk driving is still a problem not, not the problem it would have been with all the facets that had been brought in to deal with it and… JENNIFER PAYNE: Wow ROBERT CRECCO: We had a three day conference and with all these women coming in. Mostly, mostly women cause it was set up for that. Because we felt that women had the greatest influence in through their families, in the men and so forth to reduce the drunk driving. JENNIFER PAYNE: How did, how did you, what did you tell the women? What was the message that you, or was it multipronged? ROBERT CRECCO: It was multipronged we, I, I, think that the clinical studies I mean clinical facilities that were set up to deal with this helped. JENNIFER PAYNE: Umhmm ROBERT CRECCO: Because a lot of these men were, were drunkards and, and needed medical as well as psychological training I guess. And you have that situation today. Where you, you have the courts set up, and you have the, the social, social welfare organizations set up to deal with it that we didn't have before and this was all the result of this early, early effort. JENNIFER PAYNE: Wow, that's terrific. ROBERT CRECCO: Yeah, and I stayed in the Department of Transportation after that, but I, I, I went to public influence type things. JENNIFER PAYNE: Lobbying at a different level? ROBERT CRECCO: Yeah, yeah lobbying but, it was, really I, I, I got away from most of that and got into more public relations. JENNIFER PAYNE: Umhmm ROBERT CRECCO: In the Department of Transportation and that's, I retired from the Department of Transportation. JENNIFER PAYNE: Wow ROBERT CRECCO: I was there for many years. I think I was there for 14 years. Yeah, that's, that's what I retired from. JENNIFER PAYNE: Wow. So it sounds like you stay in touch with your Norwich classmates? The ones you… ROBERT CRECCO: I became secretary of the class. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And that's how I stayed in contact, but actually I stayed in contact with… Let's see, what did I say in here? JENNIFER PAYNE: It didn't mention your Purple Heart. ROBERT CRECCO: Oh I didn't? JENNIFER PAYNE: No you didn't. You won a purple heart? ROBERT CRECCO: Yeah I, I was… JENNIFER PAYNE: As well as… ROBERT CRECCO: I was wounded, I was wounded on that pat-, that patrol on… JENNIFER PAYNE: Yep ROBERT CRECCO: We're, yeah we were on a patrol and we were hit by motor shells. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And I got wounded in the arm and the foot and I got evacuated to England. I think we talked about this. JENNIFER PAYNE: Yeah, yeah ROBERT CRECCO: Yeah JENNIFER PAYNE: But that's what you got the Purple Heart for. ROBERT CRECCO: Yeah I got the Purple Heart for that. JENNIFER PAYNE: And Emit campaign medal with four bronze service stars. ROBERT CRECCO: Yeah that was, that was well the invasion and then I was, I was in, I joined the, the automatic weapons battalion in France after they had taken Paris. JENNIFER PAYNE: Okay. ROBERT CRECCO: And then I went with them all the way through, through the campaigns in, in the Ardennes and the… JENNIFER PAYNE: Central Europe. ROBERT CRECCO: Yeah then and… JENNIFER PAYNE: Okay, I just wanted to make sure we got that in because we had… ROBERT CRECCO: Yeah, yeah, yeah ok JENNIFER PAYNE: Yeah, well… ROBERT CRECCO: And that was… Yeah I, I don't know is there… JENNIFER PAYNE: Is there anything else you want to say? You… ROBERT CRECCO: No I, I, I got, well after I decided I didn't want to go to the University of Pennsylvania I wanted to stay at Norwich. I became the editor of the Guidon. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And I enjoyed doing that also it was good training for what I got into later on. JENNIFER PAYNE: Right ROBERT CRECCO: I, I got into publication work and I became the director of publications at the telephone company in Cincinnati. JENNIFER PAYNE: Umhmm ROBERT CRECCO: And then from there I went to, went into sales promotion and I, I stayed in sales promotion and then I came into Washington with… JENNIFER PAYNE: Yeah ROBERT CRECCO: With the, with the government. Actually I was with the Highway Users Federation. JENNIFER PAYNE: Umhmm ROBERT CRECCO: Prior to that. Then from that I went into the Department of Transportation. But no that's, that's about it I guess. JENNIFER PAYNE: Well thank you so much for your time. You have done a wonderful interview. It's going to be great. I can see a lot of people using it, so thank you so much for your time. ROBERT CRECCO: Good, I'm glad you thought so. JENNIFER PAYNE: Alright.

23 A^ March, 1896. PUBLISHED BY THE STUDENTS OF PENNSYLVANIA (GETTYSBURG) COLLEGE. "STAR AND SKNTINKL" Offire, (JetlyHburg, P. GETTYSBURG COLLEGE LISRARY GETTYSBURG, PA. ADVERTISEMENTS. Importers and Jobbers of Nos. 16 and 18 W. German Street, BALTIMORE, Offer to the trade their large and well-selected stock of Make a specialty to have on hand everything required by Pharmacists. A complete stock can at any time be selected or wants supplied. tigjfc, ALONZQ L. THOMSEN,^ RACK, WINDKIt. SHARP AND LEADENHALL STS., P. O. Box 557, Baltimore, Md. I bog to call to the attention ot the Trade that I have re-cently added to my Plant a complete set of Drug Milling Ma-rhm. Tv 011 lir most Improved pattern. G. B. SPANGLES, Successor to J. W. Eicholtz & Co., DEALER IN €tS S€8fi&?. —DEALER IN-Hats, Shirts, Shoes, Ties, Umbrellas, Gloves, Satchels, Hose, Tockei (Books, Trunks, Telescopes, (Rubbers, Etc., Etc. AMOS ECKERT. IBOJ^RJJDXISTCST By Day, Week or Month. RATES REASONABLE. HOUSE EQUIPPED WITH ALL MODERN IMPRO VEMENTS. Grocery Store In same building. Full line of Goods kept and sold at small profits. House and Store located on Cor. of College Campus, opposite Brua Chapel. 8@"Public Patronage Solicited. SAMUEL H. TATJQHINBAUGH, Prop'r. ENEELY BELL COMPANY, Troy, N. Y., MANUFACTURER OF SUPESIOB BELLS. The 2,000 pound bell now ringing in the No. 127 Chambersburg St., GETTYSBURG, PA. j tower of Pennsylvania College was manufac- JOHN E. PITZER, MEMBER POST 9, G. A. R. I tured at this foundry. The College Metcuty. VOL. IV. 1 i THE COLLEGE MBSCIPRY, ^Published each month during the college year by the Students of Pennsylvania (Gettysburg) College. GETTYSBURG, PA., MARCH, 1896. No. 1. UMN O STAFF. Editor: D. EDGAR RICE, '96. Associate Editors : EDNA M. LOOMIS, '96. GRAYSON Z. STUP, '96. HENRY W. BIKLE, '97. WEBSTER C. SPAYDE, '96. WILLIAM E. WHEELER, '97. HERBERT D. SHIMER, '96. ROBBIN B. WOLF, '97. Alumni Association Editor: REV. D. FRANK GARLAND, A. M., Baltimore, Md. , Business Manager: WILLIAM G. BRUBAKER, Assistant Business Manager: E. A. ARMSTRONG, '97- 96. "_• . fOne volume (ten months). . . . $1.00 iEKMS-\Slngle copies, . . . ' 15 Payable in advance. All Students are requested to hand us matter tor publication. The Alumni and ex-members of the College will favor us by \ sending Information concerning their whereabouts or any items ^they may think would be interesting for publication. All subscriptions and business matters should be addressed to the business manager. Matter intended for publication should be addressed to the Editor Address, THE COLLEGE MERCURY, Gettysburg, Pa. CONTENTS. EDITORIALS, --- 1 OLIVER WENDELL HOLMES AS THE POET OF COLLEGIANS, 3 TALE OF A MOUSE, 6 AD THAI.TARCHnM, 7 COLLEGE LOCALS, --- 7 WILLIAM M. ADKERMAN, . --- 9 ALUMNI NOTES, -10 ATHLETICS, - --- 12 FRATERNITY NOTES, ___.__ 12 TOWN AND SEMINARY NOTES, --- 13 LITERARY SOCIETIES, - - --- 14 EDITORIAL. THIS number of the MERCURY marks the beginning of the fourth year of its existence. In looking back over its history of the past three years, we feel that it has succeeded in fulfilling the hopes with which it was started, and has represented the various interests of the college as satisfactorily as any could wish. It must be admitted that it has not always pleased all its readers, and in every respect, but yet we believe it has succeeded in satisfy-ing every reasonable expectation. There is, however, considerable room'for improvement, which could be made if Only a greater interest were taken in it by the students. The literary character could be raised if articles were writ-ten especially for publication ; the locals could be made more interesting if "jokes" were handed in to the editors ; and the alumni, as well as other departments, could be improved by a more hearty co-operation of the students. So many appeals of this kind have already been made, however, that it is almost useless to repeat them. Financially, the MERCURY has been a suc-cess, and a nice little sum could soon be handed over to the societies, if our subscribers and advertisers were more prompt in meeting their obligations. We regret to be compelled to mention this matter, as it is, to say the least, uninteresting, but self-preservation makes it necessary. The subscriptions of a number of alumni are considerably overdue, and in addition some of our advertisers have neglected to make remittance. We believe that in many cases this neglect may be attrib-uted to pure thoughtlessness, so we take this occasion to remind you that a due consider-ation of our Business Manager will be very much appreciated by us, as well as by our lit- GETTYSBURG COLLEGE LIBRARY GETTYSBURG, PA. |(u?H>- THE COLLEGE MERCURY. erary societies which are anxiously waiting for a dividend. The term ot the present staff will soon expire, and we hope remittances will be made promptly to the Business Manager in order that he may settle his accounts in an agreeable way. * * * Is has been suggested that as there have been no class reunions for the last several years, the coming Commencement should be made the occasion of several such reunions. We desire to bring this suggestion before our alumni with the hope that some may become sufficiently interested in the matter to take the initiative steps. Several reunions could, we believe, be arranged without much trouble, and besides being enjoyable to the participants themselves, would add much to the pleasant-ness of the whole Commencement. * * * THE recent meeting of the Board of Trustees adjourned, leaving all in as much uncertainty as the previous meeting. The committee ap-pointed on Dr. McKnight's resignation was continued, but all definite action in the matter has been postponed until the regular June meeting. Meanwhile we shall all continue to guess and speculate as to what will be the final result. * * * THEFT AT YALE.—A few weeks since the authorities of Yale discovered that some one had stolen $10,000 worth of the rarest speci-mens of taxidermy, etc., from the Peabody In-stitute. The theft is a remarkable one iu more senses than one. It was discovered that one of the Professors' sons was the guilty party and upon being charged with the theft confessed that he had taken about the amount stated and had sold half of it to European and Ameri-can dealers. He is an expert on taxidermy and spent several years of special stud)' abroad. It is a sad commentary on the depravit)- of man. Restoration will no doubt be made to the Institute but no power on earth can restore to this young man the loss sustained in the tarnished reputation which will henceforth be his in life. For a few thousand dollars he has sold himself to sin and must henceforth bear among his fellows the mark of Caiu. G. * * * COLLEGE BOYS EXPELLED.—Twenty-one young men of the Sophomore class were ex-pelled from Ottawa University last month. The boys had given a banquet to feminine members of the class at a down-town restau-rant at 10.30 o'clock at night. The Faculty had made no objection to the banquet but in-sisted it should be held early in the evening. The class was summoned for discipline. The young ladies in tears submitted to the demand of the faculty which required them to sign a declaration of regret. Two of the young men joined them in this but twenty-one were ob-durate and were accordingly expelled in a body. The event enforces its own lesson. The authorities evidently took the position that strict discipline must be enforced if it cost the institution more than half a whole class. It seems strange that so many young men have no proper conception of the need of respect for authority in college, in the church as well as in the State. Who will not be ruled by the rudder must be ruled by the rock. G. * * * DR. MCKNIGHT AND THE PRESIDENCY.— It is to be regretted that Dr. McKnight felt constrained to insist on the Board's acceptance of his resignation. After such a successful ad-ministration of the affairs of the college for nearly twelve years, with his peculiar fitness for the position, and with such a prestige of advantage in this position as the Doctor has earned so well, all friends of the college must feel a deep sense of the loss sustained to the institution in his retirement. During these twelve years Pennsylvania College has pressed rapidly to the front under the zealous adminis-tration of Dr. McKnight. He worked faith- > I THE COLLEGE MERCURY. jiilly and enthusiastically. He won many [friends to the college, secured many new stu-lents, much additional patronage, and added property and endowment to the extent of sev-eral hundred thousand dollars. The Doctor las earned his retirement from the presidency. G. OLIVER WENDELL HOLMES AS THE POET OF COL-LEGIANS. I I GR.EFF PRIZE ESSAY BY L. P. EISENHART. There is a peculiar glamour about the old town of Cambridge—it is that of poetry. Here and there along its quiet streets flanked by majestic elms and throughout its beautiful environs are spots and scenes made sacred by its poetic sons. The silent windings of the river Charles, whose praises Longfellow sung from his home near-by, complete the beauty of the quaint old town. To the north are the grounds of Harvard College. "Nicest place that ever was seen, College red and Common green, Sidewalks brownish with trees between." Along its northern front might have been seen at the beginning of the century a yellow hip-roofed house, one of those mansions of early New England. This was the birthplace and home of Oliver Wendell Homes. A fondness for old Harvard arose from his boyhood ram-bles over the college green. One year at Philips-Andover ended his pre-paratory work. In "The School Boy," read at the centennial celebration of the school, he calls up the town and its quaint acedemic scenes. "How all comes back ! the upward slanting floor. The masters' thrones that flank the central door, The long outstretching alleys that divide The rows of desks that stand on either side,— The staring boys, a face to every desk, Bright, dull, pale, blooming, common, picturesque." Next year he entered Harvard, a member of the Class of'29, and soon knew the ways of good comradeship. The rolling cannon-ball that "comes bouncing down the stairs" and the midnight song were then as now the bane of the tutor's life. Holmes saw in the college career not only the learning, but also the full rounding-out of the man from associations. This the collegian gets from the close contact, of his societies. Holmes was a member of the Porcelain Club, whose members reckoned themselves of finer stuff than common clay pottery. He also shared the pot of pudding at the feasts of the Hasty Pudding Club. These clubs, the foremost in society life at Harvard, have many famous names upon their rolls. Thus while at college there were traces of his fondness for the "Brahmin caste of New England."* Holmes was also a member of the Phi Beta Kappa Society, which had more of a literary character. Bryant, Emerson and many others have written poems for its annual meetings. The first of Holmes' occasional poems, "Poetry : A metrical essay," was read before it. Subsequent gatherings called forth others. In many of these verses the humor of the col-lege poet is in evidence. While at college he wrote several comic and satiric poems for The Collegian. "The Height of the Ridiculous" and "The Spectre Pig" stamp the future wit. Sprinkled among these boyish rhymes are several graceful verses, with delicate touches of humor and satire. "Go, plant the lily on the shore, And set the rose among the waves, And bid the tropic bud unbind Its silken zone in arctic caves." Harvard claims as her sons the leading American men of letters. In their writings are brought up the life and scenes of their col-lege days. To them Alma Mater was very dear. But Holmes has always been her most devoted son. There was a filial love that grew stronger with age. "As now we lift its lengthening chain. That held us fast of old, The rusted rings grow bright again, Their iron turns to gold." ' He was her bard and songster for more than fifty years, the laureate of Harvard life. At her anniversaries, alumni banquets and other dinners, his verse-toasts were the charm. He *An expression used by several authors, of which I do not know the source. THE COLLEGE MERCURY. was her chosen minstrel to mark the passing of two hundred years, and again was he turned to a half century later. At the former the young doctor jested about the founding and early life of the old college. Fifty years later the genial Autocrat glanced back over this span and called to mind the faces and songs of "that joyous gathering." He sketched five scenes of Harvard life in his steps back-ward through American history. Then he turned and with a poet's sight read her his-tory as it shall be "when the third ripe century stands complete." All of these poems show Holmes' love for fair Harvard. It is "the fountain of youth," around which "Age forgets his staff And lays his glasses down. And gray-haired grandsires look and laugh As when their locks were brown." Class spirit is something refreshing in the humdrum of college days, and is wont to flash out in contests and athletic games. Class fellows are united by a friendship stronger than the college tie. Holmes has sung of the golden girdle which held together "the Boys of'29." Among the fifty-eight were many whose names are treasured by memory. Here are the Unitarian divines, Channing and Clarke,' Pierce, the astronomer, and Chandler Robbins, and there Smith who "shouted a song for the brave and the free, Just read on his medal, 'My country,' 'of thee !' " But Holmes has always been its central figure. He has given the "Class of'29" an unfading lustre. Never was another college class so commemorated. His are ideal class odes, in which the mirth and frolics of college boy^s are happily mingled with the thoughts and senti-ments of old age. He was the life of those cheer}' class reunions. It was the fire of that old gun loaded with "college-day dreams" that the boys came to hear. In their appre-ciation he found his reward. To him it was a pleasant task, which in time he could not give up. " 'Why won't he stop writing?' humanity cries: The answer is briefly, 'He can't if he tries; He has played with his foolish old feather so long, That the goose-quill in spite of him cackles in song.' In a group of judges, doctors and states-[ men, and greeted by their merry smiles the old college-boy's calendar was turned back to '29. And as he held "the cup of blood-red | wine," he saw "In rosy fetters prisoned fast, Those flitting shapes that never die, The swift-winged visions of the past." How the old college scenes came up ! The bump, bump of the cannon-ball, the sleepy tutors, the gray-haired professors. And then the associations ! Here was Bill and there Joe, Jim and George. They had no titles, that was | a mistake. These two were not Judges, they were Ben and George who "battled in discussion hot, Shall we wear gowns? and settled: We will not." And as the narrowing circle met each year to pass the "loving cup" around, the shadows of the absent came and the fifty-eight of '29 were one again. At times he did not bring merry verses of college life, but noble tributes to those who during the year had left their circle. These breaks in friendship's girdle pressed close the pathos of human things. "And can we smile when thou art dead ? Ah. brother, even so! The rose of summer will be red, In spite of winter's snow. Thou wouldst not leave us all in gloom Because thy song is still, Nor blight the banquet-garland's bloom With grief's untimely chill." Here and there through his verses ranged many fine figures, illustrations and allusions. "The Old Cruiser, 'Twenty-nine" with her masts and merry crew sails her course un-harmed by blowing squalls and frowning clouds. Father Time, who entered college with them, shared their fun and yearly made the name Classmate more dear, is their oldest classmate and will be their last survivor. In the later poems are still the vim and force of his school-boy days. "Age cannot wither him nor custom stale his infinite variety, and there is as much powder in his latest pyrotechnics as in the rockets which he THK COLLEGE MERCURY. sent up half a century ago."* The memories [of his school days at Andover, called up when le was hearing the alloted three score and ten, [are as fresh as a college-boy's vision of last [night's fun. Holmes is a departure from the Puritanism Jof New England's yesterday. He believes that there is a time to laugh as well as to weep, lumor is the essence of his class poems, flow-ing as from a natural spring. "I never dare to write As funny as I can." ^And from a near-by pool comes "the pathos touching all Life's sins and sorrows and regrets, Its hopes and fears, its final call And rests beneath the violets, "t Aheir mingled waters oftentimes appear in lany of the poems, so ' 'that when the reader's I eyes are brimming with tears, he knows not whether they have their source in sorrow or in laughter. "J "Don't you get a little sleep after dinner every day ? Well, I doze a little, sometimes, but that always was my way. Don't you cry a little easier than some twenty years ago? Veil, my heart is very tender, but I think 't was always so. ******'*** Don't you stoop a little, walking? It's a way I've always had, [ have always been round-shouldered ever since I was a lad. on't you hate to tie your shoe-strings? Yes, I own it—that is true. Don't you tell old stories over? I am not aware I do." Nor does the comic vein destroy or even mar the beaut}' of the poems. The most hu-rorous poems are of no less perfect grace. 'The Last Leaf", and "The Old Man ims" will remain unique. Scattered imong the poems are many maxims and pithy sayings of wit peculiarly happy in phrase. "Moral for which this tale is told ! A horse can trot, for all he's old." Holmes along with Whittier and Lowell :akes up the trio of American patriotic poets, lis literary life began with that outburst of feeling, "Old Ironsides," which added more than fifty years to the old ship's life. How-ever, he took no part in the slavery discussion before the Civil War and was reproached by ♦Beers' Outline Sketch of American Literature, page 176. tWhittier's Poem "Our Autocrat." jNorth American Review, Jan., 1849, page 201. manj' for his seeming indifference. But when Fort Sumter fell and the war became a reality, his school-boy patriotism was ■ awakened, and he gave his pen and tongue to the cause of freedom. His war lyrics are unique for their sentiment and intense feeling. "He always has displayed the simple instinctive patriotism of the American minuteman."* This is seen in the poems read to the class during the struggle, the first of which is an ardent call to duty. "Enough of speech ! the trumpet rings ; Be silent, patient, calm, God help them if the tempest swings The pine against the palm ! " He had complete confidence in the nation's strength. Although we had been made tame by almost a century's toil and would be slow to drop our tools and take up arms, yet he did not forget the truth, "When once their slumbering passions burn, The peaceful are the strong " Loyalty to his country and love for old Harvard are together in the song written for the laying of the corner-stone of Harvard Memorial Hall, built in honor of her fallen sons. These musical lines are the expression of his boyhood feeling calmed by long studies of life, and in them are the sentiments of fer-vent poetry. "Hushed are their battle-fields, ended their marches, Deaf are their ears to the drum-beat of morn, Rise from the sod, ye fair columns and arches ! Tell their bright deeds to the ages unborn ! Emblem and legend may fade from the portal, Keystone may crumble and pillar may fall; They were the builders whose work is immortal. Crowned with the dome that is over us all!" Holmes has been called an egotist, and, in fact, he does like to talk about himself, but because the I is jovial it is well passed by. "I have come with my verses—I think I may claim It is not the first time I have tried on the same. They were puckered in rhyme, they were wrinkled in wit; But your hearts were so large that they made them a fit. ********* I have come to grow young—on my word I declare I have thought I detected a change in my hair ! One hour with "The Boys" will restore it to brown— And a wrinkle or two I expect to rub down." How much more his class-mates must have *Stedman's Poets of America, page 299. THE COLLEGE MERCURY. enjoyed it! Through the colored glass of friendship the lines had added beauty and were loved by all his fellows, for he was the boy who "sung their last song on the morn of the day That tore from their lives the last blossom of May." It was the cheerful face back of the verses that his class fellows liked to see. They did not want him to give his person dramatic hiding. Holmes shows originality in the choice of his subjects and in his meter. His class poems are simple in style, and pervading all is a fine sense of melody. Their rhythm is natural and easily gains an attentive ear. Holmes is a lyrist, a natural songster. There is a pleas-ing jingle in the verses that almost compels one to read them aloud. "Where, O where are life's lilies and roses, Nursed in the golden dawn's smile? Dead ns the bulrushes round little Moses, On the old banks of the Nile." Poems for college feasts join with the olives in giving tone to the menu-cards, and like these dainties their impressions are fading. "It cannot be expected that verses manufact-ured to pop with the corks and fizz with the champagne at academic banquets should much outlive the occasion."* And yet the songs that made the old boys laugh and forget their "ermined robes" and LL. D.'s are echoing still. Their notes of humor and pathos struck a higher key than the society verse of every day. These lyrics and class songs mark the ideal minstrel of college lays. And it was in lyrical poetry, the most sterile soil of letters, that the clever Autocrat found the ivy which placed him among American poets. A wizard of the piano-keys makes most magic in the sounding melodies of his own creation. His own minuet is phrased by him with unwonted delicacy of feeling. And only the lyrist himself can give to his verses the ex-act fitting of sound and sense. How much greater beauty there must have been in these lyrics to the listening fellows gathered round, when punctuated by the poet's niceties of ac-cent, enforced by his kindly countenance and ♦Beers' Outline Sketch of American Literature, page 176. lighted up by merry twinkling eyes likely to sadden ! "Has there any old fellow got mixed up with the boys? If there has take him out, without making a noise. Hang the Almanac's cheat and the Catalogue's spite ! Old time is a liar ! We're twenty to-night! We're twenty ! We're twenty ! Who says we are more? He's tipsy, young jackanapes ! show him the door ! "Gray temples at twenty?" Yes ! white if we please ; Where the snow-flakes fall thickest there's nothing can freeze !' 'COLLEGIAN.' LIST OF AUTHORITIES: Holmes' Poems, Household Edition. Beers' Outline Sketch of American Literature. Stedman's Poets of America. Richardson's American Literature. Also the following articles: "Scribiler's Monthly," Vol. VIII "North American Review," LXVIII. "'New England Magazine," March, 1892. All quotations not otherwise accredited are from his works. TALE OF A MOUSE. Within the shelter of these walls A tiny rodent dwells, It rambles thro' the classic halls, It climbs anon the stately stair, It finds out secrets unaware, And yet it never tells. Remote from scenes of noisy strife, No pussy cat to fear, I leads a free and peaceful life ; At night it roves along the walls, Explores the still and silent halls, Till morning rays appear ; And then it hurries out of sight, —A footstep draweth near,— Its little eyes how strangely bright, Its silky coat how smooth and soft, Its tiny tail held straight aloft, It scampers off in fear. Sometimes it sallies bravely out And ventures into class, Oh, then the boys do raise a shout; It runs around beneath the chairs, Amuses all the boys, and scares Each timid little lass. How does it live, the little mouse, What does it have to eat ? Does it find food in this great house? Of cheese it gets a good supply, And lots of plain but wholesome "pi" To serve for daily meat. It is a timid thing of course, But somehow, strange to say, 'Tis never frightened by a "horse;" But let a savage boy appear It scampers off in wildest fear, And hides itself away. For boys are cruel things, you know. And do not care for mice ; Thy'd frighten it to see it go, M^MMi THE COLLEGE MERCURY. They'd torture it in wicked play, Or even kill it, any day. And think the fun quite nice. Then let it live, poor tiny mouse, As happy as a king, There's room for it in this big house ; And let each student when he comes Bring in his pocket lots of crumbs To feed the little thing. A. R. W., ,99. AD THALIARCHUM. (Adapted from Horace.) Seest thon not Soraete standing still, Serenely high, Gleaming a snow-white hill Against the sky ? The forest trees now bend their branches down, So meekly low, Their yielding summits crowned By wreaths of snow, And streams stand motionless thro' all the land, Checked by the cruel Frost King's icy hand. Drive back the chilling breath of sleet and snow, Stir up the fire, Brighten the flame into a glow E're it expire. Heap with unsparing band the welcome wood This winter day, And while enjoying warmth so good Oh Thaliarchus, pray Bring forth from Sabine jars thy pneient wine, And let us drink to your good health and mine. Trust to the gods, who rule the stormy deep With mighty hand, At whose nod the wild winds sleep, O'er sea and land. When every sombre cypress on the hill Is motionless, The ancient ash is still, The woods have rest. Ask not, what fortune will tomorrow see? Count all that Chance may give as gain to thee. Enjoy, Oh Youth, the happiness of love, While yet you may, E're the dark locks thy brow above Shall turn to gray. Now strolliifg in th*^7.*7^,^:.¥.Mai«iuWl«««U«^^ THE COLLEGE MERCURY. I ministry, resides with his family in Emmits- I burg, Md. Greatly afflicted in the loss of his I hearing and impaired sight, he yet remains an I earnest student and frequently inquires after I the welfare of Gettysburg college. '61. On the ist of Feb. Rev. J. B. Reimen- ■ snyder completed fifteen years in the pastorate I of St. James Lutheran Church, New York | City. He has met with unusual success in his work. '63. Rev. E. J. Wolf was in Philadelphia at the meeting of the Luther Union and de-livered one of the two principal addresses. Dr. Henry E. Jacobs, '62, Rev. Chas. Al-jbert, D. D., '67, and Rev. Wm. M. Baum, D. D., '46, took part in the Luther memorial ex-ercises in the Academy of Music, Philadelphia on Feb. 13. '76. Rev. A. G. Fastnacht has entered upon : the 20th year of his pastorate at Union Luth-j eran Church, York, Pa. '74. Rev. J. B. Wolf, of Glen Rock, Pa., is still confined to his bed. Neighboring pastors ! have been assisting him in filling his pulpit appointments. '76. Rev. W. F. Rentz, pastor of our church at Atchison, Kan., on account of a persistent throat trouble, has not been able to preach for the past two months. The members of the faculty of Midland College and Seminary have dndly supplied the pulpit very acceptably. '77. On March the ist, F. P. Manhart ad-dressed Christ Lutheran Church, Gettysburg, ?a., on the subject of the Deaconness Work Df the Lutheran Church. '78. Rev. Adam Stump, of York, Pa., has been elected treasurer of the York Lutheran. He is now both editor and treasurer. '80. Rev. M. F. Troxell, of Springfield, 111., recently delivered an address on "Public Charities" before the Single Tax Club of that city. The/ournat of the following day pub-lished an extended abstract. '80. Rev. C. W. Heisler, of Denver, Col., is spendiug a few clays in California, deliver-ing his lecture on the "Life of Christ." He pent a few days at Los Angeles, and was re-ceived with great pleasure and cordiality by his many friends in that city. '81. Rev. W. P. Swartz has lately been called from Wilmington, Del., to Poughkeep-sie, N. Y. '82. Rev. H. H. Weber, General Secretary of Church Extension, will spend the latter part of this month in New York State. '83. A Lutheran congregation has been organ-ized at Goldsboro, York county, Pa., by Rev. C. W. Baker, missionary secretary of the York County Conference. '83. W. M. Duncan lately sent to the min-eralogical cabinet a specimen of limestone from his quarry at Eureka Springs, Arkansas. '84. Rev. A. S. Fiehthorn, of Norristown, Pa., has declined the call as an assistant to Dr. Albert at Germautowu, Pa. '85. Rev. Daniel R. Becker, of Mt. Carmel, visits Gettysburg quite often in order to see his wife who is here, in hopes of improving her health. '86. Rev. W. F. Berger has been called from Camden, N. Y., to Fairmount, Ind. '87. Rev. T. L. Crouse was installed on Sun-day, Feb. 9, as pastor of the Lutheran church of St. Thomas, Pa. Rev. Herbert Alleman de-livered the charge to the pastor, and Rev. E. H. Leisenring delivered the charge to the peo-ple and performed the installation service. '8g. Rev. Cyrus E. Held has received and accepted a unanimous call to the Brunswick Md. Mission charge. '89. Paul Kuhns, of the First National Bank, Omaha, Neb., has been highly compli-mented on a clever bit of detective work he accomplished in capturing and securing the conviction of several rogues who attempted to swindle the bank. '91. Rev. Stanley Billheimer paid a visit to his parents Feb. 22nd. '91. R. Bruce Wolf, of Eureka, Kan., we are glad to learn, is recovering from a severe attack of typhoid fever. '92. Rev. Geo. J. M. Ketner and wife, of New Chester, spent Sunday, Feb. 23, with Mrs. Ketner's parents, Mr. and Mrs. Thomas Warren, of this place. '92. Rev. Charles Bikle, a recent graduate of the college and seminary here, has been in-stalled pastor of Zion Lutheran Church, at Spruce Run, N. J. '92. Calvary Lutheran Church, Baltimore, Md., Rev. Geo. Beiswanger pastor, is having a phenomenal growth. The chapel is crowded at nearly all the services, and the work pro- THE COLLEGE MERCURY. gressing in every way. On Feb. 16, General Secretary Weber of the Church Extension Board visited the people. '93. Gellert Alleman, son of Rev. Dr. M. J. Alleman, a student at Johns Hopkins Uni-versity, of Baltimore, received a letter from Berlin, Germany, announcing that he has been elected a member of the German Chemical Association. Mr. Alleman will graduate from Johns Hopkins University this spring. '93. Rev. A. A. Kelly, of Gettysburg Semi-nary, has been called to the new pastorate, the Trindle Spring congregation, near Me-chanicsburg, Pa. '93. Marion J. Kline has recovered from his severe attack of sickness which confined him to bed for some time. '93. Frederick H. Knubel will have an article on "The Lutheran Symbols and the Holy Scriptures," translated from a paper by Prof. Noesgen of Rostock, Germany, in the Ltdheran Quarterly for April. '95. L. H. Waring delivered his lecture on "Ups and Downs in Germany,"to a crowded house in Philipsburg, Pa., recently. ATHLETICS. WILLIAM 1-:. WHEELER, Editor. Since our last issue interest in the base-ball team has greatly increased. At the call of Captain Leiseuring for all applicants to report for indoor practice fully thirty men responded and presented themselves as applicants for the various positions. A fair idea of the abilities of the men was obtained, after several weeks of indoor practice, and it is anxiously hoped that they will show the same snap and energy in the diamond as was manifested in the cage. The box is the weak place and considerable doubt is expressed as to filling that posi-tion. There are several applicants, but Brown, '99, seems, at the present writing, to have a "cinch" on it. His speedy and most deceptive curves look very nice in practice games. The field has been put in good order for the coming season, and clear weather is waited for that active practice may begin. Manager Armstrong has almost completed his schedule and from the following dates a profitable and successful season is anticipated: Apr. 17. Wash. &. Jef. at Gettysburg. Apr. 18, Frank. & Mar. at Lancaster. Apr. 25, Indians, at Gettysburg. May 8, Western Md. at Westminster. Mav q, Frank. & Mar. at Gettysburg. May H. Ursinus, at Gettysburg. May i.s, State, at State College May 16, Bucknell, at Lewisburg. May 23, West. Md. at Gettysburg. The applicants for the relay race to be run at U. of P., April 25, have been training on the running track during the past few weeks. Quite a good showing was made by the men, and especially from the lower classes. . The material for a good running team is here, and only needs development. Gettysburg has not been very careful of her interests in this part of athletics during the past, allowing material, I and good material at that, not to receive the proper care and attention. It is hoped that all interested in track work will show their interest by hearty co-operation and sup-port. FRATERNITY NOTES. EDNA M. LOOMIS, Editor. PHI KAPPA PSI. Carty, '96, and Reitzell, '96, will represent us at the Phi Psi banquet to be given March 7th, at Philadelphia, Pa. C. G. White was initiated Feb. 13, 1896. Eisenhart, '96, has been awarded the Graeff prize for the Senior essay, subject "Holmes as the Poet of Collegians." Reitzell, '96, vice-president of Penna. I. C. A. A., will attend its annual meeting to be held Mar. 7, at Philadelphia. D. C. Forney, '56, recently celebrated his 49th birth-day by giving a Phi Psi dinner to J. C. Kohler, '65, H. L. Jacobs, '82 and W. H. Hoftheins, '82, of Pa. Eta, all of Hanover, Pa. We wish him many happy returns of the day. , Reitzell, '96, and Lark, '98, recently made flying trips to Baltimore and Washington. PHI GAMMA DELTA. Bros. Edgar A. De Yoe, '99, of Ramsey, N. J., and Ferdinand E. Kolb, of Allegheny, Pa., were initiated into the fraternity, Feb. 21. THK COLLEGE MERCURY. 13 Bros. A. S. Fichthorn, '84, and Blint, '90, paid the chapter flying visits during last month. Bros. J. H. Fichthorn and Herr, of Beta chapter, U. of P., formerly of Xi, and Bros. Stahler, '82, and Hoffer, '94, spent several days with us and enjoyed the festivities of the 22nd ult. Bro. A. R. Aukerman, ex-'97, accompanied by his father, paid us a short visit the begin-ing of February. Bro. W. E. Stahler, '80, pastor of Zion Lutheran Church, Lebanon, has been deliver-ing a series of illustrated lectures to his con-gregation, on his recent foreign travels. The Lebanon papers praise the third lecture of this series, which was delivered recently. SIGMA CHI. Dr. Geo. E. M. Herbst, '75, of Oley, Pa., has announced himself as a candidate for the Democratic nomination for Congress in the 9th Penn'a District. Charles W. Humrichouse, formerly a mem-ber of the class of '97, spent the 22nd and 23rd ult., with the chapter. He is traveling for his father's coffee and sugar house, Baltimore, Md. Leisenring, '97, spent the 22nd ult., with his parents at Chambersburg, Pa. Lawyer, 1900, spent a few days recently at his home, Westminster, Md. PHI DELTA THETA. Bro. H. H. Weber, '82, spent the 15th of Feb. in Gettysburg. Bro. E. C. Henderson, Missouri Beta, visited the chapter last week. Bro. C. Reinewald, '85, spent the 22nd ult. in Gettysburg. Bro. H. S. Ehrhart, '93, of Hanover, spent the beginning of the week in town. Bro. J. E. Meisenhelder, '97, spent the 22nd of Feb. at his home. Bro. B. R. Wolf, '91, of Eureka, Kan., is just recovering from a severe attack of typhoid fever. The chapter spent a very pleasant evening on the 29th of Feb. at the home of the Misses Gettier, in Littlestown. ALPHA TATJ OMEGA. Franklin Meuges, Ph. D., spent Saturday, Feb. 29th, at his home. M. R. Zullinger, '98, was home over the 22nd. F. M. Bortuer, '93, who is studying law at York, will finish his course in June. ToW|\l AND SEWJINAFJY NOTES. WEBSTER C. SPAYDE, Editor. TOWN. About two hundred subscribers have been secured for the telephone line and subscrip-tions to the stock to the amount of $5000. During the session of court work was practi-cally suspended, but it will now be pushed to completion, if possible. Now that the neces-sary number of subscribers has been secured, there should be no trouble in getting the stock taken. Governor Hastings and the military officers of the National Guard of Pennsylvania held a conference in Harrisburg, a short time ago, and decided to hold a division encampment from July 15 to 25, 1896. The place for hold-ing it will be considered later. Among the places mentioned is Gettysburg. The pupils of the High School had special exercises on Friday afternoon, Feb. 21st, ap-propriate to Washington's birthday, at 1.30 o'clock. On Friday, Feb. 14th, a committee of gentlemen, Hon. Wm. T. Ziegler, Hon. N. G. Wilson, Messrs. Robert Bell, Paul Hersh, S. E. Wampler and Joshua Happold, appeared before the Count}' Commissioners in behalf of the county monument project. G. J. Ben-uer, Esq., was present by request of the com-mittee, and urged.the fulfillment of the plan. The matter was informally discussed at con-siderable length, but definite action was post-poned. Monday evening, Feb. 17th, about 5 o'clock, smoke was seen coming from the residence of Dr. Stouffer, on Lincoln avenue, and it was discovered that a fire was burning in one of the partitions. It was extinguished without much trouble, but the loss is about $50. An over-heated flue was the cause. The 87th anniversary of the Birthday of ex- President Lincoln was celebrated by Camp MMM^HMH ■■^■■n >4 THE COLLEGE MERCURY. 125, S. of V., of this place, on Wednesday evening, Feb. 12th. The exercises opened with an invocation by Jacob I. Mumper, fol-lowed by an address of welcome by Dr. Henry Stewart, who presided over the meeting. Miss M. McMillan gave several appropriate selec-tions, Win. Hersh, Esq., delivered an address on Abraham Lincoln, and Capt. Long gave some war reminiscenses and recited Mr. Lin-coln's address at Gettysburg, in 1863. The Ladies' Aid Society contributed choice re-freshments, and the evening was an enjoyable one to all present. The foundation of the new hotel to be erected on the site of the old Battlefield Hotel, Balti-more street and Steinwehr avenue, is being laid. The new structure will be somewhat smaller than the one destroyed by fire some months ago, but will be handsomer aud have more conveniences. At a late meeting of the County Commis-sioners, it was determined to postpone further consideration of the County Monument project indefinitely. Owing to the illness of the pastor, Rev. Black, the pulpit of Christ's Lutheran Church was filled on Sunday, Feb. 16, in the morning by Dr. Wolf, and in the evening by Dr. Bill-heimer. About eighty visitors to the Carlisle Indian school came to Gettysburg on Friday, Feb. 28, to visit the battlefield. In the party were General Oliver O. Howard, General Fitzhugh Lee, Judge W. N. Ashman, of Philadelphia, and VirginiusS. Newton, of Richmond. Gen-eral Lee rode in the carriage with General Howard. It is stated that the purpose of General Lee's visit to Gettysburg is to gather data for an answer to General Longstreet's ac-count of the battle and his reflections on Gen-eral Robert E. Lee. On Sunday morning, Mar. 1, the pulpit of Christ's Lutheran Church, of this place, was filled by Rev. F. P. Manhart, of Philadelphia, Secretary of the Deaconess Board of the Gen-eral Synod of the Evangelical Lutheran Church. He spoke in the interests of that in-stitution. SEMINARY. The Rev. Edwin Heyl Delk, '82, pastor of Trinity Lutheran Church, Hagerstowu, Md., has been requested by President Lewis, of Western Maryland College, Westminster, Md., to deliver the annual address before the Christ-ian Association, during Commencement Week. On Sunday, Feb. 9, Dr. Billheimer preached in the Bethlehem Lutheran Church, Harris-burg, Pa.; on Sunday, Mar. 1st, he filled the pulpit of St. Mark's Lutheran Church, Steel-ton, Pa. Rev. F. Hilton preached at Martin's Creek, Pa., Sunday, Feb. 16th. The pulpit of St. Mark's Lutheran Church, Steelton, Pa., was filled on Sunday, Feb. 9, by Dr. Richards; on Sunday, Feb. 16, by Rev. A. Bredenbeck. Rev. Erwin Dieterly preached for Rev. Wolf, at Glen Rock, Pa., Sunday, Feb. 23. Rev. W. S. Oberholtzer has been very ill for several weeks, and there seems to be no change in his condition. On Sunday, Feb. 16, fourteen of the Seniors were out preaching. An unusually large number for one Sunday. On Sunday, Mar. 1st, the following semi-narians were away preaching: Rev. A. J. Rudisill, at Freedom, Md.; Rev. J. C. Bowers, at Frederick, Md.; Rev. W. C. Heffner, at Manheim, Pa.; Rev. Geo. M. Diffenderfer in the Bethlehem Lutheran Church, Harrisburg, Pa.; Rev. M. J. Kline in the St. Paul's Luth-eran Church, Newport, Pa.; Rev. Chas. P. Wiles, at Rossville, Pa.; Rev. L. F. Myers, at Dickinson (near Mt. Holly), Pa.; Rev. M. J. Killian, at Arendtsville, Pa., Rev. Koser's charge. LIJERARY SOCIETIES. EDNA M. LOOMIS, Editor. PHILO. The following officers were installed on Fri-day evening, Feb. 28 : President, Baum; Vice-president, Abel; Cor responding Secretary, Friday; Recording Sec-retary, Kohler; Critic, Eisenhart. Notwithstanding the very disagreeable weather of Friday evening, Feb. 28, a large audience was present at the special program rendered exclusively by our Philo brothers of the Seminary. The character of. the program was kept a close secret until the evening for its rendition, and when it was finally disclosed the surprise was a most delightful one. The Seminarians had decided to kindly remember their society, and this they did in a most sub- THE COLLEGE MERCURY. 15 stantial and gratifying way by presenting to her a beautiful piano lamp and stand. The society can not be too strong in its apprecia-tion of this gift. The exercises of the evening were most en-tertaining, and the society was much pleased and encouraged by this visit from its ex-mem-bers. The chair was occupied by Mr. Ehrhart, and the programme was as follows: ROLL CALL, . . . INVOCATION, . G. M. K. Diffenderfer. READING OF MINUTES, . U.E.APPLE. SONG, . . : . . Octette. GREETING, . . Marion J. Kline. PIANO SOLO, . . . Miss Bowman. [RECITATION, . G. M. K. Diffenderfer. RETROSPECTION, . . J. E. Byers. [SONG, . . . . . Octette. RECITATION, . . . J. C. Bowers. PIANO SOLO. . . Miss Wisotzki. PRESENTATION ADDRESS, . W. A. Kump. RESPONSE G. Z. Stup. SONG Octette. [PRAYER, . . A. J. Rudisill. PHRENA. The following officers were installed on Fri- | day evening, Feb. 28 : Pres., Moser, '96; V. Pres., Manges, '97; Rec. Sec , Snyder, '99; Treasurer, Meisen-helder, J. E., '97; Chaplain, Brnbaker, '96; Monitor, Brown, '99; Ass't Lib., Lauffer, '99; Critics, Spayde, '96, Brubaker, '96, Stahl, '97, Reisch, '99. Two new names were added to the roll—C. E. and J. E. Smith, '99. The debating club elected the following officers several weeks ago : Pres., Sprenkle, '98; V. Pres. Weeter, '99; Rec. Sec, Raffensperger, '99; Treas., Living-ston, '98. New names are still being added to the list of membership. Joint treasurers have lately been appointed I by the two societies to collect reading-room dues from non-society men who make frequent use of the reading-rooms. On Wednesday evening, Mar. 4, the con-test was held for representative in the State Intercollegiate Oratorical Contest at Swarth-more, Mar. 20. The judges, Dr. Richards, Rev. Ege and Prof. Klinger, chose I. O. S. Moser as first, with H. D. Shimer as alternate. Mr. Moser's subject is "Lafayette, the Cham-pion of Liberty." THE BELL. (After Edgar A. Poe ) 7.45 a. m. Hear the chapel with its bell— Booming bell, While with the woolly blankets its noise I try to quell, How it roars, roars, roars, In the morning bleak and grey ! When my sleep I'm most enjoying, Comes it's howl—all rest destroying, Driving visions sweet away With its bang, bang, bang. And its clang, clang, clang. With its fiendish clash and clatter On the ever louder swell. O ! that bell, bell, bell, bell. Bell, bell, bell ! O ! the sounding and the pounding Of that bell ! —The Lafayette. —» »—•— WHAT THE WILD WAVES SAID. Do you hear the ocean moaning, Ever moaning sad and low? 'Tis because the fat old bather Stepped upon its undertow. —Tlie University Herald. —« ♦ « Under an ancient elm she stood, A'fairy form in grey— Her eyes were bright as the stars at night And she merrily trilled a lay. I stood in the shadow and watched her face, It was eene and passing fair, As the ditty she sang so merrily rang On the waves of the evening air. I was stirred to the depths of my very soul- Ne'er heard I a voice like that, And I threw all I owned at her very feet, For she was my neighbor's cat. —Exchange. COLLEGE OF PHYSICIANS I SURGEONS, •BALTIWIORE, W]D.-* The College of Physicians and Surgeons of Balti-more, Maryland, is a well-equipped school. Four ses-sions are required for graduation. For full informa-tion send for the annual catalogue, or write to THOMAS OPIE, M. D. Dean, Cor. Calvert and Saratoga 9ts. ^■^"^■■■■■■■■■■■■■■■■■■■■■■■^^^■^M ADVERTISEMENTS. L M. BUEHLER, cM. MiirrjpQP, SUCCESSOltTO A. D. BUEHLEIt &CO., fl \J_ ' STATIONERY AND BLANK BOOKS, DAVID TROXEL, .DEALER IN. FINE CROQERIES AND NOTIONS- 'ork Street.- • CLOTHIER, * FASHIONABLE TAILOR, us GEM'S FDRNISHER. No. 11 Balto. St. - GETTYSBURG. ,T. E. BOYLE, OF LEECH, STILES & CO. EYE SPECIALISTS, 1413 Chestnut Street, Phila. Will be in Gettysburg, Pa., at W. II. TIPTON'S, THURSDAY, MAR. 26, From 9 a. m. to 3.30 p. m. No charge for consulta-tion and examination and every pair of glasses or-dered guaranteed to be » satisfactory by LEECH, STILES, & Co. . ~>M0TEL GETTYSBURG* ^BAHBEH SH0P.K-Centre Square. «^B. M. SEFTON. 2/ou will find a full line of {Pure 2)ruys 6c J'ine Stationery {People'a iDru£f Store. ^Prescriptions a Specialty. {Photographer^ ollege u\^)opk. No.' 29 Baltimore St., OETTySBU^Q SPECIAL ATTENTION PAID TO ->IEIM ISl'A. T/r\POf\TE.R,5 U/n/MJlJF.J^L^ DETROIT, MICH. ^FRATERNITV| BADGES SEND FOR PRICEUST jjps Established 1876.— iPBNfiOSB MVBUSjfe- WAT6HMAKER AND tTEWBLER, Gettysburg Souvenir Spoons, College Souvenir Spoons- No. 10 Baltimore Street, GETTYSBURG, PENN'A. MflTjIIiIiER HATS, CAPS, —^ BOOTS*SHOES. G^Satisfaction Guara nteed.i^r; No. 6 S. Baltimore Street, GETTYSBURG. PA. por all the 'latest styles in Suitingsar,d Trousers, AND FULL LINE Ob1 Cents' Furnishing Coods, Call or, D. H. WELSH, York, F»a. JOENL. SHERDS. NEW GIGAR STORE 'Next door to W. M. 'Depot, Gettysburg,

Transcript of an oral history interview with John H. "Jack" Pimm, conducted by Sarah Yahm in January 2015, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. John Pimm was a member of the Norwich University Class of 1945; his education was interrupted by his military service in World War II. His interview includes recollections of both his time as a student at Norwich University and his service overseas during the war. ; 1 Mr. John H. "Jack" Pimm, NU 1945, Oral History Interview January , 2015 Sullivan Museum and History Center, Norwich University Interviewed by Sarah Yahm Transcribed by C.T. Haywood, NU '12 February 5, 2015 SY: Did that work? Is that comfortable? JP: Yeah. Sure. SY: Okay, terrific. [coughs] So if you could just start by telling me your full name. JP: My full name is John H. Pimm, P-I-M-M, SY: And you go by Jack? JP: Yeah, Jack is my— SY: And where were you born? And when you were born? JP: I was born on January 10, 1924, in Hamden, Connecticut, which is a suburb of New Haven, Connecticut. SY: Yup, I have driven through it, I think. And you know [coughs] something I've been asking everybody who's served in the military was did you play war as a kid? Did you think about going to war? Did you play out in the woods and pretend that you were fighting? JP: Well when I was, my dad got me a .22 single shot which I still have when I was nine-years-old, and I lived in a rural community so there were plenty of woods around and we didn't play war, we played hunting anything that'll move. We shot at woodchucks, squirrels, birds, everything. That was our sort of what we did. SY: So [coughs] how did you end up at Norwich? JP: Well, I graduated from Wethersfield High School in the class of '41, and actually my mother had her friend whose son went to Norwich. I looked at Norwich. I could've to the University of Connecticut or one of the options was I was thinking of going to Pratt & Whitney in the apprentice toolmakers group but I went to Norwich and I thought that was kind of neat so that's how I ended. SY: Yeah what about it did you think was neat? JP: Well I sort of—the military appealed to me, you know, and being in those days there was no superhighways it was a long drive or you went up on the Montrealer which went from Hart—I was living in Wethersfield, Connecticut at the time and that's the train that went through to Montreal and made stops in Northfi—they would stop in Northfield if there's anybody who wanted to get off so. So that's how I happened to go there. SY: That train still exists. JP: It is still there? SY: [coughs] Yeah I've taken it, I've taken it from New York to Montreal.2 JP: Well ok, good. SY: So yeah, well what was your experience like at Norwich when you first got there? Do you remember your first impressions? Do you remember being a Rook and what that was like? JP: Well I was a little, you know I didn't realize that you went through one semester of hazing which you did and that was ah [chuckles] some of it was we thought pretty rough actually. There were a couple of the freshmen when they started getting hazing quit school, so but I thought it was just something you went through and actually some of the guys that were the worst hazers in the sophomore class became good friends after it was over, so. SY: What was the hazing like? JP: Well you had to wait on the upperclassmen. You had to drill every night. One of the exercises was standing with your back to the wall holding a rifle out in front where you thought you were going to drop dead. But that went on every night. And it's just the upperclassmen inspected your room, you know, and we stood reveille. Your bed had to be made by then and if you didn't make it tight enough you were screamed at, and they just tried to make it miserable which they mostly succeeded in doing. SY: Did you ever think about leaving? JM: No. SY: You didn't, why not? JP: I just thought it was part of the thing to do and I knew it was going be over so, you know. SY: And so when you think about Norwich now, what do you think about? I think you mentioned horses to me when you talked the other—? JP: Well it was the horse cavalry when I went there. They had 180 horses and you had riding lessons one day a week and then troop drill another day. You know there was roughly, what, 160 in a troop? And the lower field which I don't know what it is now but that used to be troop drill so that was pretty neat. They let us use the horses on the weekend to ride out into the mountains, and the hills around there for a couple of hours at a time. I had a particular horse, I remember her name was Lacey, that I used to ride and my, a buddy of mine his name was Ken Clary, he's since died, he and I used to ride weekends when we could. So it was kind of a fun thing. SY: And you said something about how you had to make sure the upperclassmen didn't jam your spurs? What happened? JP: Well when you were in troop drill of course you'd be four in line and you'd be in the middle and the favorite thing is upperclassmen, mostly the sophomores, would turn their spurs and try to jam 'em into your horse so that you'd, the horse'd leap forward you know and then when you'd leap, when the horse leaped forward they'd holler at, "Get back in line," you know, so it was a favorite. SY: Did that ever happen to you? JP: Yeah. SY: Yeah. JP: Yeah, it was, it was at the time I thought it was pretty exciting but it was different, let's put it that way. 3 SY: Yeah, so, do you remember where you were when you heard about Pearl Harbor? JP: Ah, well I'm sure I was in, I can't tell you the name of the place but it was on the in the barracks where we were when I heard about it, yeah. Newspapers were not something handed, we had to, I—we had to be told about by somebody else so… SY: You didn't have radios either? JP: No. We didn't have radios either. SY: So you weren't getting any news? JP: No. I remember the most exciting thing about it was that the, commandant at the time I can't even remember what his name was but he used to. We had guards all night. I don't know what we were guarding, anyway but and they carried .45s, the standard issue .45 and when Pearl Harbor happened they issued ammunition for the first time and that I guess what happened is some guy got up to go to the john and the guard said you know, "Halt, where you are," and he said, you know, "Screw you," and the guy fired a shot in the air and the next day they took all the ammunition away. That was the last time. SY: Yeah, I bet they did, JP: Yeah that was the last time that happened, yeah, SY: Yeah, I bet it was. So okay, so at that point you probably knew you were going to war? JP: Well yeah, they hadn't, they announced the draft after that you know and we had to register. Everybody who was eighteen had to or over up. I think they registered eighteen to thirty-five. SY: So did you go down to Northfield to register, did somebody come to campus? JP: I honestly don't remember where we registered, yeah. SY: But then, but you decided you're going to enlist, right? Or the whole school did, how did that work? JP: Ah [chuckles] I remember the date, it was September 14, 1942 they marched us all down the Armory and said, "You're enlisting in the Army," and we did, that was it. SY: How did you feel about it? JP: Well everybody else was doing it so you know. Being eighteen you knew you'd be one of the first to go. So I, you know, it's just part of what it was that's all. SY: Do you remember, I think that the Army also took the horses from Norwich and conscripted them, do you remember that? The horses being marched off campus? JP: No I don't. I don't remember when that happened. SY: I saw picture of it actually, JP: Oh really, SY: Just the other day, yeah. So okay, you enlisted and then what happened, where'd you go? JP: Well they, we enlisted and then we were called up and I had to report Fort Devens, Mass., from there. Let's see, we went by train to a camp outside of St. Louis where we went through a bunch of tests and orientation they called it and they shipped us up to the University of Nebraska in Lincoln and then, we're 4 here again. I was a mechanic in the Mechanical Engineering Department. The guys who were mechanical engineering and myself were shipped down to Columbia, Missouri to the University of Missouri there and we were bunked in the SAE House there on the University of Michigan. And there were four or five guys from Norwich, there was a lot of guys from the Michigan State there and oh we registered to take what we were supposed to take in engineering and the…the manger whatever you want to call, the dean of mechanical engineering found that we had taken the courses the Army wanted us to take. So he signed us up for our continuing education so we got to take courses that would have been in our junior year at Norwich. SY: Oh, that's exciting, JP: Yeah, so. SY: Yeah, so okay, so then, you were getting ready to ship overseas I would imagine? JP: No, we stayed there until the spring of '44 and then they disbanded that program. We were shipped to Camp Swift, Texas where, we were in entered, not all of us, most of went in different directions. Some of the guys went to infantry divisions, I went Camp Swift, Texas and was put in the 1252nd Combat Engineer Battalion. SY: And what does that mean, what were you guys gonna be doing in the war? JP: Well combat engineers you, we did all, in some cases we went in ahead of the infantry. We did river crossings, we did a lot of demolition work, I specialized in demolition learning how to use TNT and various other. You didn't have dynamite that was too too unstable, but we did a lot work with TNT and other type of explosive and I can't remember what it was. But other than that it was standard infantry. We did a lot of, [chuckles] we did awful lot of hikes, we did a lot of shooting, that's when you qualify. It was no big deal for me 'cause I shot a rifle my whole life and let's see. SY: And [coughs] so tell me about how you went over to Europe, JP: Well in, let's see. I think it was in the end of July, we were shipped by rail to, it took a couple of days to do it to Camp Kilmer, New Jersey from there Camp Kilmer, New Jersey is close to, close to New York, cross the Hudson River there and I remember they gave us, if you live nearby you were given a twenty-four hour leave, and this buddy of mine he actually lived in Des Moines, Iowa, but he said he lived in Connecticut so the two of us went to New York City and my mother actually came down to New York City and met us late and we had dinner at the Alm—at one of the, what do you call it, the Almanac's oh not Almanac…. SY: Oh where Dorothy Parker used to go, you were talking about the.I can't remember what that's called, JP: Automats, Automats that. SY: Oh one of the Automats oh… JP: Yeah, my brother, older brother who was a tail gunner in a B-24 his girlfriend who had gone through even in high school was a dancer in Broadway. She was dancing in Pal Joey with Van Johnson and can't think of the other guy's name. Anyway, we got to see her and see my mother for a minute and went back to camp. And then the next morning they took us to the 42nd Street Ferry in Wee… SY: 42nd Street Ferry? I've never heard of such a thing. 5 JP: In Weehawken, New Jersey on the, so we went to the 42nd through, street ferry and we took the ferry across to a dock and there we were surrounded by MPs 'cause they were afraid some of the guys would bolt and we were loaded. And interesting enough the 42nd Street Ferry, when I a kid, my grandmother lived in Weehawken, New Jersey and when my brother and I were like twelve and ten, ten and twelve. My dad would get us a dime each and we would walk down to the ferry and ride back and forth on it all day. So I, it's the same ferry that took us across to the, and the ship's name was the, it was an English troop ship called the Tameroa and the Tameroa you know we thought it was a dump but, we were, we left there went out by the Statue of Liberty, and joined a convoy. We went north I think and we picked up a convoy that I'm told was one of the largest convoys that ever went across. So this is in, I think it was in early August and… SY: Do you remember what you were thinking when you riding the Weehawken Ferry? When you were passing the Statue of Liberty, I mean you were what nineteen, something like that? JP: Let's see, I was twenty, I was an old one, SY: You were twenty, what did you remember what you were thinking when all that was happening? JP: Well, some of the guys kept thinking, do—will we come back or not? You know that was a little bit. SY: So you were thinking about that? JP: Yeah, yeah it was pretty, well you're with a bunch of guys so you know anyway, and I remember the convoy because we had four destroyers circling and escorting us on. I was told afterwards that two of the ships were sunk by the Germans, but I didn't know that at the time. It took us three weeks to get to England and that, what I remembered the food was horrible. For breakfast they had boiled bacon, have you ever heard of that? SY: No, I never heard that, JP: That was terrible, yeah, SY: Only the British could do something so terrible with bacon. JP: Yeah, and we landed finally at Southampton, England and from there we were trucked, or went by train to Torquay, which was on the southern coast, which was actually a, I learned afterwards was a resort area and we were billeted there. The Tameroa interestingly enough left us and was going someplace and was sunk two days after we got off at, which we saw was great 'cause we thought it was a worst piece of junk we ever rode in but, it was a very, you know, it was like a Liberty Ships, and it was, it was a pretty rough. I didn't go below, I was on guard duty four on and eight off so I was on from midnight till four in the morning and then noon to four with another fellow and, we were, it was our job to keep the aircraft gunners who sat in those special seats where there were two twenty millimeter cannon on each side of them to keep them awake, 'cause those guys would get in there and try to sleep, you know, so we had to keep them awake, that was our job. SY: What did you guys talk about for midnight to four in the morning on the dock of the ship? JP: Well actually the guy I was with had a beautiful voice and he would sing that song, "Lilli Marlene," SY: Ah, do you remember it? Do you want to sing a little bit of it? 6 JP: No, [laughs] but I have a record of it, with Marlene Dietrich. She sang in the English and in German, it was a German song too with the English. The English adopted it and there was a gal, an English gal by the name of Vera Lynne who sang it. We heard later, anyway. SY: And so he used to sing that? JP: Yeah he used to sing and that helped us keep us awake because we had to walk. We had a one set of guns that on one side and the other, on the other side, so that was… SY: You never went below deck 'cause it smelled so bad? JP: Yeah, there were too many guys, sick throwing up down there, so it was not very pleasant, yeah. SY: So how long were you in England? JP: Ah, well we were in England until December. They had a shortage of ammunition so I guess that's what's held us from going across the Channel and we went, so went across the Channel in December of '45 when the Battle of the Bulge started. SY: So describe that to me, JP: Well, we went back to Southampton we were loaded into a troop ship and taken across the English Channel and then they loaded us, we went off. They had these rope nets that went over the side down to what they call it an LCVP, landing craft, personnel and we went into a place above La Havre the beach. We were not under, we were supposedly under sniper fire but none of our guys that I knew got hit. And we landed in France and that was the start of our, we were involved with the, we were later assigned to the 6th Armored Division, Patton's group who who ah brought them up. Patton was originally, I think in southern France and he brought a column of tanks up to help on the Battle of the Bulge so we were involved in that. SY: So that was your first experience with combat, huh? JP: Yeah, I got to tell you the most exciting thing that I remember was New Year's Eve and on New Year's Eve the Americans with their artillery and all let go big time and big flares and the Germans did the same thing. So the sky was absolutely white there for a few minutes at midnight. SY: And and it was, was it like celebratory? I mean so that everybody celebrating. That's it's sort of like the Christmas Truce in World War I a little, right? JP: Yeah I don't think we were celebrating. I just thought that we—yeah we were celebrating, that we made 'till—to to January 1, 1945, yeah. SY: And they were too? JP: Yeah, right, so…. SY: Yeah, in that moment did you think about them as soldiers like you? Did you it humanize them a little bit? JP: Not really, SY: Not really, yeah? 7 JP: No, we 'cause we knew they were trying to kill us and we were trying to kill them. So it was real simple. SY: And it wasn't like the fighting stopped it was just that you—g JP: No, S: You looked at the skies for a few minutes? JP: Right, yeah, just tell everybody no, 'cause I can't remember wearing a watch or anything like that. SY: Right, so this was trench warfare, essentially, huh? You weren't— JP: Well we weren't in trenches we were in foxholes, SY: [coughs] So what was that like? JP: Well you'd dig, well you'd hoped you got in a fox, you, normally there were two of us together, you hoped you didn't get in with a guy that was too tall because you'd have to dig the foxhole too deep. But we were moved up to I think the Our River where we, we were very thin it was snow, we were doing this in the snow and I remember one time and the Germans were deadly with their mortar fire. We lost a lot of guys with that. SY: Yeah, JP: And you got a…. SY: Did you lose any close friends? JP: Yeah, one kid that I really, was in my squad and he was a pretty neat guy. Well he was a student from someplace in Iowa, and he went, I'm not sure. So in a particular mortar fire we both dove under a Jeep and he was hit in both legs and I wasn't and I remember he cruelly said, "Jack, I can't move my legs," and he said, "Give me my wound pills." So he carried what they call wound pills, which were sulfur type pill. Penicillin hadn't been discovered then. So we, I gave him sulfur and a drink of water to get it down and then the medics got him out of there. You got to appreciate there were no heli—the only reason way to guy who was wounded out was by stretcher to a point where you could put him on a Jeep the Jeeps had a, they'd take two, two stretchers in the front and two in the back and that's the way they got him back to the nearest aid station or field hospital. But I remember this one place where we were so thin that we would take the machine guns most of the air cooled, we did have water cooled guns too, and we'd fire bursts of them and then we'd run about fifty yards further up and fire 'em and try and convince the Germans there were a lot of us and there weren't, there were only us few. And they said, "You know, stop 'em if you can, if you can't they'll go through, so just let 'em go." So…. SY: How long were you fighting there? Was it a couple of weeks, right? JP: Yeah well yeah. Yeah I think the worst of it were over by the middle of, or the latter part of January. I remember one thing that I thought was funny afterwards is this other guy and I were in this foxhole and you could hear all this noise and we thought the whole German army was attacking us. And we were issued hand grenades and I threw I would say five or six hand grenades as fast as I could and then it all quieted down and the next morning when I looked out to see what happened and we killed a bunch of rabbits. So… SY: Huh, 8 JP: So… SY: Really? JP: Yeah… so, that was… SY: What did you think in that moment looking at the rabbits? JP: [laughs] I thought, those poor bastards, you know, SY: Right, right, JP: Yeah so…. SY: Oh my God, you guys you must have been terrified in that foxhole? JP: Well you got, you know, mostly you were cold. We had grabbed sheets out of the houses and tried to use them as camouflage over us because of to, blend in with the snow you know so. SY: Mhmm, JP: So, SY: Did you have, did you have enough boot—were your boots okay? Did you warm clothes or were you just freezing? JP: Well our clothing was pretty limited, we all had a blanket that we somehow wrapped up around us or tried to. The boots were, we had standard issue boots but it wasn't till later in January we were pulled back they gave us shoe packs that had rubber on the bottom, you know, the L.L. Bean type of shoe where our feet were then, then finally warm. There were a lot of guys that got frozen feet and loss—lost a couple of toes as long as you didn't lose your big toe, you were alright. SY: I was just gonna say, did they send you home for that or no? JP: No, no SY: No they didn't send you home for that? Huh, okay. So you never, you didn't get wounded during the Battle of the Bulge? But yet did you have, it sounds like you had some near misses though? JP: Yeah, I had some near misses, they, there was a lot of small arm fire and machine guns, the Germans have what they call a Burp gun which is probably a, which was fired faster. We were had the M1s where we had eight cartridge clips and you could fire as you could pull but the Germans had sort of an automatic weapon, I guess somewhat like a Tommy gun, but the Tommy gun was old, you know and heavy, so. SY: Was combat what you thought it would be or was it very different than what you'd expected? JP: It probably pretty much the way we had, you got to appreciate that we did, we shot, other than firing the machine gun through for effect our rifles we shot one we saw somebody to shoot at. We didn't just fire intermittently yeah. I see in the movies or the way they do now they fire bursts and stuff like that and general direction, we didn't do that. We fired at individuals who were firing at us so. It wa… SY: So that was what you, so was what you expected it was? JP: Yeah, yeah. We had been trained liked you know, part of our infantry training had been with bayonets so we were prepared to the fact that we'd have a close close warfare we never got to the point where we 9 had to use the bayonets and eventually it's something like, they gave us gas masks and we trained for gas masks a lot. And finally threw 'em away 'cause you got to get rid of anything that was too heavy to carry you know, so. SY: Right, I mean those were sort of World War I that they were sort training you a little bit for World War I? JP: Yeah right, SY: Yeah that makes sense. Do you remember what you would joke about to keep your spirits up if you sang and what you sang things like that? JP: No I don't remember much singing. SY: What about jokes? JP: Well there were a couple of guys that, and I don't remember what they were there were some guys that were really happier that other guys we had one guy we called, "Happy," and he was we thought a little nuts, he had come into our outfit as a replacement after being in the Aleutians so I thought you know how bad can it be. But and I had another friend in our platoon, I remember his name was Eddie Indamowicz and he had been in the Aleutians, came home, and was there forty-five days and sent our outfit as a replacement and thought how bad can it get, you know? SY: And what? JP: I said, I thought he had it as bad as here could get, you know? SY: Yeah, JP: Yeah, SY: Yeah. Hey did you have any good luck charms to keep you safe, things you would do, superstitious things you would do to keep yourself safe in battle? JP: No, I didn't have any of that. SY: You didn't have any of that. Okay, so then the Battle of the Bulge ended, do you remember the ending, do you remember the Allied victory? JP: No, no it wasn't like that, it's just that I remember one of the things was that there. Germans had a lot of horses and their tanks were much superior, their Tiger tank was much better than our Sherman tank, I thought and but they ran out of fuel and they used horses to try to aim their guns and the American artillery knocked, killed a lot of horses. So that it for a while everywhere you went as you went through you saw dead horses so. I didn't know they were good to eat at the time we were living on K Rations and K Rations and D Bars so yeah… SY: And did people eat them later? JP: Well horse meat is a standard fixture in Paris, in France yeah they eat 'em all the time. SY: So okay, so how did you, so how did it all end for you at the Battle of the Bulge? When did you, you guys kept walking right? Through Czechoslovakia and through Germany? 10 JP: Well we did a lot of. Part of our deal was clearing mine fields and clearing the roads ahead of the tanks. So we went ahead of the tanks to make sure they, the Germans had what the call a teller mine that would, they would plant and it was our job to clean them out before that time and so we did that under fire which wasn't too healthy. We were the outfit that helped breached the Siegfried Line which was the German pillbox line and under fire from the tanks. My job was to climb on top of the pillbox and use what they called a shape charge to blow a hole in it and then we'd drop grenades and try to kill all the Germans inside the pillbox, and then when they came out a lot of them, I didn't know one particular case which is a large pillbox they came out and with their hands up of course and except for the SS lieutenant who said he would not surrender so we killed him. But in one case there was a guy in our I guess he was 3rd platoon whose family was German and he spoke regular German and he went, we went into the pillbox and he got on the phone it was connected to other pillboxes and told them that he was a commandant for German and to surrender and we surprise, we were surprised that we had gone by a pillbox and hadn't even seen it was so well camouflaged and two guys came walking out that with their hands up. So we thought that unusual, yeah. SY: Wow JP: Yeah, SY: Wow, huh. JP: So. SY: Interesting, okay so, so you reached the Siegfried, the Siegfried Line. JP: Siegfried, yeah, yeah, SY: And then you just kept walking? JP: Well or on trucks or on the tanks, we rode on the tanks, too. We were involved with the Rhine and I think that was towards the end of March, right. I'm not sure of the dates here. It's been so many years ago. But I was in the first wave at Saint Goarshausen across the Rhine and they had given us motors to we took part of the 89th Division across and in the first wave we had some gun fire and not too much and got over and got into the town and then it was all rifle fire. I remember shooting a women that was firing at us and I don't know whether I killed her or not but anyways stopped firing. But the second wave in the second wave the Germans opened up from above one of those castles and I'm told they killed 100 guys. So it was a bloody thing, so… SY: Wow, yeah, JP: But we secured the town and slept in the German beds that night [chucklses] so it was good. And then it… SY: Really? JP: Yeah, then the next morning I got up and one of the guys came into me and said, "Jack, look there's a deer up there, about 150 yards away," and actually there are two of them and I shot them both and they came down the mountain and we had a guy who was a, knew how to butcher 'em. So we cut him into steaks and soaked them in red wine and ate 'em night, they were really good. SY: Mhmm….probably the best thing you'd eaten in a very long time? JP: Yeah, right, yeah. 11 SY: Yeah, yeah, what was the, what did the countryside look like that you were moving through? JP: Well, it was mostly, when we went through the German farms, and German's place, like that they, the German people came right out and repaired their their land because you know we kind of beat it up. They didn't, the French didn't seem to do that and I don't know, they had been at us so long that they thought it would continue to you know be messed up. But you know it was a lot of riding. I remember once riding in we were riding in six by sixes, trucks and we had a squad in each truck and we were strafed by a—they rode what they had what they call cat eyes on the front of us. Front of the truck where the enabled the driver to see the next truck in front of them and course you couldn't have headlights or anything like that. And we were strafed and they pulled over quickly and we all jumped out and ran as far away as we could but there were two guys who were replacements and they dove, dove under the trailer we were pulling and afterwards when it was over and we climbed back into the truck. They said, "You guys were crazy running like like that." And he said, "We jumped on this trailer." And he said, "Yeah but that trailer had 700 pounds of TNT in it." I said, "You'd gone to smithereens if they ever had." So in that particular thing they, their machine guns went through the windshield but right between the two guys that were riding there and didn't kill the other one. So I thought that was kind of different. SY: Wow, JP: Yeah, SY: So, so tell me about Buchenwald, JP: Well the concentration camp was freed by, I don't— either the 82nd Airborne or the 101st one of the first of those two airborne division. We came in afterwards and ah— SY: Afterwards, JP: Well it couldn't have been too long afterwards because the kilns were still hot where they cremated the bodies and there were wagon loads of bodies that had been gassed, just piled like cordwood on a thing. There were some gas… SY: It must have been there, just a day or two after the first Americans got there? JP: I'm sorry I didn't hear you Sarah. SY: I said, it must have been just a day or two after the first Americans got there? JP: Oh yeah, SY: If the bodies were still there, JP: Oh yeah the bodies were still there and the crem—the kilns were still hot too, so. There were guys skinny as could be and were had been that were prisoners there and we gave 'em our K Rations so they'd have something to eat you know they had, I think, and afterwards I heard that the general in charge of that section marched all of the people from Weimar which this is a town outside of the concentration down there to show what had been going on 'cause they acted like they didn't know what was, which I don't think was true. But… SY: I ah, yeah I've read that, I've read that too, that he made everybody— JP: Yeah, SY: Everybody from Weimar walked through 12 JP: Yeah, yeah, SY: And that somebody laughed and he made them all do it again actually. JP: Yeah, SY: He made them do a second tour. So did you, did you know what you were walking into before you got there? JP: No, SY: So how did you all figure out what was going on, do you remember your first thoughts? Do you remember what you said to each other? JP: We just couldn't believe it. We couldn't after all we had no knowledge of, you know our communications we had no communications we didn't know about the concentration camps or things like that and there was no newspaper or there was. You just went where you were told you know followed so forth. So I didn't have any particular, I thought it was horrible and just it added to hating the Germans a little more you know? SY: Yeah [coughs] how long were you there? JP: Oh just a matter of hours. SY: Really? JP: Then we moved on, yeah sure. There was nothing for us to do there, they were some of the other, I guess they moved in a soup kitchen and things like that to feed the people who were left and sorted it out, so…. SY: Did any of the inmates speak English? Did you have conversations with any of them? JP: No, no. SY: And the kilns were still hot, did you see smoke or had they…? JP: No they were just hot, they just were cooling down and so forth. They wanted cigarettes the prisoners you know we had cigarettes. We were issued a carton a week of cigarettes and then all the K Rations, these K Rations had five cigarettes in it so when we gave the K Rations they thought that was just unbelievable to have cigarettes. SY: Were they, were they smoking them or trading them? JP: Oh no, strictly smoking them, strictly smoking. SY: So you pulled out of Buchenwald [coughs] and did you talk about with each other? JP: Oh yeah, sure. SY: What you say? Do you remember the conversations? JP: No, not I remember, you know our whole thing was moving on, moving on. When we were, we were in Patton's Army and I remember back in I think in early February we were pulled back from the line and were put through we'd been in the same clothes since December and we obviously all smelled pretty well and what do you when sleep in the—eat, sleep, in the same clothes a lot and they had what they called a13 Shark, shower group and we would rack our equipment our arms and take off all our clothes and heave 'em into a bin and then you'd go into a, they had forty-eight showers set up and you got one minute a rinse, one minute a soap, and one minute a rinse again and that was it. And then you'd… SY: You probably still smelled? JP: Yeah and then you got all new— new clothes and I remember we had a, what would you call it a clipper that you could use in and we'd give each other's haircuts with this clipper to 'cause you know that was the only thing you could do and you know it was easier to have shorter hair under your helmets. SY: So what you do after Buchenwald? JP: Well, we moved on. Did a lot of clean up and with the tanks and so forth and actually we moved up for it and we were ready for a assault crossing, got across the Danube when in May when the war was declared over. So we moved on and they took us into a place called Ejar, E-J-A-R, Czechoslovakia and we built a bridge there over a railroad crossing or something like that, a bridge that would carry the tanks into that and we stayed there and then we were pulled back because the Russians took over that territory. Hey, can you excuse me a minute? I'll be right back. Oral history pauses, with background noise, and then resumes JP: Hi, I'm back, SY: Hi, you're back, JP I'm back, yeah that was quick, SY: Excellent, JP: Too much too much coffee, SY: Too much coffee, I know that problem. Okay, so it seems like we're getting to the end, close to the end of the war. So where were you on VE Day? JP: On VE Day we were in, I think we were in Czechoslovakia. We'd gone there, they stopped the fighting I think on one day and then couple of days later they it was it a fish hole. So we had moved into Czechoslovakia. Then let's see they moved us the Russians came and took over our positions in Czech and we moved back to Austria and actually we moved back and we had a deluxe accommodations which was a guest house which is a small hotel and we took it over and our platoon, and I remember another guy and I actually had a bed to sleep in and we had [airplane flies in background] you know by then they had ah they were set up with a cook, the cooks and all we had meals, real meals and all. SY: How long had it been since you'd slept in a bed? JP: Well [chuckles] a long time I guess since I was in England. SY: Since you were in England, JP: Yeah, SY: Wow. So [coughs] do you remember when, how did you hear that, how did you hear, about, the victory? 14 JP: Oh it came down from our headquarters they came through and told us all about it, you know it would get a platoon of us together and tell us you know the war was basically over as far as we were concerned. SY: And what would you, what did you do? JP: Well we thought that was great. I think we probably drank you know, we confiscated all kinds of wine and beer and liquor and we drank it all up. [chuckles] Yeah so that was it, SY: You probably had a big party, and so then, then what happened? So you know victory's been declared and the war is basically over it's over in Europe and so where'd they send ya? JP: They moved us back to Marcé and there our equipment was checked over. Some of the guys who had the highest points like the fellows who had been in the Aleutians were taken away from our unit and we had replacements come in and they told us basically that we were sailing for the Philippines. So we were actually on the boat, there were four boats in the group I was in. It's started out and I was in the last one to leave and we ran into a bad storm and they put us in back of the Canary Islands for a day that's what I heard anyway for the worst of it to get through and we were in the middle of the ocean when the war in Europe was declared over and but the first three boats in our group went through the Panama Canal to the Philippines and we were diverted into Boston we were had been scheduled to be a part of landing in Tokyo which was scheduled for November 1, 1945. So that we put… SY: And so you heard that the bomb had been dropped while you were on the boat? JP: Yeah, yeah, SY: Yeah and they announced that you? JP: Yeah, yeah, SY: Yeah, and that's why you got diverted to Boston? JP: Yeah, yeah, SY: Were you relieved? JP: Yeah, well in a way, I at the time we knew we were going to the Philippines but we didn't know. It was until fifty years later that we found out that we were part of the landing group into Tokyo. SY: How did you find it out? JP: Well they didn't release those orders until 1995 and a friend of mine who was with the 4th Marine Division who I still talk to he was able to get a hold of the orders and we found out that we were, the Philippines was where the gathering place for the landings were in that's where we were scheduled to go. The guys in…. SY: No idea that you were on your way? JP: No, SY: That's interesting, JP: No, no the guys that went through the canal all the way to the Philippines they ended up playing cards for three months and then they came and brought them back. So…15 SY: And you guys went to Boston, and what was it like when you arrived in Boston? JP: It was nothing we arrived at Boston, we went get—we were I think we took us to Myles Stand—either Myles Standish, or Fort Devens and were given thirty day leave and then we were on leave they gave us another thirty or forty-five days and then they told us to report back to. I was supposed to report back to Devens in the middle of December for discharge and I got back there and they said, "You got the mumps," so I was sent into the hospital and was there for three weeks and then was discharged the first week in January. SY: Was it hard to adjust to life back home? JP: Well it, you know all the guys I knew. Buddies of mine were same age bracket we'd all been in the service together so we you know, we were with them and actually when I got out of the service on a Thursday and my father worked for the Southern New England Telephone Company and he came home on Friday and said, "You have a job starting Monday." So I didn't have, so I worked for the telephone company and I had checked with Norwich and the semester started in February. So I went back to college in February and my, one of my old roommates there, his name was Ken Clary. He and I roomed together until he spoiled it and got married. Yeah and anyway…. SY: What was it like to back at school after having been at war? JP: Well we were, when we came back to Norwich we came back as civilians we did—we were not in uniform. They had a Cadet Corps but as far as we were concerned we were strictly there to complete our education and I lived for a while in one of the dorms and then we I moved I was in SAE and I moved to the SAE House for rest of the time I was there. SY: I've heard from other, from other things from other people and from things I've read that it was, it was kind of, that Norwich didn't seemed to be equipped for returning veterans? JP: No I would say that. They seemed they gave me so much credit so I had only had another year to go and my and they sort of rushed us through to get rid of us I felt. But that's alright. SY: Why do you think they did that? JP: Well they wanted to be back to their Corps of having you know a complete complete military again and that's what I thought anyway. But… SY: Did you consider staying in the military or going back in or were you done after you came back from the war? JP: Well you know my brother was a tail gunner in a B-24 he completed his fifty-six raids or fifty-four and the spring of '45 actually spring of '44 and he had been in same length of time as I had and we thought nah that you know what I was in couldn't couldn't get any better so and we talked about staying in but we both decided on hell with it let's get out of here. So then we did. SY: Yeah, both of you together? JP: Yeah, yeah, SY: So somebody described to me there was a basically like a trailer park off campus, where the vets lived? JP: Maybe they were the married vets but not, 16 SY: Married vets yeah, do you remember that or no? JP: I remember there was a, yeah there was some Quonset huts they built and they put hardwood flooring in them and a guy by the name of Bill Peck who was a friend of mine and I had been in actually he, Bill and I had been in University of Missouri together. Although I don't know where he went after that, he went to an infantry. But he and I went down there looking for a jobs and they said, "Do you know to put in hardwood flooring?" and Bill said, "Oh sure," and he didn't know either that's what we did and that was one of the jobs we had. SY: And that was where the married veterans lived? JK: Yeah, right, yeah, yeah, yeah, SY: Hmm…interesting, interesting. So how often do you, did you talk about the war? Did you talk about the war with your friends and family when you came back throughout the rest of your life? Or has it been something you didn't think about that much? JP: I really didn't think about it that much. Sometimes you know, some of it comes back to you but I was able to get it off my mind. I had other things to think about too. SY: Yeah. So tell me briefly about what you did after you graduated from Norwich? JP: Well after I graduated from Norwich, my dad wanted me to work for telephone company and I didn't want to do that 'cause I couldn't stand the manager that I talked to at the Bridgeport office. He had told me how he's start me at a certain salary and after six months I'd be reviewed and all this kind of stuff and be taken care of for the rest of my life. And that didn't appeal to me. And I had an uncle who worked for Hartford Empire who make glass making machinery and as an engineer I had an opportunity to go to Saudi Arabia but that you had to sign a two year contract and I didn't want to do that and actually the fellow that lived across the street from me was a guy by the name of Bob Keeeny, and Bob and I had grown up together from seventh grade or seven-years-old on and he but he had gone. He was going to Wesleyan University and had gone in the V whatever it is program there, had graduated and like June of '45 and then sent to San Diego and he was on the Indianapolis when it was sunk and he died on that. But his father owned this plumbing company, plumbing manufacturing company and he asked me if I wanted to come to work over there so that's where I started working and I started working selling for them and working as their in their sales management group. SY: And then you stayed in sales management for the rest of your career, right? JP: Yeah, well pretty much I went. I left that company and went to Bridgeport Brass Company and here again I was sale manager of the copper water division and the plumbing division and they decided they would move that division from Bridgeport, Connecticut down south for better wages and so forth and so I got to be the manager and we moved the company to Moultrie, Georgia which is fifty miles north of Tallahassee and I went down there with four of the guys we hired, set the company up moved all the machinery down from Bridgeport and hired 300 people. So it was down there for four years and from there I told them you know that I didn't want my kids living in the south. I had three kids and the schools are just, were, the day, the year we got there they added the twelfth grade to the high school and so they offered me a job working out of New York in their international division so I did that for three or four years I forget which yeah. SY: Excellent. So how do you think your time at Norwich influenced your later life? 17 JP: Well it's hard to say. I guess I guess one of the early things that, in Norwich you learned real quick to obey orders and that's one of the things that I [chuckles] kept with me all through the Army and even in business you learn to who is the boss and who is you supposed to tell. Do what they tell you, you know that type of thing. SY: Did you also learn how to be a leader? JP: I would say so, yeah, yeah. SY: And what about this idea of citizen soldier or service, is that something you think about or relate to as you're sort of gone through your life? JP: Well as opposed to the volunteers that they have now you mean? SY: Yeah, I mean I guess it's just—No I mean, not the actually opposed to that, I mean, I guess the premise of the citizen soldier of the founding of the school was the idea of people who were both educated and also in the military. So it's sort of combining the liberal arts, right? With the military training at the same time? JP: Well, I think that's, I think that the military training is something that you'll lives with you the rest of your life. My son's, son or his wife or present wife's has a son who is a senior in high school and thinking about going on to college obviously and he said he'd liked to work in the State Department and I suggested he go to Norwich because you know he would have to complete there and then be in the service for four years. But I thought, I said "that will be the best background you'll ever had for working for the State Department." And but after getting that information and finding that they get up at 5:30 every morning he was no longer interested in that. SY: [laughs] What about as you've gone through your life and watched the U.S. enter into other wars, how do you feel about your war versus the wars that followed? JP: I think our war was very different in that we had sort of lines of demarcation. We knew who the Germans and who were the Allies versus now. They seem to have people coming at 'em from different directions and coming across the Pakistan border and things like that. I think it's a very different, and the method of fighting is very different you know everything is automatic weapons, automatic weapons. We didn't have that stuff, it was more of an individual fight. SY: Hmm…interesting. JP: Yeah, SY: Well I don't' think I have any more questions for you. JP: Okay, SY: Is there anything you want to add in that you didn't get to talk about? JP: No I think we covered everything, yeah. SY: I think we've covered everything. You sound kind of tired too. I'm a little tired, we've been talking for a long time. JP: [laughs] Yeah, no yeah, I see it's almost 11:30 here yeah so. Well I appreciate the invite. How did— SY: Thank you so much for talking. 18 JP: Yeah, are you, will you have a recording of this, is that right? SY: Yeah we'll have a recording of this that we'll send you and then we'll also ah have a transcript that we'll send you. JP: Oh great, great, 'cause my son— SY: Listen to it and then if there's that something factually wrong or something that you want to keep private, you can tell me and then we'll edit that out. JP: Yeah, now— SY: So that's, so you'll getting stuff in the mail from me, JP: Yeah I didn't tell you any of the nasty stuff, so. SY: Oh yeah, why not? JP: Or any of the sexy stuff [laughs] SY: Any of the what? JP: Any of the sexy stuff, SY: Oh well those are all the important stories for oral history, you should tell me some of them now. [laughs] JP: I thought one of the things that was really interesting is that and course we went—and a lot of our training in basic was how to avoid getting social diseases, you know? SY: Right, JP: And the other thing was that the Army seemed to recognize that was the guys all needed to have their sexual relations and in Marcé in the Stars and Stripes they said there's 20,000 pros, plus 7 semi pros and amateurs here in town so. SY: So you guys on your time off would wander into town? JP: It was available yeah, so that's all. No other than that not too much. SY: That sounds great. And it was France? JP: Right, right, SY: Which was exciting for a young American man? JP: Yeah, yeah, SY: Yeah, JP: Right, SY: Yeah, were there any moments when you had real ethical dilemmas? Where you really struggled with something with an order that you didn't want to follow? JP: No, 19 SY: Something like that? No? JP: No, no I didn't have any of that, so. Anyways thank you so much for your interest. SY: Thanks for telling your story, I really appreciate it. JP: Okay, I'll look forward to it hearing from, SY: Okay, alright have a good day, JP: Thank you bye. SY: Bye, bye.

Helen Horne Far, June 5, 2014 ; The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ; The following is an oral history interview with Dr. Helen Horne Farr. It was conducted on June 5, 2014 by Jamie Weeks. In the interview, Helen discusses her time spent at Weber College as a student from 1941 to 1943 and then as an instructor in the nursing program from 1959 to 1987. ; 28p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Helen Horne Farr Interviewed by Jamie J. Weeks 5 June 2014 i Oral History Program Weber State University Stewart Library Ogden, Utah Helen Horne Farr Interviewed by Jamie J. Weeks 5 June 2014 Copyright © 2014 by Weber State University, Stewart Library ii Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in University Archives. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description The Weber State College Oral History Program was created in the early 1970s to "record and document, through personal reminiscences, the history, growth and development of Weber State College." Through interviews with administrators, faculty and students, the program's goal was to expand the documentary holdings on Weber State College and its predecessor entities. From 1970 to 1976, the program conducted some fifteen interviews, under the direction of, and generally conducted by Harold C. Bateman, an emeritus professor of history. In 1979, under the direction of archivist John Sillito, the program was reestablished and six interviews were conducted between 1979 and 1983, with additional interviews being conducted by members of the Weber State community. In 2013 the campus prepared to celebrate the 125th Anniversary of Weber State University in 2014. In order to document the student experience, interviews were conducted with Weber State College Alumni on an ongoing basis. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Farr, Helen Horne, an oral history by Jamie J. Weeks, 5 June 2014, WSU Stewart Library Oral History Program, University Archives, Stewart Library, Weber State University, Ogden, UT. iii Helen Horne Farr June 5, 2014 Abstract: The following is an oral history interview with Dr. Helen Horne Farr. It was conducted on June 5, 2014 by Jamie Weeks. In the interview, Helen discusses her time spent at Weber College as a student from 1941 to 1943 and then as an instructor in the nursing program from 1959 to 1987. JW: This is an oral history interview with Dr. Helen Horne Farr. It is being conducted on June 5, 2014 in her home in Ogden, Utah and the interviewer is Jamie Weeks. The subject of this interview is her time spent at Weber State College as a student from 1941 to 1943 and then as an instructor in the nursing program from 1959 to 1987. Also present is Stacie Gallagher our video technician. To begin with I'd like to ask you just about your early family life-when and where you were born and maybe a little background about your childhood. HF: I was born in my grandparent's home in Smithfield, Utah on August 12, 1923. My parents had another girl who was 21 months old when I was born. During my birth, mother hemorrhaged. The doctor was afraid that she would die and said that I was too little and wouldn't live anyway. He put me aside and took care of mother. My grandmother wisely picked me up, cleaned me and put me in a flannel lined shoebox in a coal stove oven and saved my life. I stayed in that shoebox for about six weeks and bonded very closely with my grandmother because of that. JW: Were you tiny? 1 HF: Yes. They said they measured me with two pounds of butter and that's how much they thought I weighed, but you know, farmers didn't know how much the butter really weighed, but I was a very tiny baby. Grandmother Toolson was wise enough to know to use an eyedropper to feed me. That's how I survived. JW: Oh my word, what a wonderful story. HF: Isn't that something that many years ago? 1923, that's almost a century ago. JW: Right. HF: My father was the principal of Burley High School. They had to leave for him to start school in September, so they left me with my grandparents until Christmas time. My father had an opportunity to coach at Midvale Junior High School, so we moved to Midvale. During the depression when I was in the 5th grade, the Jordon School District ran out of money early in the spring. We returned to Smithfield and stayed with my grandparents. Elaine and I enrolled in school there. I enjoyed the classes and meeting new friends. Then my father had the opportunity to move to Ogden to teach math and coach at Washington Jr. High School. That was about two days before my twelfth birthday. I'll never forget that birthday because we were very poor. It took all our money for us to move. For my breakfast that morning there was a grapefruit on the plate and my dad kept saying, "Why don't you pick up that plate, there's something wrong with it." I didn't know why he wanted me to do that, but when I picked it up there was a whole dollar bill. I thought I was the richest girl in the world. So, that was a birthday that I'll always remember. 2 Elaine and I enrolled at Lewis Junior High School. At Christmas time, the principal met with my parents to suggest that my sister and I could skip a grade. My parents decided against us moving up a grade. They bought a home at 3297 Adams Ave. and Elaine and I transferred to Washington Junior High School. I served as student body vice president in the 10th grade. We were the fourth class to graduate from the beautiful new "Million Dollar" Ogden High School. The student body was over 1500 junior and senior students. I was a member of the Student Council and the Pep Club. Those were two special years. We had a great time at Ogden High and I thought that was the best school in the world. From there I went on to Weber Junior College located at 25th and Jefferson Ave. JW: So you started with Weber in— HF: The fall of 1941 (Appendix A). JW: The reason I'm asking that is because we're missing yearbooks from 1943 to 1946, so I just wondered what happened. HF: I really don't know—World War II may have made supplies unavailable. In 1941 when we enrolled, Weber was a wonderful school. I don't know whether people have told you how that campus was organized, but it had just three buildings-the beautiful Moench Building, the Gym Building and one classroom building. West of that was President Dixon's home where his family lived. The Moench Building was just a beautiful building; it had a huge auditorium in it. We had all of our assemblies there. This is something that probably will never happen again, but every Tuesday we had an assembly at eleven 3 o'clock. The student body was filled with talent. The girls' and boys' clubs took turns presenting the programs. We enjoyed all of the singing, dancing and plays. We closed the assembly by singing "Purple and White" with J. Clair Anderson at the organ. I know "Purple and White" perfectly, and now very few students, graduates and faculty can sing this song. The student body was mostly Ogden High graduates, with some Davis County and Box Elder graduates. We had two or three men that came from Hawaii to be on the football team, but they didn't stay. They just kind of moved in and out. We had a wonderful student body, and became very close friends. It wasn't a very big student body. I don't know how many there were, but it couldn't be too large because our class sizes were only about fifteen or twenty in a room. Those first two years, Dr. Dixon was just so nice to us. It's like he said, "We were just the Weber Family". He knew most of us by name. JW: It was such a different time than it is now with so many clubs, sororities and fraternities, and they were all very active. HF: Oh yes, and very competitive. I don't know how it was after I'd left, I guess it was pretty much the same, but La Dianaeda and Otyokwa were always trying to compete and so were Phoenix and Excelsior. It was just a different type of student body than there is now. JW: You knew everyone attending the school? 4 HF: I practically knew everybody. That freshman year I was elected Freshman Representative for the Associated Women Students. I also joined La Dianaeda, which was a social club, and the Whip Club (Appendix B). We had a good time. We really enjoyed that wonderful first year. During that year, in December 1941, Pearl Harbor happened. That didn't change too much of our lifestyle, we all felt badly about it, but we all were in school and nothing really seemed to change with us. The boys just stayed in school. Then the next year I was elected President of Associated Women Students and the boys stayed enrolled. However, in April of that year, a month before graduation, most of them were drafted except about five boys who had health problems then. That was a very sad time. We put flags on all the boys' lockers the next day. That night they all had to go on the train to wherever they had to go, so we all went down to the train station to tell them goodbye. JW: It would be so life changing, to have all the boys leave at the same time. HF: When we graduated it was just those few boys and all of us girls. JW: Wow, so this was April of 1943 when they were all drafted? HF: Yes. HF: Those were all good friends. The Dixon family was very supportive and at that time we were all the "Weber Family." President Dixon always said, "The Weber Family will be doing this, the Weber Family will be doing that." He was just a good leader for us. Most of us didn't have much money. We had Shoeless Shuffle dances when we couldn't get shoes during the war. We just had a lot of fun. It was great. At the end of fall quarter in 5 1943, a friend of mine, Marjorie McKee, and I thought about becoming nurses. We went to the Thomas D. Dee Memorial Hospital to inquire about it and submitted an application. Both of us were admitted to the school nursing for the winter quarter. That spring during our final assembly, I received a leadership award and a scholarship for nursing from the Alpha Chi Omega sorority. So that really did help my family. JW: In the Signpost it says you were also on the honor roll. You must have been a good student too (Appendix C). HF: I have to say that I had to be for my dad. Since he was in education and he was very well-liked and respected in Ogden. If I'd done anything wrong it would have been terrible for him. I was very close to him, so I just was miss goody-two-shoes. JW: How many siblings did you have? HF: Just the one sister, Elaine, who was older than I. Those were fun days at Weber, they really were. JW: Who were some of your favorite professors? HF: I remember Lydia Tanner taught cooking. She could make a pound of hamburger in a great big pot that would serve the whole student body. I never saw a pound of hamburger go so far. We, as students, had to make that soup, but she'd tell us how to chop things up and season the food. She was a wonderful instructor. One of the things that I remember is that you could never leave anything in the sink. If you have a utensil that you used, you washed it and dried it and put it away. 6 Besides her, I had Sheldon Hayes for Biology and Walter Neville for Sociology. There was Marian Read who taught English, Ernest Miner taught science. Other faculty were Thatcher Allred—speech and drama, Roland Perry—music and Whitney Young— science. Reed Swenson and Merlin Stevenson were coaches. Clarisse Hall was the registrar at that time, and the next year she became the Dean of Students. Did I tell you Leland Monson taught Shakespeare? JW: No, but I do know who he was. HF: He was wonderful. We really had a wonderful faculty. I just don't know how we could have been so lucky to have such a good teachers, but we did. We all liked our teachers, we didn't skip classes, we stayed in class and I think everybody who was there our second year graduated. JW: That is a big accomplishment; to keep all of the students in school and have them all obtain a degree. HF: Our tuition was practically nothing and I remember people saying a few years before that they would bring produce from their garden and eggs for tuition. JW: Yes, they paid in-kind with eggs, produce, and livestock. HF: We paid, but it wasn't very much, I know. My whole expenses going to Weber the entire two years plus the few classes we had in nursing while we were still at Weber were less than $300.00 dollars. Now you can't even go one quarter for that amount. JW: No, you cannot. 7 HF: We had a wonderful student body though. They were just really, really nice people. JW: You graduated and then you were admitted into the Dee School of Nursing? HF: When we applied they immediately admitted us for winter quarter. At that time, The School of Nursing had classes two times a year - a January class and a June class. We went right into the January class, but we were allowed to stay home. We took the science classes that were required in nursing at Weber and other required courses. We lived at home for the two quarters and graduated from Weber in 1943 (Appendix D). JW: From there did you move to the Dee School? HF: Yes, then we had to move to the Dee School of Nursing on 24th and Harrison there. HF: The Dee student body president always had the top north room. First year students lived on the basement floor. On the main floor were the second year students and on the third floor were the seniors. JW: How long did it take you to go through the nursing program? HF: Three years. The total cost was $199.50 for tuition, books and uniforms. JW: So, you went through the nursing program and then did you immediately start working at the Dee Hospital? HF: No, I didn't. When I finished nursing school in 1946, I wanted to continue college and earn a BS degree. I inquired at the University of Utah and learned my credits from Weber were transferrable. I needed twenty-two more credit hours to graduate. I couldn't 8 enroll in the University of Utah that winter quarter because it was too late by the time we had graduated from nursing school. We were so afraid of state boards and we studied every day prior to spring quarter when I attended at the U of U. I don't know how they let me do this because I don't think most universities would do that now, but I was permitted to take twenty-two credit hours. That was a lot—fifteen hours was usually the regular number of hours per quarter. So, I did that and graduated from the University. I was elected into Phi Kappa Phi and graduated with honors. I really enjoyed the University that spring quarter, but I didn't get much opportunity to meet very many other students. I took an astronomy class because that was one of the sciences I needed. I sat by a bunch of celestial navigators who had just been discharged from the war. They probably knew a lot more about it than our instructor did. They coached me. I never could have passed that class if they hadn't helped me. That was a nice class, I can still remember that. I also took creative writing, home decorating and an abnormal psychology class. JW: At the University of Utah? HF: Yes. JW: Where did you get your bachelor's degree from? HF: I got my bachelor's degree in education in the spring of 1946 from the University of Utah and then I became the night supervisor at the Dee Hospital. That was my first job. My land, I was supervising people whom I had lived with in the nursing school for all those 9 years. But it was a nice experience. I didn't like night duty and soon became the Head Nurse on the Pediatric Unit. I was living with a family near the hospital when I met my husband who came to take some pictures of the family and their new baby. He had just been discharged from the Navy. When he was taking pictures, I remember I was baking some cookies and the cookies burned. It was an awful smell, but he said, "Well, they're just chocolate now." I can't remember what they were. My roommate was a former classmate in nursing school. The next day he called Max and said, "I'd like to have a date with that little blonde." Well, Max thought it was Louise because she was blonde also. So, Louise and I went down and we bought a pretty dress for her and some shoes. That's when you wore hats and gloves. She was all dolled up when he came pick her up. He had a big bouquet of flowers and a box of candy for her before they went out. The next morning she said, "That was the craziest date; all he wanted to do was talk about you." I said, "He just needed to have something to talk about." The next day he called Max and said, "You gave me the wrong girl." So then, Max said, 'Well, Helen's not dating until her boyfriend gets home." Max told him I had this ring that I needed to give back but that didn't deter my husband one bit. I returned the engagement ring and dated several boys including my husband. He kept coming when we were trying to study for state boards, I wanted to crown him. I didn't think that much about him at first. Then, I guess he wore me down. We took state boards in the early summer and passed. My husband and I both liked football and that following Thanksgiving we went to a football game at the U of U. He showed me a 10 diamond ring. It was way too—just too gaudy. I didn't want it, I just wanted something simple. So, I said, "I don't want to get married. I want to be an airline stewardess." That was my whole plan was to be an airline stewardess. JW: Instead of nursing? HF: You had to be an RN to be a stewardess at that time. At Christmas time he took me down to the airport to apply to be a stewardess. I found out that after the war they only wanted tall stewardesses and I wasn't tall enough for the larger planes. That Christmas, my husband gave me a silk pant set and some nylon stockings, which you could never get during the war, and a beautiful poinsettia. It was the tallest poinsettia I've ever seen. My folks had moved out to North Ogden then and he wanted me to look at this poinsettia and I was just getting tired of it by the afternoon. I said, "Let's go visit Helen and Max and some other people." "Oh, just look at that poinsettia." I just thought, "I don't want to see that poinsettia one more minute." I finally stood up and then looked down and there was my diamond ring on the branch of that tree. So, I thought, I really do love you. Then I took the ring. We were married the next year in 1947. My husband did crazy things like that. One Christmas he put a watch on a gold ornament and I didn't see it until I was taking the tree down. He was always doing things like that. JW: It sounds like he was very romantic. HF: Oh, he liked to make surprises. He really did. Anyway, then we were married and I didn't work for a while because I had my five children in eight years. So, I was a busy mother. 11 JW: Yes you were. How many grandkids do you have? HF: Oh goodness. I have fourteen grandchildren and fourteen great-grandchildren. JW: And five children keep you very, very busy, right? HF: Our first four children are boys; Paul, Craig, Brent and Randall. Carol, our daughter, was the fifth. They all had chores, not always completed, and an Indian girl from the Intermountain Indian School in Brigham City helped me each Saturday. I spent Sundays using the Ironrite all afternoon. I had little time for myself. I am very proud that all of our children are college graduates. Two earned doctorate degrees. Paul became an attorney and Craig is a board certified toxicologist. Brent is an industrial engineer with Master's degree in Business Administration and Randall earned his degree in Political Science. Carol, a single mother, returned to Weber, graduated in nursing and earned a BS degree. JW: Let's go back. You stayed home with five children and then when did you decide to go back to work? HF: I went back to work as a part time supervisor at the Dee Hospital. In 1953 Ruth Stewart (now Swenson) called and asked me if I would be willing to teach in the new nursing program at Weber. I told her that I had three small children and was too busy. The next spring, I did some special duty nursing. We could pick and choose the days we were able to work. I did that for a while and then St. Benedict's Hospital started their three-year nursing program and they had a nursery for the nurses' children. I taught there from 1956 until 1958. 12 Leola Davidson happened to see me during the summer of 1959 and she said, "Why don't you come to Weber to teach?" So, I guess she told Ruth Swenson. Ruth called me and asked if I would be willing to come here and teach. That was in 1959 when I started at Weber. Geraldine Hansen, a recent graduate of the Weber associate degree nursing program, had earned a BS degree from the U of U and was also hired. By that time, Weber College had moved to the new campus on Harrison Blvd. There were three small, one story buildings and a Quonset hut. Administration and registration were in building I; the printing department; social sciences and English were in building II; and Natural Science and nursing were in building III. The Quonset hut was known as the TUB, temporary Union Building. The nursing program was initiated when Ruth Swenson was a friend of Mildred Montag while attending Columbia University. In 1951, Mildred was in a doctoral program and chose as her thesis hypothesis that "It might be possible to educate students in a junior or community college to perform those functions commonly associated with the registered nurse". Weber Junior college was one of seven schools west of the Mississippi chosen to offer the two year nursing program. Ruth Swenson was appointed director. She and Marjorie Somers developed the program. In 1953, thirty-six women enrolled. They all passed state boards, as have most of the students throughout the years. JW: I read that you were the fourth woman to be hired as faculty at Weber State. HF: That's true. Loy Doss, LaPrele Neville and Leola Davidson were on the faculty. In the early 1960's, the Licensed Practical Nurse (LPN) program of thirty students merged with the Associate Degree program of sixty students. This made a total of ninety freshmen 13 students. Each year there were over 700 applicants. We felt we had the best students on campus. They were all high achievers. This required additional faculty. Karen Beaver, Sonia Parker, Norma Hansen, Ruth Brown and Arlene Stein and several clinical faculty were hired. I loved the students and looked forward toward each fall to greeting and orienting them into the nursing program. About ten years after the two year program began I went to a National Nurses Association conference in San Francisco. This was in the mid-sixties. I think there were three delegates from Utah. You had so many delegates for how the membership was in that state. Anyway, it was a large group of women and I don't remember any men being there. We didn't have very many male students. The whole week was almost all dedicated to "what are we going to do with these associate degree nurses who are passing state boards". Here we had three hard years of hospital school nursing and four years in the collegiate program, now these two year graduates think they can do anything. The Weber students were actually called the "Weber Wonders" when they first started. The delegates discussed what they could do and what they couldn't do and they even said, "You're a 'Weber Wonder'," to them when they first graduated. So it was a different world then. It's amazing, during that convention, the whole time was spent on trying to figure you how we could resolve this. They finally voted and passed a resolution to the National League of Nursing to write a separate test for these associate degree nursing graduates. They believed the two year nurses could be technical nurses or associate degree nurses or some other label, but they should not be RN's because 14 they just didn't have enough education or nursing experience. Well, they proposed that to the League of Nursing and the League was so busy trying to accredit new schools of nursing that they never did write another test. So it went on for a few years and that was it. The two year program stayed and they're doing well. Now Weber has branched out to all these different campuses. It's wonderful what they've done. In 1969, Ruth Swenson passed away. I was always sorry that she was never promoted to Full Professor. Leola Davidson became the department chair. She was childless and able to devote a great deal of time to nursing. She also assisted the part time Dean, Reed Stringham, a dentist who was on campus three days a week. The last day of Spring quarter 1972, Leola announced Gerry Hansen would be her assistant and assume the role of department chair. JW: Interesting. HF: I can remember that whole week there was so much bitterness and so much animosity. I'm glad that it worked out like it did because we do have some very good nurses that graduated from our program. They've become leaders in nursing and done well. JW: The school newspaper states, "Making her the first instructor in the nursing program and the fourth woman on campus to be named a professor." HF: Yes. That's right. I was the fourth woman on campus to ever be named professor. Isn't that amazing? I didn't realize that at the time how amazing that was because it was difficult to get promoted since we didn't have a nursing doctoral program. In 1977 less than 1% of nurses in the country had earned doctorates in other fields. If you had a 15 master's degree you thought you had really done well. Most of the nurses were diploma graduates from the hospitals. Those of us with a BS degree thought we were sitting pretty good. We found out, when we became college faculty, advanced degrees were very necessary. Committees had very tight criteria for tenure and promotion. You had to have those degrees before you could be advanced. I was very lucky to get that professorship. It's probably because I was very active on campus with other committees and had excellent student evaluations. I didn't receive my doctorate degree until after I was made a full professor. JW: I'm just trying to get the timeline right. You came to work at Weber and started as an instructor in 1959 and then in 1969 you received your master's degree. Were you working in Ogden and driving down to the University of Utah in Salt Lake? HF: Yes, I was working full-time in Ogden with five children. JW: This is what I couldn't believe because I kept thinking, "She's working and trying to get another degree and has this large family." HF: I enrolled in night school. After one quarter in graduate school, one of the professors, Dr. Cecil Samuelson, offered me a stipend in rehabilitation, which I really appreciated. I had some wonderful professors; I just can't tell you how excellent they were and I got through it somehow. I received my MS degree in 1969 and was promoted to Professor in 1977. During those years, I was very active in the Utah Nurses Association and held every office in District #2. There were about 1800 members in the state association and it was a total surprise to be nominated as Utah Nurse of the Year in 1976. One of the 16 other nominees was Dean of the School of Nursing at the University of Utah and had a doctoral degree. When I received the award, I was overwhelmed. JW: Let's talk about that really quickly and then we will go back. In 1976, you then started a doctorate program at BYU? HF: There were six of us. Leola Davidson, Ruth Brown, Karen Beaver, Geri Hanson and I were from Weber and Jean Law was from McKay Dee Hospital. There were six of us that were selected. We carpooled every day all the way to Provo and then in the summer we had to be on campus, so my husband and I went down and found two apartments and we thought three in each apartment would be fine. Leola Davison, Ruth Brown and I shared an apartment. You know that doctoral program was fun. Well, let me tell you what, Leola smoked all the time. Of course BYU has very strict religious rules. This doctoral program was started in 1976 with seventy-six people in the program from Idaho, Colorado, California and Utah. One time, the BYU president, Dallin H. Oaks, called us all into a meeting and said, "We have heard that several of you are having cocktails before dinner. If you choose to do this, you'll have to leave the University. You have to abide by the rules." Well, Leola was smoking like a trooper and I'd bring my clothes home and my husband would smell my clothes and he'd say, "These just reek of smoke." I'd say, "I can't help it," she just smoked one cigarette after another when we were studying, but we never got caught. One day though, we were having some finals and testing and we felt we've got to have some coffee to keep ourselves alert and awake, so we all took this little 17 thermos of coffee with us, but we never could find a spot where we could drink it. So, we brought the coffee home. JW: Because you couldn't have coffee on campus. HF: No coffee, no liquor. The liquor didn't bother any of us. Some class members from California left the program. I don't know how many. With that many people you don't count how many are still in your class. There were some who just could not leave that alone. JW: Interesting. Let's go back and talk about your time at Weber. From everything I've read, you made some huge changes for women on campus. HF: That's the one thing I'm really proud of. JW: I'm so proud of you, because I've worked my whole life and it's a struggle even now. You always have to fight for equality. HF: In the spring of 1972, Dr. Helmut Hoffman was the Academic Vice President. He called the female faculty to a meeting and explained there was a wave of unrest across the country of faculty women realizing that they had the same education, the same experience, the same time at the institution as their male counterparts and were making much less money. So, he encouraged us to organize and try to get this solved on our campus. I wasn't aware of any salary discrepancies because the Nursing Department had all women faculty. 18 A commission was formed and I was elected chairman. Inge Adams, from the Foreign Language department and Bonnie Fitzgerald from the library were elected committee members. I drafted a constitution for the Commission of the Status of Women at Weber State College and shared it with the deans and members of the faculty senate. The three of us didn't know what to do. I said, "I don't know how to start this, I have no idea." So, it took us about a year to get our thoughts together. We finally drafted a sheet on each faculty member with these criteria: education (institution, years attended and degrees), teaching experience (years at other institutions and years at Weber), evaluations (if available) and current salary. Representatives from Weber, U of U, USU and BYU met monthly to share information. I served as state chairman in 1974. We kind of frightened the deans, though I don't know how we could; we didn't look that scary to me. We started with a list of the female faculty members and who their male counterparts might be. We'd see how much the male counterpart earned and how much this person earned and then we compared their credentials against the evaluation criteria. If the criteria matched, we realized where the women faculty member's salary should be set. It was not only the women that were given the equalization, but also, we helped some men too. We also had some new faculty members coming in that were not being given the salaries that they should have received (Appendix E). Eventually, we knew all faculty salaries. It took a long time and I'd get home sometimes so tired because I was still teaching full-time and trying to do this. It was very nerve wracking because those deans were—they thought they were God. I went to the 19 legislature twice to appeal for money to equalize salaries. By 1975, we finally completed the equalization. After all this work that I did, Dr. Jerry Storey, the Academic Vice President, gave me a third time off in 1975 to remain Chairman. I had a third time off, but I had so many other duties that I never could take that time off. It was ironic, but I never ever could. I was on a lot of school committees. I served on the tenure committee and I was very active on the whole campus. I just didn't have any time to take any time off. I loved the students. I just loved the students and felt responsible for them. JW: You served for the Phi Kappa Phi, right? HF: I was secretary, and then in 1974, I was president. Weber State hosted the first International Women's Year Conference in Utah in 1975. I served as chairman. The theme was "Invest in Yourself, Share the Dividends". It was well attended with numerous positive evaluations. JW: Tell us a little bit about your trip to China. It said in the paper that you were working— HF: I was doing my dissertation for my Doctorate in Higher Education Administration at that time. This all happened because I was invited to attend a conference on the Incorporation of Cultural Diversity in Nursing Curriculum. This conference was over a three year time period. We met twice a year during that time. There were about twelve junior colleges involved in this. We learned a lot about different cultures. Most of the time was spent discussing how to get the faculty to start changing the curriculum. Faculty are set on a path in the curriculum and don't want to change it. That was the project, to try to get the different schools to change their curriculum to include cultural 20 diversity. That's what prompted me to do my dissertation. Our faculty revised the curriculum to include culture diversity. JW: It is interesting, and what I read was your article in the Signpost (Appendix F). HF: What did it say? JW: It talks about you working towards your dissertation and how you spent twenty-four days on cultural diversity and studying the health and education of the Chinese people. HF: I tried to get into the clinics. They didn't speak English and I didn't know any Chinese, but I learned a lot about acupuncture during that time and it was very interesting. JW: It said that you learned a lot about holistic healing and that the Chinese were more about holistic healing and letting the body tell you what's wrong and how to heal itself instead of using western medicine. It's an interesting little article. HF: I forgot about that. JW: Tell us about your service on Faculty Senate. HF: Yes, I was on the Faculty Senate twice. We approved recommendations from the various committees. I was on a lot of committees—the tenure committee, the curriculum committee and the ranking committee. I was on the salary committee for a long, long time. I chaired that committee right after I resigned from being the chairman of the Women's Commission, so I knew all the salaries and it was a good thing to be able to be on that committee. I watched and made sure the women were protected then. 21 JW: Does the Women's Commission still exist? HF: Oh no. I'll tell you what happened. When I went to get my doctorate, I thought, "I can't do this anymore. I've got to stop something." By then, all of the salaries were equalized, so I resigned from that position. They gave that job to Forrest Crawford. It just went downhill from then on. It was a lot of work, but I don't know how salaries are now. I just know that it's not as equal as it was. I don't have any idea how much difference there is now, but I know there is some. So, that's what happened to the Women's Commission. JW: It's just a fact of life for women, isn't it? HF: Yes. JW: I guess the other things I saw were your Crystal Crest Award. HF: Oh I was so surprised with that. I had no idea that was coming, no idea at all. They asked me to be one of the people to show nominees two different homes and enjoy lunch with them. I remember I spent all day doing that. My husband had the flu and I really wanted to be home with him. He was very sick. I said, "Do you feel like you could come to this award ceremony." He said, "Oh, I would rather not." Monte Shupe insisted that I come but I really didn't want to go. I remember calling my husband at about 6:30 just before the meeting was supposed to start to ask how he felt. He sounded terrible. But, I went and I was just completely surprised. It was a shocker! JW: The award, just to put it in, stated, "Helen Farr has been President of the Association of Women Students and has been in the U.S. Cadet Nursing Corps. She has held every 22 office including President of the Utah Nursing Association and was the Utah Chair of the First International Women's Conference." That's a great award. After you won that award, you continued working and then you retired? HF: Let's see. When was that Crystal Crest? JW: 1984. HF: I kept teaching. I was honored as professor of the year at the university in 1985. My husband had a mild stroke in the fall of 1986 and I decided I better stay home with him. So I retired at the end of Fall quarter in 1986. The students planned a surprise retirement party, with delicious food and a humorous program. The presented me a block "W" Weber State plaque. I loved teaching, I just loved it. The Student Nurses Association of Utah honored me as the "Outstanding Nurse Educator" in 1986. Leola Davidson, Ruth Brown, and Norma Hansen retired at the end of the school year in 1987. A retirement reception was held for the four of us that spring. In the fall of 1989, I attended a Weber State football game. During halftime, President Nadauld presented me with a Silver Weber State Centennial Medallion. JW: I do not have information about that, I'm glad you brought that up. HF: Well, I don't know why I wrote this, it must have been for something, but you're welcome to have a copy of this. (Helen's Memories of Weber State, Appendix G). JW: Is there anything on there that we've missed? 23 HF: Our oldest son was an attorney, and was killed in an automobile accident on January 14, 1987. My husband had a difficult time with his death and then in March of that same year my husband died. I'd left my job a few months before. Leaving my job at Weber State, and the deaths of my son and husband all happened very close. Leola Davidson said my stress chart was clear off the board. I was really stressed, but you know, you have to get over it. You have to find a way to recover. JW: And you have to keep going. You don't have any other options. HF: Yes, that's true. JW: You have a lot of community service along with your service at Weber. HF: I did. Before I forget though, I wanted to tell you in the fifties, there was a time when Governor J. Bracken Lee wanted to dissolve all of the junior colleges. I can remember that so well and how much that concerned the entire campus. I don't know enough about that background, but I can remember how we were all concerned. That was an experience that I will not forget. JW: That was with—wasn't it President Miller that had to fight to keep Weber State because J. Bracken Lee wanted to shut it down. HF: Right. It was President Miller. He was an excellent administrator. I really liked and respected him. Following President Miller, Joseph Bishop was president. He was followed by Rodney Brady and Stephen Nadauld. Then Faye Preece and I became Co- Chairman of the Emeriti Faculty Association. 24 JW: When Stephen Nadauld was there? HF: Yes, when Stephen Nadauld was there. We were allowed to go down to the Board of Regents meeting when they decided that Weber State would be a University. I remember that so vividly because the University of Utah Regent was just so adamant that Weber and the other state colleges should not be universities. He said, "They should not be universities. There is no way they should be universities." He was just almost yelling at the top of his voice. Well, the vote finally came and our student body president was able to vote. It was one extra affirmative vote that made Weber into a university. I was so thrilled. JW: It was such a fight for a long time. I think that's one of the things about Weber State is the fight to survive has always been there. It was a church school and then the church wanted to do away with it, and then the community had to pick it up. I mean, it's been a fight every step of the way. HF: It has. We've had some marvelous leadership those first hundred years. Actually, Weber State University has done really well, especially these last ten years that Ann Milner was president. She really promoted Weber, was such a good person in the legislature and accomplished numerous projects for Weber. During her speeches she often mentioned that the "WSU Nursing Program was ranked Seventh in the nation". JW: She's changed so many things on campus. HF: She did. That was her whole life. 25 JW: Yes, I cannot say enough good things about what she has accomplished. HF: That's true. JW: What are you most proud of during your time at Weber? HF: Probably the students. They have become excellent registered nurses. Many of them are in leadership positions, scholastic research endeavors and community involvement. Several of them still write or phone me. They frequently remind me of one of my favorite thoughts, "No one cares about what you know until they know how much you care". In 2010, twenty-four years after I retired, the Weber State University Alumni Association honored and surprised me by presenting the Lewis W. Shurtliff Award for Contributions to Education. I really enjoyed the students and the teaching. I almost tear up when I talk about it, but that was such a surprise to me. JW: The way they wrote it up is: "After serving as head nurse in the pediatric unit of Dee Hospital and teaching at St. Benedict's Hospital, Helen Farr joined the faculty of Weber College in 1959, making her the first instructor in the nursing program and the fourth woman on campus to be named a professor. A 1943 graduate of Weber College, she taught 27 years at her alma mater, where she was also the coordinator of the nursing program." HF: Right. That's nice the way they wrote that. JW: It is a wonderful award and it's a nice ceremony that they have for this. 26 HF: It is. It really is. You think after you've left that many years that you won't be remembered, but that was a real surprise. JW: Well, and it hasn't been that long ago, 2010. HF: It hasn't. I still hear from my students. A lot of my students still call me and that's been a span of fifty-five years. You don't have those relationships all the time, especially with students. Anyway, I think the School of Nursing is doing very well. JW: It's made a big difference and it's nice to have an area like the nursing program that is so nationally acclaimed and it really is just— HF: One of our graduates, Marlene Summer, who was in the last class that I taught that fall quarter, is now President of the Sigma Theta Tau International Honors Society of Nursing in the state of Utah. The criteria for membership are very rigid, based on a highly educated faculty, average student GPA, record of National Board examinations and community endeavors. The University of Utah asked me to be a charter member of their chapter in 1972. They had just started their BS program in the College of Nursing and they had an excellent reputation. I didn't know what Sigma Theta Tau was and I said to my husband, "I don't think I want to go down to the University of Utah. I don't have any affiliation with the U," and he said, "You better do it." So, I did go down and become a member. In the mid 1980's, the Weber State Nursing Program requested to become a chapter and had received several information and guideline letters from the national headquarters in Indiana. I was asked to work on the application following my retirement. 27 A representative from the U of U and I met several times to prepare information for submission to the national office. Now, twenty-two years later, the Weber State chapter has won many awards in leadership, scholarship and community endeavors. It is internationally recognized as an outstanding chapter. JW: Is there anything that you'd like to add that we haven't talked about? HF: No, I've just loved you both being here. It's brought back a lot of nice memories. JW: It's been such an incredible story. We both really enjoy this so we don't limit our time schedule. We just make sure we have plenty of time. HF: I had so many good experiences at Weber and have many nice memories. I didn't have one year I didn't enjoy. It was nice. JW: It is really the alumni that have this love for Weber that are helping to keep it going and helping to keep that spirit alive. HF: Do you have a lot of faculty that feel like I do? JW: Everybody that went to school at the same time you did feels the same way you do. HF: They do? I think I'm probably one of the oldest ones you've interview though, aren't I? JW: Probably. HF: That's why I thought you needed to hear my story because I knew I was probably one of the oldest ones. 28 JW: Yes, because a lot of them weren't there in the years that you were there. JW: You've been single for since 1987, and you are still able to do so many things, so that's really good. HF: Well, I like to and as long as I have a mind and I hope it's working. You know, if people tell me I don't say things right I'll know I'm losing it. JW: I think as long as you're keeping busy and making your mind work and playing cards it helps. HF: I hope you would realize how wonderful those first two years at Weber were though. Well, I liked every year at Weber really. I was sorry to have to retire, but I'm glad I did because I knew my husband needed me to be home. JW: You did get some time with him. You were busy, just crazy busy all the time. HF: I don't know how I stayed on all those committees like I did, but I was willing to do it and that did help me learn a lot about the different campus people. I knew their names, but didn't really know them. This helped me learn more about the campus people and it was a wonderful group of people, the faculty, staff and students. JW: We sure appreciate you letting us come today. HF: Thank you very much. 29 Appendix A Appendix B-1 Appendix B-2 Appendix B-3 Appendix B-4 Appendix C Appendix D

DIRECT FEEDBACK STRATEGY IN THE TEACHING OF WRITING Army Vista Casmi Septianik English Education Department, Language and Art Faculty, Surabaya State University. email: armyvistacs@yahoo.co.id Prof. Dr. Susanto, M.Pd. English Education Department, Language and Art Faculty, Surabaya State University. Abstrak Penelitianinibertujuanuntukmendiskripsikanpenerapanstrategi Direct Feedback oleh guru untukmengajarmenulispadasiswakelassepuluh di sekolahmenengahatas Surabaya.Dalam proses pengajaranmenulisini guru menggunakanempattahapdalampenerapanstrategi Direct Feedback. Merekaadalahtahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Padatahapperencanaan, guru memberikanpenjelasandanpengungkapanpendapattentangapa yang akan di lakukandalampelajaranmenuliskepadasiswa. Setelahitu guru memintakepadasiswauntukmerencanakandanmenuliskan ide secarabebas yang berkaitandengan topic teks recount dalampengajaranmenulis. Dalamtahap yang keduayaitupenyusunan, guru memintakepadasiswauntukmengembangkan ide merekakedalamsuatuparagraf.Kemudiansetelahsiswaselesaimengembangkan ide dalamparagraf, guru memintasiswauntukmengkoreksikembalitulisanmerekadengancaradikoreksiolehtemansebangku. Tahap yang ketigaadalahtahapdalampengeditan.Dalamtahapini guru memberikanpengkoreksiandarihasiltulisansiswasetelahmendapatkanpengkoreksianolehtemansebangkudenganmenggunakan Direct Feedback strategibaiksecaralisanatautulisan.Yang teakhiradalahtahaphasilakhirterbaru.Dalamtahapini guru memintasiswauntukmengumpulkanhasilakhirtulisanmerekasetelahmendapatkankoreksidaritemansebangkudan Direct Feedback dari guru dalampertemuanberikutnya. Penelitimenggunakandeskriptifkualitatifdalamdesainpenelitian, karenatujuandaripenelitianiniadalahuntukmenggambarkankegiatan guru selamapelaksanaan Direct Feefbackstrategidalampengajaranmenulis.Penelitihanyamemilihpadasalahsatu guru bahasainggris yang mengajar di sekolahmenengahatas di salahsatukota di Surabaya. Data dalampenelitianinidiperolehdarihasilobservasi yang menggambarkanpenerapan Direct Feedback strategidalambentukpengkoreksiantulisansiswa.Data di analisisuntukmenjawabsemuapertanyaanpenelitian.Penulismenulissemuainformasitentangsegalasesuatu yang terjadiselama proses kegiatanbelajarmengajardalambentukcatatan yang panjang. Hasildanpembahasanadalah, pertamaadalahtahappenerapan Direct Feedback strategihanyaterfokusdalam proses kegiatanbelajarmengajar. Dalamtahapinipenerapan Direct Feedback dibagimenjadiempattahapanyaitutahapperencanaan, penyusunan, pengeditan, danhasilakhirterbaru.Dalampemberian feedback guru menggunakanempatperandalam proses iniyaitu guru sebagaipembacaataupartisipasi, sebagai guru menulisataupenuntun, sebagaiahlitatabahasa, dansebagaipengkoreksi. Dalamtahap yang keduaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukkesalahantatabahasa.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaiahlitatabahasa.Yang ketigaadalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukperbendaharaan kata.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi.Padatahapankeempatatauterakhiradalahtahappenerapan Direct Feedback strategiuntukmengkoreksitulisansiswadalambentukpenggunaanparagrafing, pengejaan kata dan capitalization.Dalamsesiini, guru masukdalamtahappengeditandanmelakukanperannyasebagaipengkoreksi. Dari hasil proses kegiatanbelajarmengajarmenulistersebut, penulisdapatmenarikkesimpulanbahwa Direct Feedback strategisesuaiuntuksiswadalamkegiatanbelajarmengajarmenuliskarenadenganstrategiitu guru dapatmembantukesulitansiswasepertimembantumengurangikesalahansiswadalamkegiatanmenulis. Saran bagi guru adalahuntuklebihsadardalampenggunaanwaktudanbagipeneliti lain dapatmelakukanpenelitianserupadalamaspek lain danbisamenggunakanpenambahanpemberian feedback dalamkategorikontendanorganisation. Kata Kunci: Direct Feedbcak, Strategi, KegiatanMenulis. Abstract This study aims to describe the application of the strategy of Direct Feedback by teachers to teach writing to the students in the tenth grade of high school in Surabaya. In the process of teaching writing the teacher uses four stages in the implementation of Direct Feedback strategy. They are planning, drafting , editing , and the latest final versions. In the planning stage, the teacher gives an explanation and brainstorming to the students regarding what they are going to do in writing lessons. After that, the teacher asked the students to plan and write their ideas freely that are related to the topic in teaching writing of recount text. In the second stage, is drafting activity. Here the teacher asked the students to develop their ideas into a paragraph. Then, after the students finished developing their idea into a paragraph, the teacher asked the students to re- writing their work by using peer correction. The third stage is editing. In this stage the teacher gave the students' correction of their work after getting friends correction inpeer correction with the Direct Feedbackstrategy either in orally or in writing. For the last stage is final version. In this stage, the teacher asked the students to submit their final product after getting corrections from their friends and Direct Feedback from the teacherin the next meeting. The researcher used a descriptive qualitative research design, because the purpose of this study is to describe the activities of the teacher during the implementation of the Direct Feefback strategies in teaching of writing. The researcher chooses the one of English teacher who teachesin high school in one of the cities in Surabaya. The data in this study weretaken from the observation that illustrates the application of direct feedback correction strategy in the form of student writing. The data were analyzed descriptively to answer the research questions. The writerwrote all the information about everything that happened during the teaching and learning process in the form of long notes. The results and discussion are, in the first stage of the implementation ofDirect Feedback strategy is only focused in the process of teaching and learning activities. In the implementation of Direct feedback is divided into four stages, they are planning, drafting, editing, and the last final version. In providing feedback the teacher use four roles in this process, they are the teacher as reader or participation, as teacher writing or guide, as a grammarian, and as a evaluator. In the second stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of grammatical errors. In this term the teacher in editing stage and she act her role as grammarian. The third is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form of vocabulary. In this stage the teacher in editing stage and she act her role as evaluator. In the fourth and final stage is the implementation stage of the Direct Feedback strategies for correcting students' writing in the form paragrafing usage , spelling words and capitalization. In this stage the teacher in editing stage and she act her role as evaluator. From those results of the process of teaching-learning in writing, the writercan draw the conclusion that Direct Feedback strategy is appropriate for the of students in learning activities because the teacher can help the student's difficulties such as helping to decrease the students'mistakes in their essays. Suggestions are to the teacher and other researchers. For the teacher has aware to time and for other researchers who will conduct this similar studies but in other aspects they can use the additional corrections of feedback on the content and organization categories. Keywords: Direct Feedback, Strategy, Writing Activities. Introduction In Merrill's Component Display Theory verifies feedback as the most important part in Secondary Presentation feedback may takes place during practice and/or elaboration stages. (Merrill 2002) states that feedback has also been long acknowledged as the most essential form of learner guidance. To confirm further of the important position of feedback, Andrews and Goodson (1980) state that feedback is included in one of the purposes of systematic instructional design that is to improve evaluation process "by means of the designated components and sequence of events, including feedback and revision events, inherent in models of systematic instructional design". In this case, feedback as strategy applied by the teacher is the important position to improve the students evaluation or when teaching learning process during practice and revisions in class. Feedback is also an important component of the formative assessment process. Here, formative assessment gives information to teachers and students about how students' writing relate to classroom learning goals. One of the strategies use by the teacher in giving formative assessment is by using direct feedback. Direct feedback is a strategy which provides feedback to students to help them correct their errors by providing the correct linguistic form or linguistic structure of the target language (Ferris, 2006). This technique requires the teacher to give direct comment or answer to the student when noticing a grammatical mistake made by crossing out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous (Ellis, 2008 ; Ferris, 2006). Bitchener et al., (2005) and Ferris (2003) add that Direct feedback is usually given by teachers, upon noticing a grammatical mistake, by providing the correct answer or the expected response above or the linguistic or grammatical error. From those statements, direct feedback can be used by the teacher to help the students' difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. Direct feedback as a strategy is appropriate for students in beginner level or in situation when the students get errors in their works that are not easy to do self-correction such as sentence structure and word choice, or it can be useful when the teachers want to direct the student attention to their error patterns that require the student correction. The effectiveness of direct correction has been proven on several previous studies. Chandler (2003) reported the results of her study involving 31 ESL students on the effects of direct and indirect feedback strategies on students' revisions. She found that direct feedback was the best way for producing accurate revisions and preferred by the students as it was the fastest and the easiest way for them to make revisions. Others, the most recent study on the effects of direct corrective feedback involving 52 ESL students in New Zealand was conducted by Bitchener and Knoch (2010) where they compared three different types of direct feedback (direct corrective feedback, written, and oral metalinguistic explanation; direct corrective feedback and written metalinguistic explanation; direct corrective feedback only) with a control group. They found that each treatment group outperformed the control group and there was no significant difference in effectiveness among the variations of direct feedback in the treatment groups. From the above statements, it can be concluded that direct feedback is effective to be used in teaching writing. Although direct feedback is effective to be used, there is a difficulty when the teacher uses it in large class environment. The teacher needs much time to give feedback to the students. Clements et al. (2010) state that direct methods in providing feedback do not tend to have results which are commensurate with the effort needed from the teachers to draw the students' attention to surface errors. From the information above it can happen because the teacher doesn't give students an opportunity to think or to do anything. Therefore to overcome the above problem, the teacher needs to understand the writing steps to avoid time-consuming. Writing should be taught in a specific time in order to enable the students to write an acceptable English composition. Then, in teaching writing, the teacher can focus either on the product of writing or on the writing process itself (Harmer, 2001:257). It means that, the teacher can manage the students written by using three steps before teaching writing because by doing that the teacher can more focus on the product or the process of writing itself. Here there are three steps in writing, they are: In the pre-writing, whilst-writing, and post-writing. In the pre-writing, the teacher asks the students to: select the topic, provide specific amount of time needed to complete their writing task, brainstorm their ideas, and organize their outline. In the whilst-writing, the teacher asks the students to make draft and ask them to submit their work when they finish. In post-writing, the teacher gives the students revision regarding their work. By understanding the preceding steps, the teacher can manage the time during teaching learning activity. In one of the school in Surabaya, there is a teacher who use direct feedback strategy to teach writing. In her result, she finds advantages by using direct feedback as a strategy to teach writing, such as the students get creative, enjoy, and enthusiastic. By this method, the students become creative it is showed when the teacher revises the student's work. The teacher finds that the students frequent to use new words. Moreover, the students feel enjoy when the teacher revise their work without looked nervous. The last, the students are eager to ask and re-write their revision. Although there are several advantages, the teacher does not give further explanation how to use the technique in teaching learning activity. Brookhart (2008) states that giving feedback is crucial aspect in the writing process because it plays a central role in learning this skill. Thus, from the information above, the researcher is interested to conduct research about the use direct feedback strategy to teach writing. From the information above, the most three problematic grammatical errors made by the students are prepositions, text, and past tense verbs (Bitchener et al., 2005; Ellis et al., 2008; Sheen, 2007). Most of the student's mistakes in writing is about grammar. It is the teacher role to use strategy in direct feedback because it will be useful to use it to reduce or help the students' mistakes in writing skill. One topic about student' views toward the teacher feedback on their written errors showed in studies: Chenowith, Day, Chun, &Luppescu (1983); Cohen (1987); Cohen &Cavalcanti (1990); Ferris (1995); Ferris & Roberts (2001); Ferris et al. (2000); Hedgcock&Lefkowitz (1994); Komura (1999); Leki (1991 ); Radecki& Swales (1988); and Rennie (2000). It has consistently reported that students want such error feedback. This is the teacher's advantages, because most of students want such error feedback from the teacher. The teacher can give the students' stages of process writing feedback in revising and editing stages. According to Ferris and Roberts (2001), the most popular type of feedback is underlining with description, followed by direct correction, and underlining is the third. That's kinds of ways make the teacher to get much attention from the students in applying direct feedback strategy in teaching of writing. The phenomena shows that most teachers prefer focus on the product of writing to focus on the process of writing. As a result, the competition that the students write is poor in terms of the overall categories in ESL Composition Profile including content, organization, vocabulary, language use, and mechanics. It occurs since the teacher does not provide guidance through the process of writing and considers writing as a finished piece of competition. In fact, writing is not only the matter of composition as a finished piece of writing, but also the evaluation of the writing process. Therefore, in order to enable the students to write an acceptable English composition, the teacher has better focus on the process approach in which the process of writing is involved. Process approach is considered as the appropriate method to teach writing in which it pays serious attention to the various activities which are believed to promote the development of skilled language use (Nunan, 1991:86). Furthermore, Raimes in Richars (2005:305-509), in principled process approach, the product of writing, accuracy, and grammar are important. It shows that if the teacher focuses on the process of writing when he or she teaches writing, it does not mean that he or she merely focuses on the writing process itself, but also on the quality of the final product. Therefore, the process of writing is considered as the appropriate method to teach writing since it enables the students to write an acceptable English competition. From those, the researcher tends interested to observe this phenomenon by emerging a question that is "to what extent does the teacher apply direct feedback in writing?" The researcher was trying to analyze the activities during the teaching and learning process that using Direct Feedback as strategy. According to those reasons the researcher did a research according to the following research questions To what extent does the teacher apply direct feedback to correct student's grammatical errors in writing? To what extent does the teacher apply direct feedback to correct student's vocabularies in writing? To what extent does the teacher apply direct feedback to correct student's mechanics in writing? This study is conducted to describe only focused on the implementation of Direct Feedback strategy in teaching of writing. Writing is a part of learning process besides listening, speaking, and reading. According to Petty and Jensen (1980:399) writing is an activity that creates ideas or opinions in a composition by using writing convention: it is ideas though, feeling expressed in written way. This is in line with Nunan (2003:88) views that writing is the mental work of inventing ideas, thinking about how to express them into statements and paragraphs that will be clear to the reader. It means that writing is combination of some words to deliver the ideas in written language. Besides that, writing is also a language skill that is used to communicate indirectly. It means that the written language is not used to communicate face to face. According to Broughton et al (1980), writing is different from speaking because it involves an activity that is both private and public. here it means writing is considered a private activity because when the writer write or arrange a composition, he or she works individually, but it is also considered as a public activity because the result of his or her writing is intended for an audience. Others, according to Boughy (1997), writing is considered as a tool for the creation of ideas and the merger of the linguistic system by using it for communicative objectives in an interactive way. From this opinion writing indirectly the successful transmission of ideas from a writer to a reader via text and this exchange of information becomes an effective means to motivate and encourage the development of the students in language skills. Harmer (2007: 325-327) stated that there are four stages in the writing process: they are planning, drafting, editing, and final version. In this study the researcher will use Harmer' concept: Planning In the planning stage the teacher arranges the students to plan their work before making a draft by exploring the ideas and information regarding the topic. Reading and discussing, thinking critically and interpreting, and brainstorming are examples of exploring. Boas (2011) says that planning stage is used for brainstorming ideas which are related to their lives and what they want to write.Moreover, in planning the teacher encourage the students to make an outline that includes thesis statement and supporting ideas which then are developed into an essay. Drafting The second stage is draftingwhere the students develop the outline into a whole essay. In this stage, the teacher asks the students to write anything on their mind to compose the essay in form of the rough draft without thinking the regularity of their writing. Editing The third stage is editing, where the students revise their rough draft. In editing, the teacher encourages the students to revise their draft by considering several aspects, such as: the relevancy between thesis statement and the topic, the topic paragraph should be used in beginning of the paragraph, and the content should relate with the thesis statement. Or also the students can check the content, grammar, vocabulary, mechanics, and so on.Moreover, producing a cohesive another coherent essay is a must and can only be done by enlarging the argument or opinion, and ideas to make an elaborate explanation that is coherent from one to another. Final Version The last one is final version, where the teacher asks the students to compose their draft carefully, find, and edit their grammatical, lexical, and mechanical errors before submitting their work. In this stage, the teacher must ensure the students that their final works are free from previous errors since it can affect the content of their final product. But the students still have chance to rethink what they have written and go back to editing stage or even planning stage. Like Harmer (2012:129) states that writing stages are like writing cycle, if it is necessary to add ideas or edit their writing, we can go back to the previous stage or stages. But if it does not need to edit, the students can do their writing final version. Feedback can be classified according to the following: The performer (the provider) of feedback (teacher, peer, self and CALL Computer Assisted Language Learning), the timing of feedback (delayed and immediate feedback) and the form of feedback (direct and indirect feedback), the method of performance of feedback (oral and written feedback), the concentration on a specific item in feedback (grammar, spelling and etc.), the stage of process writing feedback and the effect of feedback (feedback in revising, editing stages). The purpose of this study will be explained to two types of the teacher's written feedback. Here the types, they are: Direct and Indirect feedback. The first type of the teacher's written feedback is direct feedback. Danny and Randolph & Karen (2010) Altena& Pica (2010) Direct teacher feedback simply means that the teacher provides the students with the correct form of their errors or mistakes whether this feedback is provided orally or written. It shows them what is wrong and how it should be written, but it is clear that it leaves no work for them to do and chance for them to think what the errors and the mistakes are. The second type of the teacher's written feedback is indirect feedback. In this type, there are two types of feedback coded indirect feedback and uncoded indirect feedback. As for the first type "coded indirect feedback", the teacher underlines the errors or mistakes for the students and then the teacher writes the symbol above the targeted error or mistake and then the teacher gives the composition to the student to think what the error is as this symbol helps the student to think. In the second type, the uncoded indirect feedback, the teacher underlines or circles the error or the mistake and the teacher doesn't write the correct answer or any symbols and the student thinks what the error is and corrects. Teacher is one of the sources of feedback. In providing feedback, writing teachers have at least four roles: as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. As Keh (1990) and Hedgcock and Leftkowitz (1996) suggest at least four roles that writing teachers play while providing written feedback to students: a reader or respondent, a writing teacher or guide, a grammarian, and an evaluator or judge. For the first roles, is about the teacher as a reader or as a respondent. In this role, the teachers respond to the content and they may show agreement about an idea or content of the text. Teachers may provide positive feedback such as "You made a good point" or "I agree with you" without giving any suggestion or correction. The second is the teacher as a writing teacher or as a guide. That is, teachers may show their concern about certain points or confusing or illogical ideas in students' text. In this case, teachers still maintain their role as a reader by only asking for clarification or expressing concerns and questions about certain points in the text without giving any correction. They may, however, refer students to strategies for revision such as choices of problem solving or providing a possible example. The third is the teacher as a grammarian. The teacher writes comments or corrective feedback with reference to grammatical mistakes and relevant grammatical rules. Teachers may provide a reason as to why a particular grammatical form is not correct or not suitable for a certain context such as choice of tense, use of article, or preposition. In this case, the teacher may also give elaborate explanation of grammatical rules to help students improve their text. As a grammarian, teacher can provide different function and strategies of feedback. One of the functions of feedback is to provide error correction or corrective feedback. Corrective feedback generally aims at addressing grammatical errors on students' writing. In addressing grammatical errors on students' writing, teachers can employ different strategies of providing feedback such as direct feedback strategy. Direct feedback, which is a strategy to help the students correct their errors by providing the correct form of the target language. Teacher feedback can also be provided with explicit corrective comments, that is by not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. The last in fourth roles, is the teacher as an evaluator or judge. It is very common that many writing teachers may act only as an evaluator whose main role is to evaluate the quality of students' writing as an end product of a writing process (Arndt, 1992) and grade students' writing based on their evaluation. Discrepancies in findings, or in interpreting these findings, have sparked a debate in the last 15 years on whether corrective feedback is effective or ineffective. The debate was initiated by Truscott (1996) who unalterably holds that feedback, in the form of grammatical error correction, is neither effective nor useful, and even harmful for student learning. Therefore, he suggests that corrective feedback should be abandoned. In contrary, Chandler (2003) and Ferris (1999) argue that corrective feedback is effective and helpful in reducing the errors on students' essays. More recent studies also lend support, providing evidence in favor of corrective feedback Bitchener (2008); Bitchener et al. (2005);Ellis et al. (2008). Based on the findings of their studies, they maintain that teacher corrective feedback is effective and helpful for students in improving grammatical accuracy in writing their essays. From the above informations, it can be concluded that direct feedback is effective to be used in teaching writing. Teaching writing using direct feedback is considered as an important since it gave the teacher chances to increase the students ability in writing by using learned-centered style. Since previous statements have considered that learned-centered style in form of peer or group work is preferred than compositions because it offers interaction and sharing ideas between students. However, before implementing the strategy the teacher should make the process steps before starting applying direct feedback as strategy in teaching writing. The implementation of Direct Feedback strategy in teaching writing recount text should include writing process; they are planning, drafting, editing, and final version Harmer (2007: 325-327). Based on those concept, the implementation of Direct Feedback strategy in teaching writing recount text in the class have some activities to do. They are: The teacher explains the nature of recount text, it start from the purpose, the function, the generic structure, and the language features to the students by some modification by using brandstorming or etc. The teacher also gives example of recount text to the students in order to make the students understand with the teacher's explanation and example of how to make mind mapping. The teacher gives the students some topics to write recount text. The teacher asks the students to make such like mind mapping as the planning stage. The students make mind mapping to write down their ideas they want to write it individually. After the students make mind mapping on their recount text, the teacher asks them to exchange their work in pairs. They can give comments, questions, suggestions, and corrections about the content, organization, vocabulary, language use, and mechanic on their partner mind mapping to compose into recount text draft. Then each student can write their recount text draft based on their friend questions, suggestions, comments, and corrections. The next activity is sharing. In this case, the teacher calls some students randomly one by oneto come forward to show their recount text by writing their text into white board. Therefore, the other students get patient too and also learn which one is not appropriate word, the mechanics, or the content by giving comments orsuggestions. And the most necessary, the teacher givesDirect Feedback to their recount text. Teacher gives direct feedback by giving explicit corrective comments, symbols, or underlining. Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. Lyster and Ranta (1997) define metalinguistic feedback as "comments, information, or questions related to the well-formedness of the learner's utterance without explicitly providing the correct form" (p. 47). Finally, the students submit their recount text result as the final version to the teacher on the next meeting. METHODS Based on the research problems and the objective of the study, the researcher used descriptive qualitative method. Descriptive qualitative studies simply describe phenomena. Descriptive method describes and interprets what exists.The purpose of this study is to describe to what extent the teacher applies direct feedback to correct student's grammatical errors in writing, to describe to what extent the teacher applies direct feedback to correct student's vocabularies in writing, and to describe to what extent the teacher applies direct feedback to correct student's mechanics in writing. According to Cohen, et al (2007:461), the aims of descriptive qualitative are to describe, to summarize, to prove, to examine the application and to operate the same problems in different contexts. The purpose of this study is to describe the teaching learning process in the form of words not in the form of numbers, because this study is descriptive qualitative. Moreover, Bogdan and Biklen (1992:28) state that the data collected should be in the form of words or pictures rather than numbers. The data in this study described in the form of words, sentences, or paragraphs to describe the implementation, the students' responses, and the students recount writing text result using Direct Feedback strategy in teaching writing recount text.Descriptive qualitative method means that the researcher only goes to the field, finds some data, states research question, collect some data, analyze the data and finally reports it. The data is the problem which is found in the field. The problem means that the condition found in the field is not like the condition expected. The subject of the study is an English teacher who teach in a high school of Surabaya. The researcher chose the subject because one of the teachers had implemented Direct Feedback method in the teaching writing in her class.Cohen, et al (2007:461) states that descriptive qualitative focuses on smaller numbers of people than quantitative research.Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. The setting of the study was the place where the researcher conducted the study. The researcher was conducting the study at SMAN 15 Surabaya which is located in Jl. Menanggal selatan no. 103 Surabaya, the class of X-IPA-10 year 2013 and 2014. These class consist of 36 students, 16males and 20females. This research conducted in the classroom where the teacher hadusedDirect Feedback strategy in teaching writing recount text. Furthermore, the classroom is provide by facilities which support the learning activivities, such as White board, LCD, AC, Computer, sound, television and a laptop. The students have arranged the chairs and tables well in order to make them study easily. Data is very important for this study because from by using data the researcher knew the result of her study through this data, and the data were answer the research questions. In this study the researcher do not use questionnaire, it is to avoid dishonesty and to anticipate that the subjects would not complete the questions. The data of the study taken from the teaching learning process that done by the teacher who using direct feedback as strategy in teaching writing in the classroom. To get the data, the researcher wrote field notes to observe the teacher's activities when giving direct feedback in the teaching and learning process. The data represented in the post activity of the teacher when giving the students direct feedback while learning in the classroom. There were three kinds of qualitative data to answer the research questions of this study. The first data were the description of teachers' expressions and comments while giving correction about grammatical errors and direct feedback to the students. (1) (1) Teacher : Teacher : Okay, I will check the Savira's text. By the way, for the grammatical errors she did some mistakes. For example: in the first paragraph line 1 "I had a terrible and tiring day last weekend", here (a) it should be omitted. In paragraph one Line 2 "In the morning, I was waking up at 5 a.m. and prayedsubuh", if in the beginning you use waking as a verb so second verb prayed should be using (–ing) to. So it should be praying. Next, in line 5 "we must joined" it should be write "join", because must be followed by Verb1. Last, in line 11 you wrote "my other key" it should be used "the". Next, for Afanin's text. Okay you did same with Safira's text in grammatical errors. For example: you wrote "after that, me and my mother cooked some food for lunch", it should be used we. Then for the sentence "I went to bookstore to boughtsome book", it should be buy because you have use went as your verb. Last for "I do my homework" it should be written did. These data were used to answer the first research question "to what extent does the teacher apply direct feedback to correct student's grammatical errors in writing?". The second data were the description of teachers' expressions and comments while giving correction about vocabularies and direct feedback to the students. (2) (2) Teacher : Teacher : And for vocabulary, it just for the first paragraph line 3 "I accompanied my mother (.)to shop" between my mother and to it should be add "go". For the last paragraph, "InSunday morning" remembers it should be on just like Ataya did before. But, so far I think your word choices were good. And talk about "like yesterday" I think it should be wrote the day before. This is correction for your vocabulary. It is also in sentence "I accompanied my mother to (.) the market" here it should be add go to, and also like we went (.) to the mall" it should be added go. These data were used to answer the second research question "to what extent does the teacher apply direct feedback to correct student's vocabularies in writing?". The third data were the description of teachers' expressions and comments while giving correction about mechanics and direct feedback to the students. (3) (3) Teacher : Teacher : So the last correction is about mechanics. It showed in line 16 "I was watching television" it should be added (a) between watching and television. "I was watching a television". Over all your writing are good Safira. So keeps on this track but you can explore more. Okay, that's very good. Okay then, pay attention to the mention things like "some vegetables, like carrot , tomato, spinach , onion , garlic , ginger , curcuma, and many more and also bought some fish, shrimp, and chicken."Here you have decided space from kind of vegetables itself and others thing. You should write some vegetables, they are likes carrot, tomato, spinach, onion, garlic, ginger, curcuma, etc. We also bought more, such as fish, shrimp, and chicken. And for your mechanics, there are lot mistakes about your punctuation. Such like in the first paragraph "last weekend ( , ) I had a lot of activities". You used comma but you add space after weekend, it should be not space after weekend. Double space is not necessary guys. So the good one is like last weekend, I had a…. Okay, for your right spelling and capitalization are good, but please pay attention about your punctuation and your paragraphing.yah? Is it clear for you guys? These data were used to answer the third research question "to what extent does the teacher apply direct feedback to correct student's mechanics in writing?". The source of data for this study was the teacher who use direct feedback strategy to correct the students mistakes in the teaching and learning process. Data collection technique means how the researcher collects data. In this study the researcher collected the data by conducting observation field notes as a qualitative. Bogdan and Biklen in Moleong (2005: 209) stated field note is written note about what was heard, seen, thought and had been around in order to collect as well as reflect the data in qualitative research. Here, the researcher done non-participant observation. It means that she does not participate directly and influence in the teaching and learning process. The writer wrote all of information about everything that happening during the teaching and learning process in the form of long note. Here is the observation that was done by the teacher: Observation, in this research the researcher used observation field notes. She used this observation because she wanted to find out the application of the teaching and learning process in the classroom of their recount writing. The researcher did this observation by writing and record all of the activities of the teacher and the students while direct feedback is implemented. In this research, all the data obtained through observation field notes were analyzed inductively in order to answer research questions stated in chapter one. After collecting the data then the researcher did the next step, that was analyzed the data. This is the qualitative study thus the data analyzed inductively, in words rather than in numbers. The steps of data analysis have done during the data collection technique: 1) Organized the data during the observation, and then decided what have to be reported. 2) After analyzing the data, the researcher described the data by classifying them into parts based on the problems of the study. 3) The researcher tried to make conclusion. They showed whether the use of direct feedback strategy was suitable or not with the theory. In addition, by analyzing the data obtained, the researcher was written and recorded the teacher activity when direct feedback strategy is applied in the classroom. It included the teacher correction about grammatical errors, vocabularies and mechanics. RESULT AND DISCUSSIONS The result and discussions is the answer of the problems based in introductions. The data were taken through the observation and only focused on the teacher activities during the implementation of Direct Feedback strategy in the teaching and learning process. The Implementation of Direct Feedback Strategy The data were obtained through the observation that was focused in the teachers' activities during the implementation of direct feedback strategy in the teaching and learning process. The implementation of the research was done only in one meeting. The implementation of Direct Feedback strategy method was divided into four stages, they are planning, drafting, editing, and final version. Then in providing feedback, the teacher at least has four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as an evaluator. The observation was conducted on September 30th, 2013. The subject of the study is an English teacher who teaches in a high school of Surabaya. The researcher chose the subject because one of the teacher's had implemented Direct Feedback method in the teaching writing in her class. Therefore, the researcher only chooses an English teacher who teaches English in X-IPA 10 class. Actually there were 36 students in this class, but three students were absent without any reason or information. Therefore, there were 33 students who consist of 16 male's students and 20 female's students in class X-IPA 10. The teacher started the class with opening session, for instance, greeting the students, checking the attendance list, and asking the students to prepare the lesson. The teacher did not introduced the researcher in front of the students, because of the teacher did not need the students to feeling nervous or uncomfortable if she explained about the researcher who want to record the activities in the beginning until the end of the lesson. The Applying of Direct Feedback Strategy to Correct Student's Grammatical Errors in Writing The result from the observation show that the teacher had been explained the student mistakes' about grammar. It showed when the teacher gives feedback with explicit corrective comments; she was not only indicating an error but also providing the correct form with explicit grammatical explanation or linguistic rules of the target language. As Ellis et al. (2006) suggest that explicit corrective comments can take two forms: (a) explicit correction in which teacher response clearly indicates what is incorrect and provides the correct form, or (b) metalinguistic feedback which explains grammatical or linguistic rules. So, here the teacher has applied direct feedback as strategy in writing to correct the student's grammatical errors. In the previous studies that providing explicit corrective comments through explanation of grammatical rules or metalinguistic information is advantageous for students in the long run, that it raises students' grammatical awareness, and engages students in problem-solving activities to discover the correct forms see Bitchener et al (2005), Ellis et al. (2006), Ferris &Hedgcock (2005), Nagata (1997), Varnosfadrani&Basturkmen (2009). The findings of the current study, in line with other previous studies, clearly indicate that teacher corrective feedback is useful and effective in helping ESL/EFL students in reducing their grammatical errors not only in subsequent revisions but also in the new essay. Furthermore, providing teacher corrective feedback in the form of indirect feedback followed by direct feedback accompanied with explicit corrective comments help students correct their grammatical errors more effectively than other feedback strategies, especially compared to direct feedback strategy. By doing so, the students got the essay way to edited or revised their works because they got some corrections and suggestions from their friends in pairs and from the teacher when the teacher gave them direct feedback. Jacobs et al (1997:20) says that the students can share to the other groups in front of the class and the students can edit their recount text writing depend on their friends comments, suggestions, corrections about the content, organization, vocabulary, language use, and mechanic in writing recount text. The Applying of Direct Feedback Strategy to Correct Student's Vocabularies in Writing Based on the result which are gained from the analyzed of data,the teacher had took examples from Safira and Afanin Text's. It showed that the teacher had corrected the students' mistakes' about vocabularies. In vocabulary component, those were two students who considered as write less mistakes in their writing text. As (Ellis, 2008; Ferris, 2006), stated that direct feedback may be done in various ways such as by striking out an incorrect or unnecessary word, phrase, or morpheme; inserting a missing or expected word, phrase, or morpheme; and by providing the correct linguistic form above or near the erroneous form, usually above it or in the margin. It means that, the teacher had correct the students' mistakes by doing some ways to correct their vocabularies, such as by striking out an incorrect or unnecessary word, phrase, or morpheme; and inserting a missing or expected word, phrase, or morpheme. It is been shown when the teacher corrects Safira's text. She corrected her mistakes by inserting a missing word. And from Afanin's text, she gave by striking out an incorrect or unnecessary word like yesterday to be the day before. From the above correction, it is clear that the teacher applied direct feedback strategy to correct the students' vocabularies by using that ways. So that is the essays way to encourage the students to get the motivation because the teacher not only giving them such corrective correction but they also know what else their mistakes by using self-correction in the next time. The Applying of Direct Feedback Strategy to Correct Student's Mechanics in Writing In these criteria, the students had few errors of spelling, capitalization, and paragraphing. It means that the students were occasional errors of spelling, punctuation, capitalization, paragraphing but the meaning was not obscured. From the data analyzed indicate that the teacher correct the students' mistakes in term of the mechanics. After the teacher giving those students text's direct feedback correction, she always asked to the students any question or also suggestion. Based from those results which are gained from analysis of the data, the researcher concluded that the teacher did her implementation of direct feedback strategy method that was divided into four stages, they are planning, drafting, editing, and final version. Also in providing feedback, the teacher at least did her four roles such as a reader or respondent, as a writing teacher or guide, as a grammarian, and as anevaluator. From those, it can be concluded that the teacher had applied Direct Feedback to correct the student's essays that includes three elements; they are grammatical errors, vocabularies, and mechanics. Ideally, the teacher feedback should address to all aspects of student texts such as content, ideas, organization, rhetorical structure, grammar, and mechanics. Because it will consume much time, so the teacher only focused to correct on the students grammatical errors, vocabularies and mechanics. It was supported by Ferris (2003b) notes that teachers' priorities for student writing as well as feedback provision have changed over time from focusing mostly on sentence-level correction as reported in the 1980s Cumming (1985), Kassen (1988), Sommers (1982), Zamel (1985) to more aspects of student writing including ideas, organization, grammar, and mechanics in the 1990s Ferris (1995-1997), Ferris, Pezone, Tade, &Tinti (1997) Kepner (1991), Hedgcock&Lefkowitz (1994). However, providing comprehensive or unfocused feedback on all errors on students' writing can be time-consuming and exhaustive for both teachers and students because it corrects all of the errors in students' work and can be considered extensive Ellis, Sheen, Murakami, & Takashima (2008). By doing these strategy, the teacher had find out that most of the students were did mistakes in the grammatical errors. But, for the vocabularies and mechanics, the students did fewer mistakes in their essays. CONCLUSSION AND SUGGESTION Conclusion In this study, there are two conclusions got from the result of the study that are obtained from the observation, they are: (1) Direct feedback strategy can be used as teaching technique in teaching writing recount text to the tenth grade students of SMAN in Surabaya. The implementation of direct feedback as strategy in teaching writing of recount text divided into four stages, those are: Planning stage, in planning stage the teacher had given brainstorming and arranged the students to plan their work by exploring the ideas and information regarding to the topic. The teacher also had encouraging the students to make an outline that included thesis statement and supporting ideas which were developed into an essay. As Boas (2011) states that planning stage is used for brainstorming ideas which are related to their lives and what they want to write. Drafting stage, in drafting stage the teacher had asked the students to write their ideas into the essay in form of draft. This stage where the students developed the outline into a whole essay. Editing stage, in editing stage before the teacher gave direct feedback; she had corrected the student's essay and let the students to change their works in pairs. Because in this term, the students had a chance to discuss and get comment or suggestion from their partner Jacobs et.al (1997:14). After that, the teacher applied direct feedback strategy by giving some correction from the student's essay one by one in front of the class. Final version stage, in final version the teacher had given the students direct feedback and the students had shared their draft in front of the class. It included feedback from the teacher and from the students; comments or suggestions. Then the teacher let the students had to edit and submit the final version of their recount text on next meeting. (2) The use of Direct Feedback strategy could help the tenth grade students of SMAN in Surabaya in learning writing recount text. It showed from the editing stage, when the teacher applied Direct Feedback to correct the student's essays in front of the class that includes three elements; they were grammatical errors, vocabularies, and mechanics, she found out that most of the students did the same mistakes. It came from the grammatical errors. For the vocabularies and mechanics, the students did fewer mistakes in their essays. The students also were getting enthusiastic when the teacher asked them to write a recount text based on the theme and their own experience, because the students could be more focus in writing recount text than usual (Kagan, 2004). As a result, direct feedback strategy was appropriate for the students in teaching and learning writing. Because the students usually got errors in their works and they were not easy to do self-correction such as sentence structure or word choice. From those, by using direct feedback the teacher could help the student's difficulties such as using appropriate, accurate and complete responses, correct spelling and punctuation, ensuring minimum word limit, grammatical accuracy, range of sentence structure, and range of vocabulary in writing activity. And by using direct feedback the teacher could decreasing the students' mistakes in writing activity. As noted by Cardelle and Corno (1981), the more feedback students receive, the better they understand what they need to do to correct their mistakes. It also prove by Kulhavy (1977) the understanding of why they make mistakes and how to correct such mistakes helps students correct their mistakes and increase their achievement. It means that the student who receives feedback would have information about which parts of their texts need to be corrected and improved. Carless (2006) confirms that students who receive feedback during the writing process have a clearer sense of how well they are performing and what they need to do to improve. As feedback is meant for helping students narrow or close the gap between their actual ability and the desired performance Brookhart (2003). Teachers are responsible for helping students develop their ability to reach their learning goals through teachers' feedback. Suggestion Based on the data interpretation and the previous conclusion, the researcher has some suggestions to the teachers and the other researcher. The researcher constructs her suggestions as follows: (1) The teacher has to minimize the time consuming when she check the attendance the students. It means that the teacher should not call the student's name one by one. (2) In the process of teaching, the teacher should know and understand the students' characteristics. It means that the teacher does not give the students too much explaining or reminding them. (3) The researcher would like to invite next researchers who conduct the similar study to make improvement on this study, such as using the same field but different subjects. It means they can use the other subjects. (4) For the teacher and other researcher, the writer suggest to gives feedback for correct the content and organization. REFERENCES Arndt, V. (1992). Response to writing: Using feedback to inform the writing process. In M. N. Brock and L. Walters (Eds.), Teaching composition around the Pacific Rim: Politics andpedagogy (90-116). Avon, UK: Multingual Matters. Altena, l& Pica, T. (2010). The Relevance of Second Language Acquisition to Written Feedback on Advanced Second Language Writing. Unpublished PhD, University of Pennsylvania.3414220. Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of SecondLanguage Writing, 17, 102-118. Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of directwritten corrective feedback. System, 37, 322-329. Bitchener, J., & Knoch, U. (2010). The Contribution of Written Corrective Feedback toLanguage Development: A Ten Month Investigation. Applied Linguistics, 31(2),193-214 Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of correctivefeedback on ESL student writing. Journal of Second Language Writing, 14, 191-205. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in theaccuracy and fluency of L2 student writing. Journal of Second Language Writing,12, 267-269. Cramer, S., et al. (2008). Online or Face-to-Face? Which Class to Take. Voices from the Middle, (2), 25. Elashri, I. I. (2013). The Impact of the Direct Teacher Feedback Strategy on the EFL Secondary Stage Students' Writing performance. Mesir: Mansoura University. Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused andunfocused written corrective feedback in an English as a foreign language context.System, 36, 353-371. Ferris, D. (2003b). Responding to writing. In B. Kroll (Ed.), Exploring the dynamics of second language writing, (pp. 119-140). Cambridge, UK: Cambridge University Press. Ferris, D. R. (2004). The "Grammar Correction" debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of SecondLanguage Writing, 13, 49-62. Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland and F. Hyland (Eds.), Feedback in second language writing: Context and issues (pp. 81-104). Cambridge, UK: Cambridge University Press. Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum. Harmer, J. (2007). The Practice of English Language Teaching. Fourth Edition, UK: Cambridge. Jacobs, G. M., Curtis, A., Braine, G., & Huang, S. Y. (1998). Feedback on student writing: Taking the middle path. Journal of Second Language Writing, 7(3), 307-317. Jacobs, H., Zinkgraf, S., Wormuth, D., Hartfiel, V. F., & Hughey, J. (1981). Testing ESLComposition: A practical approach. Rowley, MA: Newbury House. Lee, I. (2003). L2 writing teachers' perspectives, practices and problems regarding errorfeedback. Assessment Writing, 8, 216-237. Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation.ELT Journal, 44(4), 294-304. Lee, I. (2008). Understanding teachers' written feedback practices in Hong Kong secondaryclassrooms. Journal of Second Language Writing, 17, 69-85. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form incommunicative classrooms. Studies in Second Language Acquisition, 20, 37-66. Merrill, D. M. (1994). Instructional design theory. Englewood Cliffs, NJ: EducationalTechnology Publications. Merrill, D. M. (2002). Instructional strategies and learning styles: Which takes precedence?In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design andtechnology (99-106). Upper Saddle River, NJ: Pearson Education Inc. Nunan, D. (. (2003). Practice English Language Teaching. New York: Mc. Graw Hill Education. Othman, N.B. (2005). Feedback Lesson on Writing Assessment with Four Different Scoring Strategies. Malaysia: Pendidikan Sultan Idris University. Purnawarman, P. 2011. Impacts of Different Types of Teacher Corrective Feedback in Reducing Grammatical Errors on ESL/EFL Students' Writing. Virginia: Polytechnic Institute and State University. Randolph, T & Lea, K. (2010).A study of Teacher Feedback in Small Groups with Weekly Writing Assignments. Unpublished, Ed.D. Dissertation, Trevecca Nazarene University, 3413061. Sujoko. 1989. Error Analysis. Surakarta: Sebelas Maret University Press. Taken from http://www.whitesmoke.com/the-stages-of-writing, Retrived July 26, 2013 at 12.20.p.m.

Jayeson Vance Leading Tour at Alcatraz, 2012 ; Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. ; The following is an oral history interview with Jayeson Vance. The interview was conducted on October 10, 2013, by Lorrie Rands. Jayeson discusses memories of Ogden and 25th Street. ; 35p.; 29cm.; 2 bound transcripts; 4 file folders. 1 videodisc: digital; 4 3/4 in. ; Oral History Program Jayeson P. Vance Interviewed by Lorrie Rands 10 October 2013 Oral History Program Weber State University Stewart Library Ogden, Utah Jayeson P. Vance Interviewed by Lorrie Rands 10 October 2013 Copyright © 2014 by Weber State University, Stewart Library Mission Statement The Oral History Program of the Stewart Library was created to preserve the institutional history of Weber State University and the Davis, Ogden and Weber County communities. By conducting carefully researched, recorded, and transcribed interviews, the Oral History Program creates archival oral histories intended for the widest possible use. Interviews are conducted with the goal of eliciting from each participant a full and accurate account of events. The interviews are transcribed, edited for accuracy and clarity, and reviewed by the interviewees (as available), who are encouraged to augment or correct their spoken words. The reviewed and corrected transcripts are indexed, printed, and bound with photographs and illustrative materials as available. Archival copies are placed in Special Collections. The Stewart Library also houses the original recording so researchers can gain a sense of the interviewee's voice and intonations. Project Description Business at the Crossroads - Ogden City is a project to collect oral histories related to changes in the Ogden business district since World War II. From the 1870s to World War II, Ogden was a major railroad town, with nine rail systems. With both east-west and north-south rail lines, business and commercial houses flourished as Ogden became a shipping and commerce hub. After World War II, the railroad business declined. Some government agencies and businesses related to the defense industry continued to gravitate to Ogden after the war—including the Internal Revenue Regional Center, the Marquardt Corporation, Boeing Corporation, Volvo-White Truck Corporation, Morton-Thiokol, and several other smaller operations. However, the economy became more service oriented, with small businesses developing that appealed to changing demographics, including the growing Hispanic population. ____________________________________ Oral history is a method of collecting historical information through recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account. It reflects personal opinion offered by the interviewee in response to questioning, and as such it is partisan, deeply involved, and irreplaceable. ____________________________________ Rights Management Special Collections All literary rights in the manuscript, including the right to publish, are reserved to the Stewart Library of Weber State University. No part of the manuscript may be published without the written permission of the University Librarian. Requests for permission to publish should be addressed to the Administration Office, Stewart Library, Weber State University, Ogden, Utah, 84408. The request should include identification of the specific item and identification of the user. It is recommended that this oral history be cited as follows: Vance, Jayeson, an oral history by Lorrie Rands, 10 October 2013 , WSU Stewart Library Oral History Program, Special Collections, Stewart Library, Weber State University, Ogden, UT. iii Jayeson Vance Leading Tour at Alcatraz 2012 Abstract: The following is an oral history interview with Jayeson Vance. The interview was conducted on October 10, 2013, by Lorrie Rands. Jayeson discusses memories of Ogden and 25th Street. LR: Today is October 10, 2013 doing a phone interview with Mr. Jayeson Vance who is currently residing in San Francisco, about 25th street and Ogden. My name is Lorrie Rands and I will be conducting the interview. Jayeson, I, again, appreciate your time and your willingness to help us out with this. Let's begin with the simple basics of when and where were you born? JV: I was born at the old St. Benedict's hospital on 29th and Polk in Ogden, on June 26, 1947. LR: Where did you reside, where was your home in Ogden? JV: Our home was, when I was a boy, we were, first we lived in a post war housing, emergency housing for the GI's. My dad was at Hill Field as an Air Force Sergeant, an Army Air Corp Sergeant. That was at the old Bonneville Park, as they used to call it. It was an old cinder block, post war or emergency housing that, I don't know who paid for, probably the federal government. Then they, at some point around 1950 or 51, they destroyed those homes and we, my dad was able to get a home on 1362 Hudson, between 5th and 6th on, at just above Harrison, and we were just a quarter block below Polk. That's where I spent my early years and then we later moved to 108 Harrison, at first and Harrison. LR: So was Harrison at that time, was it paved all the way through? 1 JV: Yes, Harrison was paved, Hudson was primitive, it was unpaved, thank you for asking. We actually did not even have a phone in the house and my mother had to walk to Hudson and Polk, to a little phone booth as did all the neighbors in order to place a phone call. Actually, it seems funny now, and the street was dirt and it had a curb and gutter but it didn't have the sidewalks and it didn't have, you know, it was very primitive. It was like living out on the frontier in a way, and my grandfather used to say, "You can hear the coyotes at night up there where you live." He lived on 256 Harrisville Road which is still there, that structure is still standing. LR: You grew up then in that part of Ogden? JV: Yea, on that northeast bench, I went to Ben Lomond High and then my dad had gone to Weber and my mother, actually my mother was a USU graduate. I just said, "Well," I couldn't decide what to do after I graduated from Ben Lomond, so I decided on Weber, which was a great choice. I was pleased with, I always thought it had the best—a lot of people say about Weber that we had better professors than bigger schools because you didn't have teaching assistants teaching classes, you had Ph.D.'s teaching classes quite often and so I think in some ways we got a much better education at Weber than people maybe at the University of Utah had in some ways, so anyway, it was a good time to go to Weber. I briefly was the sophomore class president for a brief while, filled in for Mike Howe I believe was his name, cause he couldn't finish his term. My name at that time, I changed my name in 1982, and my born name was Clark Walker. So that's always strange, and I have to explain that, that I 2 changed my name. I was one of those kids that had kind of an identity crisis and so my legal name is Jayson P. Vance. I don't know how much you want to know about my personal life, but just to explain, if you look me up, you'll find me under Clark Walker. Weber State records, well, except I changed my diploma reads Jayeson Vance now, so I had that changed. LR: So, I'm just curious, why did you choose Jayeson Vance? JV: It was just one of those things that I had a friend who was a counselor, which said, "It's time for a change." I had just left a federal job and I wanted a new start in life and she said, "This would be a good time to change." She had done this to, she had changed her name and she said, "I don't know, it's great," and she was able to persuade me that I should do it. Then once you do that, and we'd had a house so we had to change the mortgage records so then and I had to go to court, to district court and officially change my name by law. I can't ever use the old name again and legally, so anyway, I have, for better or worse, that's my name. So I just have to accept that. In some ways I felt shouldn't be changing that because it's my family history, but then as I researched my family history, I found out that my father's father, who was an English immigrant during World War I, which is kind of odd, how do you get to where my father was born in California? It's a long story, but his father deserted the family, his name was reputedly, Sylvester Hodgson Walker. He deserted this mother and this infant boy, who was my father and said, "I'm a British subject, I don't want to have a kid." And he ran off to Canada, and he said, "You can't touch me, I'm a British subject." I don't even really know the man's name, I never saw a picture of him 3 and it's one of these great mysteries of life that I would love to see at least what he looked like and how did he end up in California during World War One. The British would have wanted any young man to be in the Army or something and so it's a—was his name really Walker, you know, all these mysteries like that. I didn't feel troubled about dropping the name Walker, so that's, anyway, we got off on a tangent. LR: No, that's great, I asked so, let's go ahead and go back then. You said that your dad worked at Hill Field as a sergeant in the Army Air Corps, what did your mom do? JV: My mother was a teacher in her later years, well, when they were first married she was a school teacher, then she dropped her job as a teacher to be a house wife and about 1959 she went back to Ogden public schools, worked at Edison school teaching second grade. Her name was Bonnie Ruth Murphy Walker and she passed away this month, just earlier this month, ten years ago the start of this month, she's been dead 10 years now. The family is all gone, my brother, my father and my mother are all gone and my wife and I live here. LR: You're kind of cutting out on me. JV: Oh, maybe if I hold the microphone up closer here. LR: I'm not sure if it's you or if it's me. That seems to be better, okay. I hate it when I get off on my flow. As you were growing up, what were some of the things you liked to do for fun? JV: I used to draw maps of the city actually. I loved history form early on. I read Land Mark Books, I was a boy scout. I got an Eagle Scout Award, I was an Eagle 4 Scout. I was very interested in police and crime, the FBI. I wanted to be an FBI agent at one time and I studied the history of, I was reading adult literature written for adults about the FBI, you know like the FBI story by Glen Whitehead I think it is, when I was twelve. I was trying to—it was not easy to read—but I was trying and I was just obsessed with that stuff and I saw the world very black and white, in a very black and white way. I remember giving—I had some really conservative, very, very conservative opinions about law and order and I wanted to—we had some milk stolen and I wanted my mother so badly to call the police department because I wanted to look at a real policeman in the face and we hardly had any crime in that area. I was so excited that was my amusement, anything to do with law and order or police, any TV show, Texas Rangers or Broderick Crawford, who starred in California Highway Patrol or anything like that. The Lone Ranger and all that stuff, I just loved all that. We played Army, it was post World War Two so we had, almost everybody I knew was the son or the daughter of a GI or a sailor from World War Two or a Marine. We had tons of Army Men and toys about World War Two and I had a whole Army and Navy set of toys that I just spent hours with. Then we would—the little kids in the neighborhood—we'd organize into tiny army, little army training things. Then I would build little model cities in the back yard with rocks and build a highway. I had a lot of fun doing that. I made a model of Ben Lomond peak at one time in my back yard out of clay and rocks and so I had a lot of fun as for Mount Ben Lomond and all that. I tried to make of Ogden out of rocks but it was a little over whelming. 5 LR: I'll bet. So did you ever have the chance to meet any Ogden Police officers when you were younger? JV: Yea, one of my friends, Gary Greenwood, became a police officer in Ogden and he and I were golfing buddies for quite a while, and I met him, just before I moved out of Ogden—I got married and moved away, I remember seeing him in his uniform with his shoes all polished. I was so proud of him and I so wished that I could be like him, be a policeman, but I never became a policeman, I became a park ranger. Not quite the same, but he was just kind of an inspiration when I saw him standing there with his highly polished shoes and his nice neat uniform and he was very proud of it, rightly so. I lost track of him, I would like to talk to him again but I tried to locate him on the internet and he was a probation officer for a while and I couldn't find any more about him. I haven't, if you know him or anybody knows him, I would love to talk to him. He was a great guy. I'm just joining the auxiliary law enforcement team here for the San Francisco police, I just applied to join that. It's a volunteer position, but my fantasy, my interest in crime and law and order has been lifelong. I guess it's no wonder I ended up on Alcatraz. LR: Did you ever hang out downtown? JV: Yea, we did, one of my stronger memories, my father would take me, well my father was a—after he left the Army Air Corps, he became a postman at the main post office and then later Gorder's station as they used to call the post office over there on the bench. He was, his route was the businesses along 25th and along Washington. He was the downtown postman, and he would drive all the 6 packages, they didn't have a UPS, and he would do all the package deliveries all over downtown. He was a gun lover, he loved guns and there was a gun shop on 25th that he loved to go to. He knew 25th very well, he knew the Porters and Waiters Club, he took me into the Depot Drug and there was some girly magazines one time. Oh, it was a little embarrassing, I was going through puberty. Oh we looked at those girly magazines a little bit, but that was among little things like that that I remember. Depot Drug was a hive of activity. It was scary, it was frightening, but it was exciting also. They had these barrels of toys. I loved anything with a plastic army man, or army soldiers like that, and they had just piles of that stuff. Even in the front window, or I think it could even have been on the sidewalk, I could remember my heart just pounding about it, and I only got to go in there a couple of times, but it was a just a hive of excitement. There was also a fear about 25th of course, the legend of all the possibility of heroin and prostitution and all those things that were going on around there. I could even I guess sense it in my father that he was a little bit on edge, but he never had anyone bother him or threaten him in any way while he was delivering mail. He had some rude business people that were pretty rude to him, you know, kind of abusive, but he didn't ever have any threats. He was very close with the black community in Ogden, he knew a lot of the black folks and he was very pro civil rights and he felt that they had gotten the bad end of the deal. The Porters and Waiters Club was famous, of course, for the railroad porters that worked on the Union Pacific that brought Jazz to Ogden. 7 It was also a street of sin certainly. Later in life, my best man at my wedding was Arnie Jacobson and his father was chief Jacobson of the Ogden police. Arnie told me some stories, but these are now second hand stories that he got from his father, so I don't have direct access to that information but it came through Arnie. His father put on black face because they didn't have any black police officers and went down onto 25th to purchase heroine, because the dealers on 25th were black. They did make some arrests and the Ogden police were known as the toughest police in Utah because of the street, because of patrolling 25th street they had to be tougher than the Salt Lake police, according to Arnie anyway. They would have this annual football, I believe football game between the Ogden Police and the Salt Lake police and the Ogden police would always win because they had to be tougher, even though it was a smaller department by far than the Salt Lake department. It really had quite a story there, I mean you could write a lot of, I could easily see someone writing a novel or a historical novel about it. Maybe that's what I should do, I don't know. Then my mother told me about working at the Union Laundry but she did all that Union Pacific linen as a young woman. She was a pretty young brunette and her father, Clarence Murphy, would warn her, he was a Union Pacific engineer. "Now Bonnie, you get down to Washington Boulevard and get on that street car and you run to Washington Boulevard," or somebody told her, or she told me that she was so scared on 25th that she ran all the way from Wall Avenue to Washington Boulevard as fast as she could run to get to Washington Boulevard to where she felt safe, and then get on the street car to go north to 8 Harrisville Road where they lived. She had a palpable fear of that street but she again never had anything happen to her so it just, there's a lot of stuff about that street. I've seen that, I don't know you've probably seen that DVD that that fellow put out about the history of Ogden I imagine. Are you aware of that one? LR: Yes, The one that was in 2007 or 11, not too long ago? Yes. JV: They explained that, I guess they alleged that Al Capone may have been on 25th, which I've never found any—I tried because I studied Al Capone quite a bit having been on Alcatraz where he was locked up for about five years, and I've never found any evidence, have you? To support that he was ever there. LR: I haven't, the only thing I have heard about are the rumors. JV: Yea, it's just legendary. When I worked on Alcatraz we'd have people from Canada and Saskatchewan Province was a place where he was reputed to have been. Oh, Al Capone, you hear this all the time, in Wisconsin he went to honey lodges and it is conceivable that he may have been in Ogden that he was really on, and it was called Little Chicago at one point. It was one of the nick names of Ogden, of that area of Ogden as you may know already. Of course, today, it's a very different street than it was and I'm looking at a picture of it right now, a modern picture. I guess there were some movies made there with that famous noddle parlor sign? LR: Yea, the Star Noodle, the one with the dragon? JV: There was a little China town there too of course, from the Chinese workers on the railroad. My grandfather, as a boy, his mother died when he was a youngster and his father was of course a railroad worker too, an engineer, and he was 9 basically raised himself on the streets. This would have been about 1900 or 1905 around in that era, used to run opium on a bicycle around China, the little Ogden, and helped these opium dealers. It was legal at that time to sell opium, and he would, as reprehensible as it sounds now, would sell opium to the Chinese, and make a little money that way, because they didn't have much money. He and his sister and his father, no mother, were kind of, you know, they had some kind of rough edges in his early years, and he remembered being pretty mean to some of the Chinese as a teenage boy, pulling there queue's. They used to wear their hair in queue's on the back of their head, doing some mean things like that and of course the Chinese were abused everywhere. Out here in San Francisco they were abused even more. The word Chink was frequently passed around. It was a racist time it was not fun to be black or Chinese in those days. It was rough for a lot of people. LR: So did you ever witness any of that discrimination in that part of Ogden? JV: No, that was way before my time. I think it went underground, I'm sure there was a feeling that Asians were odd or you know, they were kind of a curiosity. I don't remember. We used to eat at the Utah Noodle Parlor a lot and have the other—I forget the other noodle parlor name on Grant there. We used to, and we enjoyed all the food, the chop suey and all those things. So you'd hear little remarks like that, that were racists but it was, and of course it was. My grandfather had actually been a member of the Klan when he was a youngster. He had no education, he was brought up on the streets and he picked up whatever he picked up, and he picked up a lot of racists attitudes. I remember he, as a young 10 man—he wasn't that in his older years—but as a young man, there was a Klu Klux Klan Chapter there in Ogden. The Klan was all over the United States if you study the history of the Klan and it was very powerful in the early twenties and that's about the time he was starting his family. My grandfather was out there on Harrisville Road, but he I guess they had some Klan meetings up on the foothills in the early twenties where they burned crosses and stuff up on the foothills above. You can imagine how it must have felt to be a black person and see that going on, especially a tiny minority, there in that part of the world. A feeling, you must have been pretty much an emotional, a very unpleasant emotional experience anyway for a black or an Asian too. I think they were pretty mean to Asians, the Klan was, as well. He never said much about that, he did express racist attitudes which were part of that generation, occasionally. I had that wonderful contrast in my father who just really loved the black folks in Ogden. Marshall White, the police officer who was killed there, who was a hero of the police department. After they finally got a black officer, and then he got killed, but it was a rough town. There was somewhat open prostitution, if I remember, right along parts of Grant Avenue and Lincoln Avenue. Even in my early years, even as late as maybe 19, probably about 1970 even, there was still open prostitution going on, it was very limited, but it was there. As I've studied the street I know there was a back alley that ran heroin and a tunnel that ran heroin from the depot all along, I think on the north side of the street. Maybe that tunnel is still there, I've seen 11 some references that indicate that the tunnel went all the way to the Ben Lomond Hotel apparently. Are you aware of that? LR: I'm aware more of the rumors. JV: I saw something online about historic tunnel tours of Ogden and they, if I remember correctly were going into the basement of the Ben Lomond Hotel and somebody was leading a ghost tour or something like that. They were able to go under Washington Boulevard possibly and they said, "Well, who knows." Of course they want to enlarge everything and make it more exciting so they bring in Al Capone and all that. The danger of history is always that somebody tries to enlarge things or exaggerate things. I was never able to see that myself and I didn't even know, I'd heard rumors about it but I've never been in it. LR: Well I know that most of the businesses now have closed up there tunnels, so most of the people we have talked to, yea, it's possible, but now they're all closed up so. But yea, we've had a lot of references to them, a lot of people that remember being down in them, but none actually going form Ben Lomond to the depot. We can't actually verify that, so. It's fun to hear about though. JV: Well that was the big fancy hotel, I guess the Ben Lomond was built about 1927, and being a big, the highest building in town and anybody who wanted a prostitute probably would have wanted to bring them in underground into the hotel or something like that, or wanted maybe drugs and happened to be at the hotel. It does kind of make sense if you were in the, in the world of vice and you had money enough to stay in a nice room there and you wanted something, knowing the hotel business as I do, because I worked with it for a while here, 12 there are people in the hotels are bribable a lot of times, and if you want—they want some cash and if you have the cash, they'll find a way to get you what you want. Who knows, I wouldn't be surprised, I don't have any evidence of it, but I wouldn't be surprised if there was something like that going on. LR: I wouldn't be surprised either. Do you remember any of the people that used to live or work on 25th street? JV: Yes. Well, my mother worked at the Union Laundry I guess it was called as a— this would have been—she was born in 1919, so it would have been roughly around the time she graduated from Ogden High in 1938. So she was working at the Union Laundry, and that's where that tale about running down the street as fast as she could run, her heart pounding came from, that era. And then my grandfather, Clarence Patrick Murphy, a real Irish name, half Danish, but in fact his mother was Danish. He was working there from about age 16 and he was born about 1885 I believe, so he would have been there about 1901 and he was already working as a fireman as a teenage boy. He couldn't finish school, at Sacred Heart School on upper 25th where he went. He would bend over all the way to Wyoming shoveling coal. He told a tale later that even as a 16 year old boy of working with his back bent to shovel coal all the way from Ogden to Evanston and back just almost constantly shoveling coal to get up that grade to that high plateau in Wyoming. It was not the life that any of us would want to live I am sure, to spend back breaking hours to make a living. He was a devoted member of the Brotherhood of Locomotive Engineman and Firemen throughout his life and was a lifelong democrat of course, because of the 13 Democrats alliance with the labor unions. He was also one of the shop stewards of the Union Pacific in his later years. He also worked on the old Oregon Shortline Railroad, which was, he fondly would say, "Oregon Shortline," and his eyes would drift off as he thought about it. I guess the Oregon Shortline was, ran from Ogden to Pocatello, if I'm not mistaken, and didn't obviously it didn't go all the way to Oregon. He was the switching engineer which would be, he would build trains by bringing cars from one train and hauling them to join another train and then back and forth all day in the yards of Ogden. He'd go over those yards, and of course today, there's even I guess some activity there, but back in those days the yards were just a hive of energy and the sound of the rails and the squeaking of the iron against iron and you would hear all the noises associated with all that. The station where I went as, this would have been approximately 1955. My grandmother, my California grandmother, my father's mother, would come up from across the Lucin Cutoff across the Great Salt Lake on the Union Pacific from Promontory Point to West Weber and she would, we'd meet her at the Union Station whenever she'd come to visit us. That's where I got to see the Union Station quite a bit as a boy. There would be three or four taxi cabs, several cars coming and going and people were dressed—in those days the women wore gloves and hats and high heels all the time and the men wore business suits and big fedora hats. The railway express, REA railway express agency had a large outlet in the foyer of the station. 14 Just going in to the foyer of the Union Depot was to me, one of the most exciting things of my childhood because I would go in there and look around and seeing people coming and going, people making orders and carrying tickets, porters carrying baggage and porters with red caps on and white uniforms and white jackets. All black men, the only black people I had ever seen at that time in my life were down in the depot. Sorry, I get a little emotional sometimes when I'm talking about these things. I have to take a breath here for a moment. There was a very busy barbershop with an old fashioned striped aprons that, or whatever they called those things that they, smocks, that they would put around people being, having their hair cut. They had the talcum powder brushes and the barber clipping away furiously, and people in a hurry to get on, "I don't want to miss my train," and all those things. The station itself, getting inside was just, it seemed like the biggest building I had ever seen in my life at that time, probably was, and it, the big chandeliers and it was just, in its heyday was just packed with passengers and train schedules and the public address system announcing what was going on. I didn't even know what the people were doing as a boy, I had no concept of what riding a train was because we didn't actually get on the trains, so we never went out on the platforms and so all I saw was just the results of all that. What I observed was a little confusing because I didn't put it together that these people are coming from California or Chicago or wherever it may be. This really was the junction city of the Mountain West and it really was a big deal. It was so sad to see the old down town, as I'm sure you've heard from a 15 lot of people, to see what happened to that wonderful downtown on Washington Boulevard. Again, that's another subject for a book you could write about, Washington Boulevard in its heyday. Beuhler Bingham and B and B Clothiers, the Blue Door and all those fabulous clothing stores and Fred M. Nye that were able, because the economy was so powerful then with Hill Field and the Army Depot and the Naval Supply Depot and all those things, and then the railroad. Everybody was making money and it was sort of the golden age of Ogden. I guess from about the end of World War Two till roughly the time I graduated from Ben Lomond, about 1965, for about those twenty years that downtown district was just thriving. There was Watson and Tanner and 24th street was almost equal to Washington and its level of commercial activity and it was a really nice feeling to the town. There wasn't a lot of crime for the most part, you didn't hear about a lot of—we had, my mother had a friend, Officer Keith Burkdahl, who was a policeman. I remember she got—I guess one of the early beat nicks, there were a handful of beatniks I guess, in Ogden, that maybe were smoking marijuana and this guy hit her at 25th and Monroe. It was at night and he had dark glasses on, and he had sideburns and this would have been 1955 or 56 around the time Elvis was big. We just thought that was so bizarre that this fellow was dressed in this leather jacket and he had sideburns and he had dark glasses on and it's nighttime, you know, why are you wearing—it is kind of odd even now. Keith Burkdahl investigated this because my mother happen to. His wife was a good friend of my mothers and he was a patrolman and so he said, "Yea, we caught 16 this guy and arrested this guy." They finger printed him and everything. I was excited by that. It was, there were some rough characters in Ogden and who knows maybe he was using heroin or something too, or maybe he was associated with 25th street, but we never found out. Whenever I would encounter the Ogden police, I can remember in 1956, the Ogden Police had four brand new blue Fords that they got and they all, they had no markings, anywhere on the car. They were painted, I think, if I remember correctly they were a dark royal blue and they had just about the size of a coffee cup, maybe a large coffee cup, on top was a red, just a red light, and that's all, and a radio antenna, and not anywhere on the car did it say police, anywhere. It just is so funny to look back at that, we'd walk through City Hall Park and of course that was the police station back then. It was in the back of the city hall building, and you'd walk through city hall park and I'd see maybe eight or nine Fords with that bubble light on top, and maybe a couple of unmarked cars. That was the, such as it was, the Ogden police at that time. There's another story, you could do the history of the Ogden Police because they must have some tales to tell if you come across one of the retiree's from the Ogden police or somebody, the son of a police officer, I'd bet you'd get some great stories. Arnie Jacobson might be a good source because his dad. I don't know what became of him, I haven't been in touch with him in years, but his dad, I know was the chief about 1970, they had the police radio in their house because his dad was the chief, so he would hear all the radio calls in Ogden as a 17 boy. You get into some personal information sometimes, but he got run out of the house. LR: Well speaking of growing up, did you ever attend any of the theaters downtown? JV: Yes, the movies? LR: Yes. JV: Yea, we loved the Orpheum, thank you for reminding me. The Orpheum and the Egyptian, but the Orpheum even more so, it was sadly destroyed. The most exciting, fun thing we ever did I think was about 1959 and Ogden was just in its glory days at that time. We, there was a girl next door, Susanne Sylvester, who I had a crush on, and I forget who else. Anyway, we were all about 12 or 13 years old and our parents escorted us, and we got all dressed up and went to, I put on a tie and a sports coat and the girls were dressed up and we just, we just thought that was the most fun we had ever had. We went to the Orpheum and saw a movie, I can't remember what the movie was now. It was just going to the theater down, either the Egyptian or the Orpheum was just one of the special things about that time in life when you are coming of age. I think for almost anyone who was there at that time would remember it well. LR: So is that the theater that had the Popeye Club? JV: I don't know. You know, I don't know about the Popeye Club. Actually when you said that it was the first time I've heard that term. LR: Oh really, okay. JV: I must have missed out. LR: It might have been Paramount. I get my theaters mixed up, I apologize. 18 JV: The Popeye Club, maybe the Paramount was, Popeye Copper Club, Ogden, or Popeye—it says here, I am doing a little web search. I remember the Paramount was where the Paramount Bowl was, is that right? LR: I'm not sure. JV: Where the river, by the river bridge? Where the Ogden sign, is that right? LR: I'm honestly not sure, I thought it was downtown myself. I know the Orpheum and the Egyptian were. I thought the Paramount was too, so. JV: Let's see here, we had a friend who lived right by the Ogden bridge, the Ogden sign, where the Ogden sign in on the east side of Washington. There was this very interesting neighborhood there that reminds, as I got older and look back at it, I thought, "Oh my gosh, that's a lot like big city's back east." It reminded me of, in some ways. I remember the Paramount Bowling alley. When you said Paramount I thought more of a bowling alley then I did of a theater. Then there was a drive in too, and there may have been called the Paramount, there was the Riverdale Drive-in, and there was a drive-in on the south end of town was the Riverdale and going up towards North Ogden was, that Harrisville area there was a drive-in out that way, the North Point Drive- In. The drive-ins, of course, when you're a teenager in those days, it was where all the necking and all that went on. Exciting dates or all the wishful thinking for boys mostly was going on. I know there was a Paramount theater, maybe if I put movie theater, Ogden Utah, my search engine isn't generating a lot right now on that. Let's see, as it opened on the, oh, here it says, "The Paramount theater opened as the 19 Alhambra theater, March 17, 1915 with a concert by the Ogden Tabernacle Choir." There's one reference there, its Cinema treasure. Oh, here we go, 2429 Keisel Avenue. LR: Ah, that's right. JV: Oh, the Alhambra. So here is a, I vaguely remember this photo, I mean this store front. It's located on Keisel, just off of, I think just off 24th, because that looks like the Fred J. Keisel building. LR: Yes, it would have been on the opposite, it would have been closer to 25th. It's actually not there anymore, they tore it down. JV: Yea, I bet it's gone. That's my granddad's era for sure, those old street lights and globe street lights and the old early automobiles. LR: What are some of your favorite memories of downtown Ogden then? JV: Well, to be honest, it was the pretty girls you would see. You would see very, very pretty girls, you'd see dozens of girls that would just you know, traffic stop kind of thing where you'd go, "wow." It was also just the feeling that it was exciting, it was a pleasant city. There was a lunch counter near 25th and Washington, Keeley's Café. You'd go in, it was a bustling café, downtown café—going in and having lunch there. There was also a toy shop near there, and my grandfather doted on me, I was his favorite, out of the five grandchildren I was the oldest one and he liked, I don't know, he and I just bonded and he would take me in as a boy and bought me a pistol set, a cowboy pistol set from this store and I don't know the name. It was a toy store near the Broom hotel and it had just all kinds of cowboy toys all 20 over the walls, and this was a pretty big, pretty large, you know, reasonably large toy store and he bought me this holster and toy gun and toy bullets and I think it was probably one of my happiest moments in childhood. Then going on that date to the Orpheum was another one. The Utah Noodle Parlor was always fun to go to and having the big butterfly shrimp that they still make I think, I think they're still there somewhere. LR: No, they actually closed down. JV: Oh, they closed down? LR: Yea, it hasn't been that long, but Utah Noodle is no more. JV: Oh, that's too bad. That was a great tradition, but I guess Jimmies Flower shop is still there probably. That was a great flower shop. I didn't know the Glassman's, I guess you've come across A L Glassman, the name A L Glassman, but he was the operator of the Orpheum it says. Have you come across the Name Ira Huggins? He was the great attorney, probably the most famous attorney in Ogden. LR: I'm not sure. JV: Ira Huggins was—my mother would speak of him very fondly. I found a URL here, its Cinema Treasures, and it has a lot about the Paramount Theater, 2429 Keisel. This might be a page you want to look at it. It's Cinematreasures.org/theaters/26282, [some of the information that follows come directly from this website.] This is a lot of information I wasn't aware of here about the publisher . Glassman, of course, owned the Standard Examiner and apparently owned this theater also at some point and one of its premier 21 attractions was Cecil B. De Mill, The Ten Commandments. In 1925 it was leased by Public Theaters and renamed Paramount Theater so it started as the Alhambra, I guess. Glassman also owned the Orpheum but he bought the Alhambra in 1923 and then, according to this web site, during the summer months, Orpheum Vaudeville moved to the Alhambra, so they had Vaudeville, wow, now that's very interesting. In 1925 the Alhambra was leased by the Publix Theaters and renamed Paramount Theater, so that's where they got the Paramount. It underwent a complete renovation and seating was reduced to 1900 one of its premier attractions was Ten Commandments. Not the one in the 1950s but the original. By 1927 the theater was under the direction of Brooklyn-born Louis Marcus, who also owned major theaters in Salt Lake, including the Capital and other theaters in Idaho. Fanchon & Marco "Ideas" supplemented the screen attractions at the Paramount. With the demise of the American Theatre in Salt Lake in 1929, the Paramount boasted being Utah's largest theatre. Wow, I didn't know any of this. In 1929 Marcus said he was selling his interest to Publix Theaters and retiring. He was elected mayor of Salt Lake from 32 and served four years and died in 1939. 1934 it came under the ownership of Paramor Theatres who also operated the Orpheum Theatre, Lyceum Theatre and Colonial Theatre. The local Ogden Theatre was an independent. So there is quite a story there of just the theater industry in Ogden. In July of 1954, Paramor Theatres completed renovations which gave it all new seating and a 42' by 21' screen. In time for Christmas 1954, a new marquee and Paramount vertical sign in addition to the Formica snack bar 22 was added to the interior. And that's when "White Christmas" came out with Bing Crosby. So, you'll probably want to look at that website for sure. LR: Yea, I wrote it down so I'll be able to. JV: It's not that much information but it has this one wonderful old photo of the Alhambra. LR: Hmm, that's cool. JV: Yea, also, I would recommend to you to see UCR.edu. LR: Right, I wrote that down too. JV: Yea, and if you can't—that website is a little obtuse—it's something like digital newspaper survey and it's California papers, but remarkably, like I say, especially the San Francisco papers, have lots and lots of Ogden's lore and stories, especially around the time of 1890 to 1930, which would be of great value to anyone doing research at the university there. Then you can form a partnership with the UC Riverside, maybe the two schools could maybe get together on helping each other, because I know that educators always need support and they have to help each other and there is always the threats of budget cuts and things like that. I know he was, that fellow at UC Riverside was saying, "Oh we've got to prove to the regents of the university that we are doing something of value to the community so that they won't shut us down." I wrote, personally when I was a park ranger, wrote a couple of paragraphs saying how much value I've gotten out of it. You're able to, or course with your printer on your computer, you're able to print stories up if you want, or photos. They also have photos too, because you're looking at the actual paper and you can see the old historic ads. 23 LR: Right, that's fun. JV: Yea, it's really fun. You sound like you're a history lover too, so you'd have a field day with that probably. LR: I have two more questions if that's alright JV: It's been a lifelong love for me. ___________ being a park ranger, it was one of the great joys of being a park ranger was being able to give history tours, you know how it's just limited to Alcatraz history, which has quite a colorful history of course. LR: I know it's kind of getting, this has kind of gone long, but I have two more questions if that is ok. JV: Yeah, sure. LR: My first one is, you talked about your grandfather being involved in the Klan in Ogden, do you know much about that? JV: No, he was, I think he was a little ashamed of it. He, I know, it's really unfortunate I can't ask any of these folks any questions or maybe my aunt, who is still alive might know something about it. She lives in Portland, Oregon. I could ask her but she would have been embarrassed about it too. I know that he talked in racial terms about when he would watch the prize fights, Gillette Prize fights on television and he would, there was definitely a palpable racism present when he would—see a black man fighting a white man or something in a Prize fight. The only reason I know about the Klan was that my mother told me that, he didn't tell me himself he was a member of the Klan. I think he was embarrassed. He was certainly not proud of it. 24 I heard, now, I'm trying to place where I heard the recollection by some, probably from my mother, that they had put some burning crosses up on, I think the north east bench, up around, somewhere around where Ben Lomond High stands today. Up on 7th or 7th street, upper 7th street probably or somewhere where it would be seen for miles around or hoped anyway. Just to terrorize the poor black folks a little more, and probably it would have been, I'm sure they didn't like Asians either, or Jews of course. There were a handful of Jewish people too in Ogden so those groups would have been not too thrilled, I'm sure, to see that. I could try and ask Aunt Patty, she's Jennings Olsen's sister by the way, my aunt. He was the professor there at Weber for many years. She may know something about it also, and if you want, I could call you back if I'm able to find out more. The KKK was organized in all 48 states in the 1920s per public television documentary. LR: It's just a curiosity. I will leave that entirely up to you. It was just a—really, someone who was involved, so I wouldn't complain but I don't want you to feel like you have to do that or anything. JV: Well, I'm always willing to help, it's fascinating. What I have found with history and the more you dig, the more interesting it is. LR: Well this is true, I agree. JV: You reminded me of that little neighborhood around the Ogden sign there on the east side of Washington that, I wish I could relive that. Also there was something— I went to visit a friend who lived right there. There was a little alley that shot off of Washington and I think it said Paramount Bowl and it was across 25 from Bigler's Desert Inn, which was an old structure that is no longer there either. We fished in the Ogden river briefly, just once, it only happened once, I went to see him and we fished in the river. It was kind of odd, it seemed like, because here it is almost like in downtown but also almost like out in the country at the same time. It was a really nice little district there that I haven't seen any photos of, but I can picture it in my head as I close my eyes I can see it. There were store fronts right the river and I think a concrete fence or something against the river bank itself, but I'm sure it's all gone now. All that's left is the historic sign there now, but it's fun to reminisce anyway. LR: Well, my last question is this, how has Ogden changed since you were growing up here, do you think? JC: It had that timing, you know, 24th and Washington was the heart of the city and it was the heart of Ogden, it really was like the heart. It was just like a human body has a heart, it was the heart of the city and it was a thriving heartbeat. I remember a young boy yelling, "Standard," and he used to actually hold up the newspaper in his arm and wave it and people would run up and buy a newspaper. It was from the Bon Marché store which was at 22nd to about 26th or 27th along Washington, was just bustling with traffic, excitement. The ladies were dressed in their finest clothes and men were dressed in business suits, and not everyone dressed that way, but it was certainly a thriving place and then along 24th, almost the same scene. It's just sad to see that, well it's happened to many cities; it's not just Ogden, that the core of the city got gutted and changed irreparably. It's too bad 26 that it couldn't have been like what was done with Trolley Square in Salt Lake where they at least maybe changed the buildings, but don't gut every, just don't tear everything completely. The W. T. Grant store was a big deal on 24th and Washington and there was the Kiesel building and the Eccles building and the First Security Bank building and it had this little sky line and it was just, I don't know, it just seemed like a really, really positive. Overall, 25th kind of gave you the vice and a little excitement and drama, which was also kind of fun, and it just kind of was a really nice place to grow up. It sort of represented America, to me. I wrote a little article when I was a boy about it and I took a world book and I followed the outline they used to write about Chicago or New York and I just took every element, and Ogden had it all, in miniscule amounts. It had a little Asian neighborhood, it had a black neighborhood, it had everything in America and it was a, in a microcosm, it was the country. It's sad to a, I'm sorry, LR: It's okay. JV: Makes me feel bad to see that all that is lost. I know there is some of it there still. The Egyptian Theater is still there, but, LR: You're right, most of it is gone. JV: We would get, to go down to Washington Boulevard was a big deal and we would put on our best clothes and we would, yea, it was just a big deal. Even when I started working at the highway department on 17th and Wall or near, just off Wall, at the Utah Highway, Utah Road Commission, we looked forward to driving along Washington Boulevard just for the fun of seeing people on the street and seeing 27 all the excitement that it used to represent. I don't know, it's just, thank you for letting me share all that, and if I can come up with some more goodies I'll certainly call you. Also you're always welcome to call me if you need any more that I can provide, and thanks again for what you are doing. LR: Well, thank you for being so willing to help us out, I appreciate that, and for your stories, they've been wonderful and I appreciate you're willingness to work with us and to do this. We've been on the phone now for almost an hour and 20 minutes so I appreciate your time and your willingness, it means a lot. JV: Well great, Okay Lorrie, keep in touch, and any time I can be of assistance, who knows, maybe your or I or both of us may write books about it, who knows. LR: That would be fun. JV: It's worthy of some good books, I can think of three right now that would be worthy books about that era. But anyway, have a great day. 28