Profiles in Service

1905–2005

Written & Edited by: Rebecca Blair ’80 Michael G. Cartwright A. James Fuller

Layout & Design: Jeannine Allen

2006 University of Indianapolis

 TABLE OF CONTENTS

I ntroduction V. M entors & T eac h ers Michael G. Cartwright...... 5 Robert McBride...... 88 Fred Hill...... 92 I . F ounders & P arents Alice Friman...... 96 J. T. Roberts...... 11 Charlie Guthrie ...... 100 Alva Button Roberts ...... 14 JoAnn Domb...... 104 “The Genesis of the College” by J. T. Roberts ...... 17 Matt Brock...... 106 Laura Steed...... 107 I I B rot h ers & S isters Kristina Russell...... 108 The Hilton Brothers...... 21

David Hilton...... 22 V I . C aregivers & P rofessionals Bruce Hilton...... 26 Cheryl Larson...... 110 Don “Sam” Hilton...... 30 Toni Peabody...... 114 The Sisters of Our Lady of Grace Monastery Jennifer Fogo...... 118 Mary Luke Jones O.S.B...... 34 Sam Kegerreis...... 124 Jennifer Horner O.S.B...... 38 Diouheratou Traore...... 128

I I I . G re y h ounds & A mbassadors V I I . S tewards & T rustees Paul & Lucy Brown Alexander...... 42 Donald Carmony...... 130 Moses Musa Mahoi & Henry Martinez...... 50 Harold & Ann Cory Bretz...... 134 Ray Crowe...... 54 Robert Brooker...... 138 Elias Chacour...... 58 William Kiesel...... 142 Flora Valentine ...... 62 Mike Watkins...... 146 Nancy Meyer...... 66 Evan Hill...... 150 Laurel Curts...... 67

Phoebe Daroyanni...... 68 Exemplars of Service...... 152 Symbols of Service...... 154 I V. S ervants & L eaders Acknowledgments...... 155 Roy Turley...... 70 Index...... 157 Gene Lausch...... 74 Notes...... 165 Patricia Poehler...... 78 Frances Kantner...... 81 Peter Buck...... 82 Marylynne Winslow...... 83

 C elebrating “ E ducation for S ervice ”— a T radition of t h e U niversit y of I ndianapolis

Michael G. Cartwright

Dean of Ecumenical & Interfaith Programs & Executive Director, The Crossings Project

How do you tell the story of a set of As readers of this volume will see for that we sometimes disagree with one an- practices that has endured for a century at a themselves, some alumni are so committed other about how to think about a particular church-related comprehensive university? As to service that they think the motto should proposal, project or endeavor. Like other the co-authors of this book, Rebecca Blair be changed to “Service because of Educa- living traditions, not all of the arguments ’80, James Fuller (History Dept.) and I have tion.” And others, including some faculty, are explicit, nor is it the case that all voices chosen to narrate the tradition of “Educa- believe that teaching is the highest form in the argument necessarily are articulated tion for Service” through seven sets of of service, and aspire to lead students into as powerfully at any given moment in the “profiles,” each of which displays a different critical engagement with the world around history of the University. Make no mistake dimension of the kinds of service associated them. Some faculty and staff are commit- about it, however, this tradition embodies with the history of Indiana Central College ted to voluntary service, and still others some central convictions associated with the and the University of Indianapolis. We are approach service as a form of Christian moral, intellectual, and spiritual formation pleased that we have been able to gather discipleship, believing that “faith without of students at this University, and in retro- more stories than could be collected in this works is empty.” We also have some skep- spect, it is possible to see ways in which this book, and we encourage readers to explore tics and dissenters who challenge those who motto has served as a basis of continuity in more than a dozen other profiles that are are advocates of “Education for Service” to the midst of a century of remarkable changes available in the Profiles in Service Online at think critically about what they mean when on this campus. http://eip.uindy.edu/profiles/ they speak passionately about the impor- If you listen carefully to the way stories In the simplest sense, the motto tance of the relationship between education about “Education for Service” are told at “Education for Service” names one of and service. the University of Indianapolis, though, you the central convictions that shapes our That is as it should be. As the moral will discover that this is a tradition shaped University’s sense of purpose: namely, that philosopher Alasdair MacIntyre has observed by virtues like generosity of spirit, giving the pursuit of education and activities of in his book After Virtue, “when an institu- and receiving hospitality, selfless devotion, service belong together. That does not mean tion—a university, say, or a farm, or a hospi- intellectual clarity in the pursuit of truth, that we all agree about how to characterize tal—is the bearer of a tradition of practice or Christian unity, and a commitment to the such a conjunction. Indeed, as President practices, its common life will be partly, but pursuit of reconciliation and unity in rela- Beverley Pitts has observed in a letter to in a centrally important way, constituted by tionships. These are some of the most signifi- first-year students of the University: “Some a continuous argument as to what a univer- cant forms of excellence that are embodied of our faculty, staff and students are very sity is and ought to be or what good farming in the exemplars of service that have lived passionate advocates of service, and their is or what good medicine is. Traditions, when during the course of the past century. The involvements are central to their career and vital, embody continuities of conflict.”2 As persons whose lives are narrated in this book professional identity; others, equally com- MacIntyre goes on to observe, traditions that do not comprise the whole story; they are, mitted to service, volunteer in community no longer have the capacity to engage internal however, some of the most striking examples service projects or religious activities outside or external challenges are traditions that are of “Education for Service” that have shaped the context of their careers. You will discover dying or dead. 3 this institution in the past and who display strong and articulate advocates for both We are pleased to report, that the ethos the prospects of that tradition continuing to of these approaches to service. Still others of service at the University of Indianapolis shape UIndy’s future. are less interested in talking about service, is very much alive, and one of the indicators preferring action to conversation.” 1 of the vitality of “Education for Service” for faculty, staff, and students, is the fact

 I . F ounders & P arents Locating student perspectives about About the time that Lucille and Keith President J. T. Roberts (1858–1927) is the service from this era has been difficult, but were graduated from UIndy, the three person who offered theearliest known articu- we are blessed to have access to correspon- Hilton Brothers arrived. Over the next few lation of the “Education for Service” theme dence from the children of J. T. and Alva years Bruce, David, and Don Hilton became when he addressed the graduating class on Roberts, some of whom later studied at well-known on campus, and in the years that first commencement day (June 17, Indiana Central, who recalled their own following their studies at UIndy, they would 1908) with his declaration that “life’s richest perspectives about their parents. We have venture out into the world offering them- blessings are found in service.” As Fred Hill also chosen to provide an early example of selves in service as missionaries, doctors, so aptly put it in his book Downright Devo- the “senior prophecy” from Volume IV of pastors, and advocates of social justice. tion to the Cause (2002), “the challenge was The Oracle yearbook to register about how The Hardy Sisters serve as one kind accepted; and the legacy was born; and each students of that era displayed their voca- of counterpart to the story of the Hilton president has fostered the concept in his tional sensibilities with respect to service in Brothers. Bertha Hardy ’25 had enrolled own way.” 4 Looking back at that moment sacred and secular precincts. 7 at Indiana Central in 1921. Over the next from the vantage point of the present, most four years her sisters Treasie ’25 and Elva observers would agree with Professor Hill. I I . B rot h ers & S isters ’27 would join her there. The Hardy sisters Circumstantial evidence suggests, how- Fraternal relationship was a primary would spend their lifetimes serving as pas- ever, that it is also quite possible that when metaphor for the religious tradition that tors in Southern Indiana and missionary he spoke those words, President Roberts founded Indiana Central University. For teachers at McCurdy School for the United may have been “preaching to the choir,” the German American “pietists” like Philip Brethren Church and later the E.U.B. because the company of fellow faculty, staff, William Otterbein and Martin Boehm, to Church. and students who were gathered on that be “United Brethren” was to be reconciled Indiana Central alumni include other occasion already shared this set of commit- with one another, through Jesus Christ, in kinds of “sisters” as well. The story of the ments to service. More than likely, these the midst of differences of education, class, “Singing Sisters” of Our Lady of Grace persons would have described themselves and religious doctrine. The resultant unity of Monastery in Beech Grove is one of the ways as Christian “life work recruits,” a kind of the “brethren” was to be a witness before the that the Benedictine community is recalled. shorthand phrase for a vocational sensibility world of the triune relationship of Father, In the early 1970s, Mary Luke Jones ’71 and that applied not just to clergy in the United Son, and Holy Spirit. other novices formed a singing group at In- Brethren in Christ Church, but to laity as Another way that the saga of “Educa- diana Central that went out as a deputation well who felt called to serve as ambassadors tion for Service” can be told, then, is through team representing the University in various for Christ (2 Cor. 5:20) through humble the different kinds of family relationships United Methodist congregations. Little did service to minister to the needs of the world that extend within as well as across genera- they know that almost forty years after the near and far. 5 tions. Donald Carmony ’29 was the first of first Benedictine women from Our Lady of We have chosen President J. T. Roberts four siblings to attend Indiana Central. Lucy Grace began taking courses at the University, and Rev. Alva Button Roberts to represent Carmony Irons ’29, Irene Carmony Ross ’31, another member of their community—Sr. the generation of the “founders & parents” and Gerald Carmony ’38 would follow. Jennifer Horner—would become a co-chap- of the University because more than any Another family of siblings that has lain at the University of Indianapolis. Nor others, they gave themselves sacrificially to displayed exemplary service would be the could they have predicted that their sister make this venture possible. In a sense, you Browns. Lucille (Brown) Alexander ’49 would come to them after having been born could say that this clergy couple was already served as a missionary educator in Taiwan in Zambia and raised in South Africa in the living “Education for Service” before anyone for almost three decades. Over roughly the home of a Presbyterian pastor. ever thought to identify it as a formative same period, her brother Keith Brown ’51 The ministry of “Sister Jennifer” tradition of this University. Although we became very well known in Perry Township at UIndy has already been very fruitful, have not been able to register the perspec- (Marion County) for his exemplary record particularly her efforts to foster interfaith tives of J. T. and Alva in equal proportion, of service as teacher, elementary school community and create opportunities for we are fortunate to have been able to locate principal, and community volunteer. enriched Christian practice. The intentional President J. T. Roberts’ first-person account Christian community for students founded of “The Genesis of the College.”6 on this campus in 2004 provides students

 with the opportunity to experience “life Their work, in turn, would bring about new These are but a few of the many “grey- together” under the direction of Sr. Jen- kinds of international relationships. For hound ambassadors” who go out and return nifer. The “allelon house” community is an example, following graduation in 1915, E. to the University of Indianapolis each year. example of what some are calling the “new W. and Lota Emery served as United Breth- Some, like Laurel Curts ’05 ’06, undertake monasticism,” 8 in which young men and ren missionaries to Sierra Leone for several “greyhound adventures” to explore Christian women from different denominations of years. Students at Indiana Central helped vocations by working in a Catholic Worker Christianity live in community according raise money for their efforts and in 1919, a House, and others, like Nancy Meyer ’02, to a “rule of life for spiritual formation” by young man from that country named David join the Peace Corps following graduation to sharing in prayer, study, and service. Manley ’23 enrolled at Indiana Central, one serve the needs of peoples in countries like As the second century of “Education the first of what would be many “interna- Madagascar. Other faculty and staff of the for Service” unfolds at UIndy, it will be tional students.” A generation later, students University, like Flora Valentine, express their interesting to see how students associated at UIndy would form lifelong friendships service in ways that resonate with the Jewish with the allelon house intentional Christian with people like Moses Musa Mahoi, who, tradition of tikkun olam—to heal the world. community display the University’s motto in following graduation in 1950, went to medi- As the University’s international partnerships the hope of fostering brotherly and sisterly cal school to prepare for missionary service have developed, we have learned a great unity in the world. Meanwhile, we know in his homeland of Sierra Leone. deal about what it means for the different that other groups of biological siblings, like Paul and Lucille Alexander would religious communities at UIndy to give and the Carmony, Brown, Hilton, and Hardy graduate with the Class of 1949 and set receive hospitality from such persons as families that before them, are continuing to out on their own Greyhound adventures Abuna Elias Chacour and the faculty, staff, display lives of service in their own remark- by teaching at Tunghai University (1958- and students in Ibillin, Galilee. Even in able ways. 1993), where they touched the lives of many retirement, Greyhound alumni like Provost students in Taiwan. In the early 1970s, one Emeritus Lynn Youngblood ’63 spent the I I I . G re y h ounds & of these young Taiwanese scholars named greater part of the 2005–2006 academic year A mbassadors Phylis Lan Lin (see page 152) would become serving on the faculty at Mar Elias Cam- Two words that are closely associated with a member of the faculty at Indiana Central. pus, where three University of Indianapolis the tradition of “Education for Service” are Over the next four decades, Phylis would degree programs are offered. “greyhound” and “ambassador.” The name of serve with distinction and contribute greatly the University’s mascot is not only associated to the University’s efforts to create inter- I V. S ervants & L eaders with the various men’s and women’s sports national partnerships. Dr. Phylis Lan Lin Well before “servant leadership” became a teams, but also with other activities includ- currently serves as a special ambassador for matter of emphasis in business and profes- ing the “greyhound adventures” that under- the University in her capacity as director of sional circles, “life workers” were going out graduates at UIndy have taken in recent years Asian Studies, but she is not the only person from the halls of Indiana Central to offer as part of the work of The Crossings Project who has gone out into the world to represent service to church and community in the (2002-2006) and in the future as part of the UIndy in places where previous generations state of Indiana and beyond. Some of these PHASE III Vocation Project (2006-2009). of Greyhounds have already been. persons served as Evangelical United Breth- Students also are given opportunities to Other Greyhounds such as Ray P. ren pastors like Roy Turley ’20 and Wilma serve as ambassadors of the University. Some Crowe ’38 would remain in the state of Harner Allen ’45. Others like Paul Milhouse are chosen to serve as “Presidential Ambas- Indiana to help bring about social change. ’32 would serve the United Brethren in sadors,” and many alumni will remember As coach of the basketball team at Crispus Christ Church as a bishop as well as a pastor. the deputation teams that represented the Attucks High School, Ray Crowe would Later generations of Indiana Central University at various congregations of the coach Oscar Robertson and other players alumni have offered their lives in public ser- United Methodist Church. who were part of the 1955 Indiana State vice in other ways with different vocational The earliest Greyhound students at Championship team. Crowe would also self-understandings. Gene Lausch ’60 Indiana Central were active in the Student serve as a member of the state legislature majored in sociology and went to law Volunteer Movement and other organiza- and help bring about social change in race school. His career path led to service in tions that encouraged young men and relations in the city of Indianapolis in women to offer themselves in service as particular and more generally in the missionaries, aid workers, and civil servants. state of Indiana as a whole.

 the city of Indianapolis in the Metropolitan Mentors are not limited to the faculty Graduate students in the Physical Planning Department. Meanwhile Everette of the University of course. When Hilary therapy program at UIndy know that faculty Beasley ’37 would return to Daviess County Conklin ’07 works with children at Laurel- member Sam Kegerreis is modest, but they after his studies at Indiana Central where wood, she is a mentor. And younger alumni also know that he is a person of wisdom. We he would serve with distinction as county like Matt Brock ’05, who also served as a are fortunate to be able to provide Kegerreis’s sheriff for almost two decades. volunteer when he was a student at UIndy, reflections “in his own words” as one sig- Business leaders like Patty Poehler ’77 now teaches children who likely will remem- nificant example of the many different ways and Peter Buck ’02 also have found remark- ber him for the ways he gives himself to help that the values of caregiving are fostered in able ways to live out the UIndy tradition them learn and grown. As we follow the pro- the graduate professional programs of the of “Education for Service” by serving as gression of such teachers and educators, we University. volunteers in the community or through begin to see the generative ways in which the Jennifer Eaton Fogo ’85 ’87 enrolled involvements in their church. Still others mentoring environment that exists at UIndy at Indiana Central University in the early have served as peacemakers like Marlene continues to spread its influence abroad. 1980s hoping to be admitted to the School O’Dell ’56, volunteer disaster relief workers of Physical Therapy. While a student she like Marylynne Winslow ’99, and social V I . C aregivers & led the first Appalachia Service Project workers like Francis Kantner ’05. P rofessionals (1983–84), which has become an annual tra- At the University of Indianapolis, Students at UIndy can find many examples dition for students. As it turned out, she did students learn that “service” and “leadership” of professionals trained in nursing, physical not have the opportunity to study physical are not opposites—as if we have to choose therapy, and occupational therapy who therapy, but two decades later she serves as one or the other modes of engagement—but understand the power of what it means to a member of the faculty of the occupational rather ways we learn to play particular roles be a caregiver. Cheryl Catlin Larson ’66 ’71 therapy program and serves as a volunteer at particular times for the good of others. comes from a family with many connections for CHAMP Camp, a summer camp for to this University, and she grew up in a home developmentally disabled children. V I . M entors & T eac h ers where missionaries from places like Sierra In the first decade of the twentieth Alumni often remember with fondness Leone and McCurdy School were frequent century, there is no shortage of students particular members of the faculty who have visitors. She and other nursing students in the who are interested in becoming caregivers offered guidance at key points or who have 1960s were inspired by the prospect of mis- and professionals in a variety of disciplines. served as mentors in particular ways. It is sionary service. Ultimately, she determined They do so as members of a long procession not possible to list all of the mentoring that she was not called to serve God in that of persons who are motivated to offer them- relationships that have existed over the past way, but she continued to serve as a nurse as selves in service by caring for the physical, century, but we have gathered a few narra- well as be involved in the United Methodist mental, social, and spiritual needs of persons tives about mentors and teachers in the hope Church. In the mid-1990s, Cheryl Larson who seek health and wholeness in daily life. that it will encourage others to tell their founded a parish nursing training program at own stories of persons not listed here. One UIndy, and over the past fifteen years, more V I I . S tewards & T rustees generation will remember Robert McBride than 250 persons have been commissioned The founders of Indiana Central University ’48 who served for a decade at Indiana for service as parish nurses. were keenly aware of the fact that in order Central teaching philosophy courses as well Students associated with the Circle K for the future of the institution to be as co-leading the Senior Seminar with his Club and the social work program at UIndy assured, they would need financial resources. good friend and colleague Marvin Henricks. have the privilege of learning from Toni Pea- They looked to the Trustees, most of whom Another generation may remember Fred body, whose enthusiasm and commitment were members of the United Brethren Hill or Alice Friman for the ways that these to service is infectious. Toni’s own under- Church, to provide those resources. Men faculty of the University challenged them to graduate education in a Jesuit institution has like William Elder, a real estate developer, think in different ways. In the years to come, influenced the way she embodies “Education helped make the arrangements that made it students who are at UIndy in the first decade for Service.” possible to begin the college. Soon, gradu- of the 21st century may look back in fond- ates of the University would assume their ness to recall their relationships with Steve role as stewards of Indiana Central’s future. Nawrocki or Jim Ream or Joann Domb.

 Shortly after his graduation in 1908, Irby Brooker was completing his fiftieth year of V I I I . A nticipating t h e Good would take on leadership responsibili- association with the University. Five years R est of t h e stor y ties as treasurer only to find himself thrust later, we are still uncovering the story of the As we look to the future, it is not hard to into the role of president seven years later, a many good things that Dr. Brooker did for imagine that students like Evan Hill ’06 responsibility that he would shoulder for the students of the University, ranging from and Laurel Curts ’05 ’06 could very well be next 30 years. offering the hospitality of his home to pro- two of the alumni stewards who will offer Stewardship is a word that has deep viding scholarship assistance in various ways. themselves in leadership for their alma mater resonance in the Christian tradition, but Alumni such as William Kiesel ’63 in the future. In the meantime, we should persons from various religious affiliations and Mike Watkins ’68 have also served in notice that Evan Hill was already doing understand the significance of wise use various ways. Kiesel graduated after taking something quite significant at the President’s of resources for the greater good. In this night classes for a number of years, and has Convocation in September 2005 when he respect, John Wesley’s words “Earn all you provided financial expertise from his work advised the future class of ’09 to embrace can, save all you can, give all you can” 9 aptly as a stock broker as well as his involvement the opportunities available for service as they states the stewardship ethic of many of the with the United Church of Christ. Watkins began their studies at this University. Evan people who have contributed their financial was able to take an active part in campus life Hill understands that the stewardship of the resources to the University of Indianapolis. as a student. He looks back on his student tradition of “Education for Service” begins President I. Lynd Esch helped the Ransburg years with the knowledge that some of the during the first weeks that students are on family to understand the ways in which their opportunities that he had to serve as student campus. Evan’s invitation to first-year stu- financial resources could be put to good use government president and later as dean of dents is but one way that faculty, staff, and at Indiana Central. Later, people like H. Pat students have served him well in his current students invite newcomers each year to join Smith, would introduce the University to work as a realtor, as well as a trustee of the the procession of “Education for Service.” philanthropists like Louis Schwitzer. Over University. Mike Watkins is but one of the As the seven sections of this book the decades, alumni like Ann Cory Bretz ’48 generous trustees who have offered their display, this is a century-old tradition that along with her husband Harold (Honorary time and financial resources so that students is embodied in a parade of women and men Alumnus ’95) would give in selfless ways, could have the opportunity to be part of the who have had the privilege of studying and and friends of the University like Christel UIndy tradition of “Education for Service.” learning at the University. We have collected DeHaan, chair of the board of trustees of the In his book-length essay Life is a narratives about different kinds of exem- University, would provide significant finan- Miracle (2000), Wendell Berry describes plars. Some tell the story of persons whose cial gifts that have made a great difference the procession of farmers who have walked lives are complete. Others depict the lives in the lives of students, faculty, and staff on the land of the Berry family farm in Henry of students and younger alumni who are this campus. County, Kentucky, where he now lives. still in the process of unfolding. Still, others Stewardship of the University extends “I am in the middle now between my are written as first-person accounts. We do across the decades in ways that go beyond grandfather and my father, who are alive in not pretend to have told the whole story a single role. Dr. Don Carmony ’29 died in my memory and my son and my grandson, of “Education for Service,” but we hope to 2005, bringing to an end a 76-year who are alive in my sight . . . . This living have told the story in ways that invite others association with Indiana Central/University procession through time in a place is the to join the effort. of Indianapolis, during which time he served record by which such knowledge survives Part of what it means to be stewards of on the faculty for ten years and served as a and is conveyed. When the procession ends, the story 11 of “Education for Service” is for 10 trustee of the University for 38 years. Those so does the knowledge.” Judging from the faculty, staff, students, and alumni to help faculty, staff, and students who had the narratives about exemplars of service col- gather the stories of the lives of other exem- privilege of knowing Dr. Robert Brooker lected in this book, the procession of faculty, plars from across the decades. If you have know that “Brooker” would continue to staff, students, and alumni associated with information or photographs that you think walk through campus in retirement. At the the tradition of “Education for Service” is can help tell the story of this University of time of his death on January 1, 2000, Bob still far from reaching its end. Indianapolis tradition, please contact the University Archivist, Ms. Christine Guyon- neau (e-mail [email protected] or call at (317) 788-3431.

 Founders & Parents

10 S erving T oget h er in “ A L ittle L arger P aris h ”

By Michael G. Cartwright with the assistance of Joey Beutel ’07

A J. T. & Alva Button Roberts

To say that Indiana Central University was launched before its leaders were ready would be an understatement. With little more than an unfurnished building, the clergy leaders who had been put in charge of planning were looking ahead to the fall of 1906 as the target date for offering the first classes. The trustees that had been selected by the United Brethren in Christ Church had a different view of the matter. Once the trustees decided that it was time to move forward, J. T. and Alva Button Roberts shouldered the burdens of leadership along with the intrepid company of 76 students and ten faculty. Suffice it to say that President Roberts et al. were all too conscious of the meager circum- stances in which the venture began in September 1905. Because only two houses had been built in the University Heights neighborhood by that time, most of the students, faculty, and families lived together for that first year in the “academic building” as Good Hall was then

11 known; spaces used as classrooms during the the goal of founding the University would Indiana Central University, prior to taking day were turned into temporary dormitories never have been realized. Probably no one the position at Indiana Central, Roberts at night. Two outhouses and a water pump was more aware of the necessity of selling the had taught in a public school for two —located behind the building—served the 100 remaining lots in the University Heights years, served as a pastor of United Brethren sanitary needs of more than eighty people! neighborhood than the Rev. Dr. J. T. Roberts congregations for five years, and spent eleven Although it sounds like an exaggera- and his wife, the Rev. Alva Button Roberts, years serving as a presiding elder in the tion, a hundred years later, when J. T. Rob- the pair who had been charged by the leader- White River Annual Conference (Indiana) erts looked back on the 1905-1906 academic ship of White River Conference of the United of the United Brethren Church. year, he offered the following comment: Brethren Church with the responsibility to At one point, in the years following “Never since apostolic times were things had lead this effort. Their respective “charges” his first wife’s death, it appears that he had more in common than in the beginning of from the denomination during those years been selected to serve as a missionary to the school year.” 1 Having invoked memo- carried informal expectations that exceeded Utah for the United Brethren Church, but ries of the early Christian church (see Acts their formal mandates. While both were the Supreme Court’s 1890 decision that 2:44-45), Roberts went on to offer a more ordained ministers, Alva had stepped aside ruled against the practice of polygamy in detailed account of the struggles of that first from the itinerant ranks for a time to raise her the Church of Jesus Christ of the Latter Day year. They had no electricity except that gen- family, and for the next three years, she would Saints resulted in a change in plans, and he erated by a dynamo in the unfinished base- work diligently with her husband to found took on the challenge of serving as pastor of ment, virtually no furnishings or equipment the University. First United Brethren Church in Indianapo- existed in the building, and outside visitors Based on what we have learned thus lis. As the Religious Telescope reported in De- had to confront a rather large depression far about the Revs. John T. and Alva Button cember 1891, “Brother Roberts will begin in front of the building that had yet to be Roberts, we also know that the founders revival services at First Church, Indianapolis, filled to make a lawn. During that time, J. struggled to “make things go” at the corner of soon, since the Supreme Court saved him T. Roberts recalled with admiration that his Otterbein and Hanna Avenues. Years later, J. the unpleasant and perilous journey up wife, Alva, cooked the meals for all faculty T. Roberts carefully weighed what had trans- Salt Lake River.” 6 Later, he took a three- and students, took care of the children, and pired during that period of his ministry and year leave from his ministry at First United still managed to find the time to complete a observed: “Had we not commenced school Brethren Church in Indianapolis to pursue course of study in business! when we did, whether we might have wished his studies for a doctorate. Many years later, one of the children of we would have commenced, I do not know, Judging from the body of articles and J. T. and Alva would recall that year of their but I think that most of us wish now we publications that he produced across the family’s life this way: “We lived in the had not commenced so soon.” 4 As Fred Hill years, J. T. Roberts appears to have had extreme southeast room of the college build- rightly points out, the inexperience of J. T. writing ambitions. In 1893, he published a ing and made a bedroom of the first room Roberts et al. was actually fairly typical of the new edition of Revival Songs “as used by J. north of it. [We] had a curtain dividing founders of church-related colleges in the 19th T. Roberts in his revival meetings.” 7 This the room. [The] kitchen was across the hall and early 20th centuries. In many cases, these evangelistic resource was published and [in] the extreme southwest room.” 2 By the fledgling institutions failed, but thanks to the distributed by W. J. Shuey of Dayton, Ohio. beginning of the following academic year, determination of people like J. T. Roberts, In April 1893, he published an article in other kinds of housing arrangements began Indiana Central University survived. 5 the Religious Telescope about the efforts by to be made for the Roberts family as well as church leaders to prohibit buying, sell- for students and faculty members. Furnish- J . T. R oberts ( 1 8 5 8 – 1 9 2 7 ) , ing, or consuming alcohol in the United ings and equipment had been purchased F ounding P resident States. After offering a summary of the most and academic life in the college building of I ndiana C entral recent efforts, he proudly cited a prominent was beginning to function in a steady, if The Rev. Dr. John Taylor Roberts Presbyterian pastor from Indianapolis who fairly modest, manner. After what they had been raised in the home of a United had publicly stated that the United Brethren experienced that first year, however, many Brethren family in Southern Indiana and Church stood “at the head of the line on the 6 would have agreed with J. T. and Alva’s son had completed BS (1887) and MS (1890) subject of temperance.” Later that same (and ICC alumnus) J. C. Roberts, “it was a degrees at Hartsfield College before that year, Rev. J. T. Roberts joyfully reported that 3 miracle they started that fall at all.” institution closed. For several years, he also the congregation of First United Brethren Everyone understood that in order for studied at Union Biblical Seminary in Day- Church that he was serving had paid off its Indiana Central to be able to get started, ton, Ohio. Later, he would receive his Doc- debt on their building. In his letter to the the leaders of the college (and the president, tor of Divinity and Doctor of Philosophy editor, he quips: “I think United Brethren in particular) had to help sell lots in the degrees from Harriman University (1903). are the happiest people in the world— 8 neighborhood. Without this financial means, According to the 1905-1906 catalogue of when they are out of debt.”

12 More so than most of his United saw himself directed by purposes beyond his Brethren peers at the time, it appears, J. own self-initiative, and his attempts to serve T. had a strong commitment to “gain- God in the roles he was given were marked ing knowledge” while he also pursued the by a remarkable determination and deep salvation of souls in his care with appropri- sense of vocational identity. ate zeal. At the time that he was asked to At the same time, J. T. Roberts brought serve as chair of the search committee to a very strong sense of academic integrity to identify the first president of the venture his role as president of Indiana Central. In to be called Indiana Central University, J. fact, the reason that J. T. Roberts resigned T. Roberts had served the United Brethren from his position in 1908 concerned a mat- Church for almost two decades. For much ter of academic principle. After the first two of that time, he also was one of the leaders years of operation, it was clear to everyone in the effort to found a college in Central that there was too much administrative work Indiana. In particular, as Fred Hill describes, for one person to handle. Roberts agreed Roberts had been “driven by a ‘deep and with the trustees that he needed help run- abiding conviction’ regarding the need to ning the University, and he was willing to keep United Brethren youth away from ‘state redirect his efforts externally for the purpose schools and schools of other churches’ from of raising money and institutional promo- which they seldom returned to their home tion. However, Hervin U. Roop, the person B churches for service.” 9 selected as the first academic dean by the As Hill goes on to explain, J. T. Board of Trustees, was a man whom Roberts Roberts “brought academic credibility as had good reason to believe had acted dis- By the time that Roberts was invited well as religious conviction to the position” honorably in his previous post as president back to address the faculty and students of president of Indiana Central, and given of Lebanon Valley College in Pennsylvania. in 1921, the situation of the college had the available pool of United Brethren lead- Roberts, therefore, opposed the trustees’ stabilized sufficiently (at least for a time!) ers in the state, Roberts “probably was as decision to make Roop vice president and that made it possible for him and his succes- well qualified to lead the new institution as academic dean. 13 sors to look back with fond nostalgia on the any other member of the United Brethren For several months, J. T. attempted to early years of Indiana Central. In his speech Church in Indiana.” 10 That does not mean, reason with the trustees without divulg- on “The Genesis of the College,” Roberts however, that J. T. Roberts felt “called” to ing details of the Roop’s alleged misdeeds. describes their collective efforts in ways that be a college president and business manager. Once it became obvious that the trustees recall origins of the early Christian commu- Far from it! As he explained to the White were going to proceed despite his protests, nity, while playfully recalling his own role River Conference, “It had been farthest Roberts decided that he must resign as with self-deprecating wit and gratitude in from my mind . . . to have anything to do president of Indiana Central. Ultimately, the founding of Indiana Central College. with the administration of the school when Roberts’ suspicions proved to be warranted, For almost two decades following his established.” 11 and Dean Roop was not reappointed to his presidency, Roberts served as a Presiding El- Once he was elected to serve in this position. Unfortunately, the Indiana Central der and later as Conference Superintendent capacity by the Board, however, Roberts trustees did not realize that they had been in the White River Conference. From 1913 felt that he could not shirk the responsibil- deceived until Roberts had left his position until 1937 when he officially retired, Rob- ity to serve the church in this way. “As I as president in August 1908. erts would continue to serve as a travelling turn my life toward a new field of activity, Given this sequence of events, it is evangelist for United Brethren Churches, as I now see it, a little larger parish where not surprising that the years immediately preaching up to five or six revival meetings I may touch more lives, I am anxious that following the departure of J. T. and Alva each winter. For a time, he and his family the Spirit may lead me all the way, and I Button Roberts was a time of turmoil for lived on a farm in Morgan County, but they beg your sympathy and cooperation.” 12 As Indiana Central. A committee of faculty moved back to Indianapolis so that some of this comment suggests, Roberts’ vocational led by Professor Cummins managed to their children could complete college. At his self-understanding was not so much framed hold college affairs together until President death in December 1937, the Rev. Dr. J. T. by academic ambitions as it was determined Lewis Bonebrake took office in the fall of Roberts was remembered by the eulogist as by his commitment to Christian service. He 1909, but stability would continue to elude “a great preacher, a silver-tongued orator, a those who learned, studied, and taught at splendid administrator, a careful student of the University. the Word of God, and a faithful pastor.” 14

13 A lva B utton R oberts After her marriage to J. T. Roberts, (1872–1950): F ounding in 1894, Alva was appointed by the White C lerg y woman River Conference to serve as pastor of First We do not know as much about the United Brethren Church in Indianapolis. Rev. Mrs. Alva Button Roberts as we would She later served a congregation in Greenfield like to know, but we have plenty of reason during part of the time that J. T. took a to believe that she was a determined person three-year leave of absence from serving as who had her own strongly felt sense of voca- their pastor in order to complete his studies tion to serve as an ordained clergywoman at Union Biblical Seminary that had been in the United Brethren Church. At the time interrupted several years before. Her minis- of her death in 1950, she was memorial- try in the Indianapolis area appears to have ized in the Religious Telescope as a respected been greatly appreciated. From 1897 until leader who was known to many as “Mother 1925, Alva did not serve as an appointed Roberts.” For more than fifty years she was a pastor of the United Brethren Church. member of the Women’s Christian Temper- During this period, she gave birth to seven ance Union, and she also was active in such children, six of whom survived. groups as the Women’s Mission Society and There are no surviving records or per- C the Parent-Teachers Association. 15 sonal reflections from Alva that reveal what Alva Louise Button actually began her she felt about her role as spouse of the first life in the home of Methodists in central president of Indiana Central, but judging Indiana Central. She also appears to have Illinois, but she left the Methodist Episcopal from the following remembrance, she must been the person around whom the first Church in 1887 in large part because of have served in a variety of selfless ways. One United Brethren in Christ congregation in that denomination’s refusal (at that time) of the eulogists at J. T. Roberts’s funeral the University Heights neighborhood formed. to ordain women. She received her license in 1937 had this recollection: “[Roberts] On Sundays the congregation would gather to preach in the United Brethren Church was asked to plunge into this situation as in Kephart Memorial Chapel or other rooms in June 1888, and she was one of the first first president; with the responsibility . . . for worship, and college classrooms became women ordained in the United Brethren of securing furniture, new students; and the site of Sunday School classes. Church in the Lower Wabash Conference in funds for operating expenses. Rev. and Mrs. For both of the founders of Indiana Illinois (1893). Based on conference records, Roberts moved to Indianapolis, took up Central, then, roles overlapped in a variety we know that she was highly regarded as a residence in two rooms of the college build- of ways for reasons of necessity as well as pastoral leader, and according to her own ing until a home could be built, and Mrs. because of their respective gifts and talents. records, more than 500 conversions to Roberts cooked for faculty and students, and This merger of roles appears to have been Christianity took place during the seven all and sundry who came to look for lots, as true of Alva throughout her life. Roles that years she served churches in the Lower well as caring for her own family, which then now seem to us to be segregated—clergy and Wabash Conference. numbered six, with four children.” 17 laity—existed in overlapping relationships In May 1893 a report on Alva Button Clearly aware of the stress Alva felt by for Rev. Alva Button Roberts as a leader in Roberts’s ministry appeared in the Religious having to play multiple roles, the eulogist the United Brethren Church and parent of Telescope. The editors noted “eighty conver- added, “It is no wonder that gray hairs six children. sions and accessions on her charge as a result developed during the succeeding three After raising her children, Alva would of a series of meetings held since the confer- years. . .” 18 serve pastorates in central Indiana in the ence year began. The class at Oak Ridge, on During the time that she and her family mid-1920s and that appellation, “Mother her charge, has completed a neat church, lived in University Heights (1905-1908), Roberts,” may certainly be rooted in the which will soon be ready for dedication. A Alva sang in the chorus alongside students care she displayed to both the founding subscription of $400 has been raised for the and enrolled some of the Roberts children (as generation of Indiana Central students as building of a church at a new point on her well as various Roberts relatives and Button well as to the congregants and others whom field of labor. This is her third year on the cousins) in the music instruction offered at she served. When she died in 1950, she was work. She is succeeding grandly and her la- mourned by many in the Evangelical United bors are appreciated by her people. Recently, Brethren Church, which by that time had the young people at Liberty presented her been formed by the merger of the United with a cash donation of $7.00.” 16 Brethren with the Evangelical Church.

14 L ife T oget h er in S ervice : T h e R evs . J. T. & A lva B utton R oberts

Regrettably, other than a few letters from This brief excerpt from the pages of the We do not know much about what members of the Roberts family, there are Religious Telescope provides an indication of this pair thought about one another’s min- very few extant documentary sources about the kind of issues that were being processed istries. We do know, however, that J. T. had the founders of Indiana Central University. by members of the United Brethren in a high regard for the work of women in the Oddly enough, the United Brethren in Christ denomination during this era, and J. crusade to prohibit the sale, purchase, and Christ newspaper, the Religious Telescope T. Roberts and Miss Alva Button were active consumption of alcohol. For example, in an (published in Dayton, Ohio), provides the participants in reporting on their work. article published in the Religious Telescope, best window we have into the life and min- Moreover, both were active as evange- J. T. went out of his way to praise the work istry of J. T. and Alva Button Roberts. Refer- lists who were well known for their success of the Women’s Christian Temperance ences to J. T. Roberts began to appear in the in converting people. For example, in 1891, Union, which in his opinion was “com- denominational newspaper in the 1880s. the Lower Wabash Conference reported, posed of the most God-fearing women, the During the early 1890s, notices appear “There are three ladies licensed to preach in most sin-hating Christians, the most pious about his ministry as well as his educational this conference, and all are actively engaged mothers, the most devoted wives, the pur- and vocational aspirations as an author and in the word, one of whom will be ordained est daughters that God has ever yet given scholar for the United Brethren Church. next year, if all goes well. I refer to Sister to the world . . . .” 23 Roberts concluded In the early 1890s, during the time Alva Button, who is now serving Westfield that the W.C.T.U. “has done more for the that Alva was serving as a United Brethren Circuit as its pastor for a third year, by purity of the home and nation than any pastor, articles about the question of women request of the charge.” 21 Alva kept a record other human organization.” 24 ministers frequently appeared in the pages of the number of conversions in revivals dur- While leading Indiana Central, J. T. of the Religious Telescope. The editors of that ing this early period of her ministry. Roberts began a newspaper called the India- periodical appear to have sided with those Both were avid readers of denomina- napolis News, which he apparently created who favored ordination of women. “The tional publications—an interest that was to serve two distinct but related purposes: Bible Teacher” (a monthly column written cause for remark in Alva’s obituary published to strengthen the church’s witness as well as by a United Brethren scholar) for Decem- in the Religious Telescope in 1950—and to advertise the educational opportunities ber 1891 was quoted as saying “In answer from time to time, J. T. and Alva submitted offered by the fledgling university. We don’t to some who object to women appearing reports on their respective ministries as well know whether Alva contributed directly to in the pulpit, the eloquent Irish Method- as articles on topics of concern to them, this endeavor, but given her lifelong interest ist preacher, Dr. William Carman, replied, ranging from championing the cause of in reading church publications, it is difficult ‘Is the presence of women in the pulpit temperance to spreading the Gospel through to imagine her not playing some role in that obnoxious? The solution is mechanical. Let evangelistic activities. That mutual interest venture. One can imagine the two of them the pulpit be removed and let the women be in the work of the United Brethren in Christ working on issues together, doing their best left.’” 19 Having cited Carman’s witticism, Church also appears to have been the con- to fulfill their calling to the “little larger the editors of the United Brethren in Christ text in which they came to know each other. parish” 25 where they served from 1905 to newspaper went on to offer this perspective: According to Roberts family memoirs, 1908. One can also imagine them encourag- “The answer is happy, and its logic “Dr. Roberts had noticed an article in the ing the students at Indiana Central in those irresistible. Who can understand, at any rate, Religious Telescope written by Rev. Miss Alva early years, students like Irby J. Good who why women should be thought so compe- L. Button, of Greenup, Illinois, a member of brought their own aspirations and vocational tent to expound the Bible in the Sunday the Lower Wabash Conference. Mr. Roberts self-understandings to the project of found- School that two-thirds or three-fourths of wrote Miss Button a letter of congratulation ing a college at the corner of Hanna and the work of teaching is committed to them, regarding this article, and received a note of Otterbein Avenues. and altogether incompetent to expound the thanks for the letter of appreciation. From same book to larger audiences of adults. this beginning a correspondence developed If broader education and larger training which led to friendship and personal visits to are needed, the colleges and theological Illinois, and eventually the superintendent of seminaries should be able to supply the the Lower Wabash Conferences at the time deficiency.”20 . . . united the two ministers in marriage on . . . August 26, 1894.” 22

15 T h e C h ildren of J . T . & A lva B utton R oberts

While it is impossible to forget the role of the Robertses as founders of the Univer- sity, we also need to remember that their role as founders overlapped with their role as parents. Of the seven children born to the marriage of J. T. and Alva Roberts, six survived. Of these, four of the siblings, including one of the two girls, would go on to serve as ordained ministers, and several of the Roberts children would graduate from Indiana Central College. John C. Roberts’ ministry would be in the state of Indiana, retiring after a very successful tenure as pastor of First United Brethren Church in Muncie. His brother, Glen Roberts, chose a different path of serving, electing to leave the United Brethren Church to join the Religious Society of Friends. In addition to pastorates in Connecticut, Glen would serve D with distinction on the Executive Commit- tee of the Federal Council of Churches and served as a cofounder of the World Council In a letter that he wrote to President Although there are no members of of Churches. 26 This veteran ecumenist Sease in 1981, Glen recalled his early years the Roberts family currently enrolled at would extend the vision of evangelical ecu- at Indiana Central this way: “Father and his the University of Indianapolis, the family menism associated with the United Brethren family, the teachers and their families, and continues to be involved in that other in Christ in new ways, and in his own way, all the students lived in classrooms that first venture that J. T. and Alva helped to found, followed in his parents’ footsteps in seeking year . . . . A soft coal furnace provided heat. the Christian congregation in the neighbor- “a little larger parish” than the kind of con- One of the students that year, a boy about hood of University Heights. Today, Phil ventional ministry associated with pastoring 18-years-old, acted as fireman and janitor. Stenger, one of J. T. and Alva’s grandchil- a local church. His name was Irby Good, later president. dren, continues to serve in the church In part because of the different path He understood small boys and was my that his forebearers helped found in the that Glen took, the Roberts family shared a friend and very patient as I followed him University Heights. Phil’s daughter, Marsha joke with one another about which of them around.” 28 Rev. Roberts also recalled, “The Stenger Hart and her husband, Mike. was to be regarded as the “black sheep” of big events of the early years were the annual have two children, Michael and Emily. A the family. Glen’s siblings teased him because Sunday School picnic, the annual Chautau- century after that first United Brethren he was the one member of the family who qua week, the annual revival meeting week, congregation was started in a room on the was Quaker, but he responded that the other the Musical extravaganza of the church choir first floor of Good Hall, two members of four siblings were the real “black sheep” and the annual ice cream festival at which the fifth generation of the Roberts family since their father’s parents were birthright we all had a 5-cent dish of ice cream.” 29 are preparatory members of the congrega- Quakers! 27 If he had desired to do so, Glen tion of University Heights United Method- Roberts could have also claimed his mother’s ist Church. example of leaving the Methodist Episcopal Church in 1887 in order to pursue her voca- tion to ordained ministry.

16 S tudent O racles at I ndiana C entral C ollege about S ervice as “ L ife W ork R ecruits ”

Although we have virtually no records of student perspectives from the earliest years at Indiana Central, student voices about service as a Christian vocation soon would appear. Beginning sometime before World War I, selected students would be asked to offer a “prophecy” about the future, at least some of which were published in the college yearbook , the Oracle. (See reference to this practice in “Genesis of the College” Address on pp. 18-19) Several of these statements display the kind of shared convictions about the importance of offering one’s life in service in response to the needs of the world. Consider the following hopeful vision of what can happen when a generation of lead- ers is mobilized for service, also voiced by “the Oracle” of Indiana Central University. E “I see great institutions of learning whose doors are pouring forth a constant of “ministerial association” that had begun stream of youths, and they are as oil on to be formed in urban areas of the USA. The the troubled sea. They go about teaching purpose of this group was twofold. First, these unselfishness to the selfish, charity to the students envisioned “a larger field, and greedy, peace to the tired warriors; teach- a great need, for the maintenance ing the ignorant, feeding the starving, and and development of Christian ideals clothing the cold. As they work I see the . . . .” 31 Secondly, these young men world brighten. Upon their shoulders rests and women formed the “Life Work the salvation of the world in general, and, Recruits” for the purpose of discussing upon the shoulders of each one rests the “problems that related to the Christian task of molding his own little sphere into a worker’s life.” Resolving to give and harmonious whole.” 30 receive “counsel” from one another, they Admittedly, the senior prophecy found aspired to “wield such an influence as will F in the 1920 edition of the Oracle is overtly enable young men and women to decide self-referential, but there can be no question early on in life upon some definite field of about the importance given to service in the service” 32 aspirations of these students. However such As this latter commitment implies, part sentiments may be read by citizens of the 21st of what it meant for United Brethren youth century, it is clear that the student leaders to image themselves as “Life Workers” was who wrote this text perceived themselves in a to transmit the ethic of service from one context of expectation that fit with the insti- generation to another like the passing of a tutional aspirations of the fledgling Indiana torch, regardless of whether their life pur- Central University. It is also noteworthy that suits took place in the spheres of the church, this wider generational aspiration fit well with home, academy, or business. At Indiana the specifically Christian vocational identity Central, this tradition of service began with of many of the students of that era. J. T. and Alva Button Roberts, and would Indiana Central students who had “de- continue as graduates like Irby J. Good ’08 cided on a definite line of Christian activity” and Roy Turley ’20 (see pp. 70-73) and their formed an organization known as the “Life successors took their places as leaders of the Workers’ League” (see photo above). This college, in the United Brethren Church, and group conceived of itself as being like the kind in the wider world.

17 I n h I S O wn W ords : “ T h e G enesis of t h e C ollege ”

An Address by President J.T. Roberts (1921)

Because of my close connection with the Genesis of Indiana The Indiana conference that met soon afterward, voted Central, it will be difficult to speak of it without some personal down a resolution to cooperate with the new enterprise. The con- mention. But I believe there is a proverb or it may be a new ference at that time was cooperating with Westfield College 3, and beatitude, which says, “Blessed is he that bloweth his own horn.” being under certain obligations to Westfield, felt the conference Eighteen years ago, the church 1 in this state was divided could not honorably withdraw at that time. But the conference in sentiment as to the advisability of establishing another at its session one year following voted cooperation. church school. Hartsville College, Green Hill, Roanoke, and The test was to come at the St. Joseph Conference, North Manchester schools had gone down. Also many of which in a nominal way was cooperating with Otterbein Uni- the educators and other leaders in the denomination were versity; within its territory were Green Hill, North Manches- opposed to increasing the number of our educational institu- ter, and Roanoke schools which had gone out. And a number tions and were urging the policy of better equipping and of the members of the conference had sacrificed greatly for endowing what we had, which was a good sane doctrine. some of these schools, and it felt keenly the load they had To clearly show the need of a new institution and been carrying. Many of them were unwilling to get under the overcome the opposition was no small problem. So necessarily responsibility of another school project. those who were actively interested in establishing a college in It was here that the speaker made the speech of his life. the state had to pass through the fires of criticism and meet The speech was illuminating, eloquent, forceful, convincing, opposition that was not easily overcome. earnest, and very highly explosive. When the vote was taken, After an unsuccessful effort to secure the college building altho[ugh] it was a painfully small majority, the resolution and grounds located at Muncie, Indiana, (which are now part had carried, to the joy of its friends. The speaker had taken of the state Normal) 2 those interested began an investigation a seat and was wiping the perspiration from his brow, when for a new location. Mr. William M. Elder, a real estate dealer, a member of the conference came up and shook hands and having a farm here where we finally located the college, became declared a miracle had been performed, for the vote to carry. interested in the college possibility and made a proposition to In a short time Mr. Elder came round with a big smile of certain representatives of the church which was accepted, as far approbation and invited us out to lunch with him (and when as could be accepted without conference action. we lunched with him, we always got all we could eat, and he It was our privilege to present to the next session of the paid the bills). While we were feeding a mammoth appetite, White River Conference a resolution favorable to the launch- Mr. Elder said to us, “Now Roberts, I want you to make a ing of a college enterprise at our present site on the condi- selection of one of the best lots in University Heights, and I tion that one other conference join us in the effort. Another will make you a deed for it.” member of the conference offered an amendment making the It almost gave us palpitation of the heart, for up to that number of cooperating conferences three instead of two. Had time we had given back to the church what little we had the amendment carried, there doubtless would have been no received above a mere living, and we could sing with the other college. The original resolution was passed by the conference. preachers “no foot of land do I possess, no cottage in this In His Own Words: J.T. Roberts wilderness,” but this gift spoiled our song and put our feet on the highway to financial prosperity.

18 It may banish from your mind the thought, that you A short time after the may think me egotistical for reference to my speech, as being school had opened, Bishop the speech of my life, when I explain that never before, and E. B. Kephart, who was never since, have I received $300 remuneration for a single here in the state giving address. I may have been underpaid sometimes, but I really assistance in the work think I was overpaid for that speech. of the college, was Official action had been taken by the required number taken suddenly ill, and of conferences, trustees were elected, and arrangements made without having time according to the contract with Mr. Elder to sell 446 lots, to say good bye to which were the number in the new University Heights addi- his friends went up tion. The church employed an agent, who was sent out to sell to his crowning. lots. Other agents later were brought into the field, to assist in A short time after the sale of lots. his death, it occurred to us that A When a little more than half the lots were sold, and the we could lay some little tribute of honor to enterprise seemed sufficiently certain of consummation, a the good Bishop, and help at the same time the college in contract for a building was given, which was to cost $40,000. which he was interested, and for which he rendered his last This, with ten acres of campus ground was to be William earthly service. Elder’s gift to the church from the proceeds of lots sold. As the We decided to make the auditorium (then unfurnished) building was being erected, a committee was appointed by the of the college building memorial to the Bishop. This we did by trustees to secure a president, and assist in securing a faculty. placing the name of the donors to this fund on small plates to A number of pesons in the educational work of the church be fastened on the chairs that were into go into this room. These were consulted, and solicited; some thought if it were a year gifts ranged from $10 to $300. This brought in several thousand later they might consider the matter. Others, when finding out dollars, which aided greatly in the improvement in and about the conditions; that we had a building unfurnished, and had no building, and in paying for furniture and equipment. money and some debt, were not anxious for the job. Although the school was greatly handicapped in the We had come up to within about three months from beginning because of a lack of many of the conveniences when the trustees wanted the school to begin. There was found in our older institutions of learning. Yet the church a meeting of the trustees when by a unanimous vote, your shared its loyalty by furnishing 76 students the first term, 95 speaker was asked to serve as the president. Our duties were the second, and 126 the third. multitudinous. One hundred lots yet to sell, a debt of $2,000 During the first three years, $1,800 was spent on the trustees owed for lots that had been sold—all the rooms improvements in and about the buildings, and for further- of the college building to be decorated; the basement then a ing and equipment and library, besides the regular running mud hole to have a cement floor. The beautiful lawn in front expenses of the college. We quote form our last report to the of the college, with its nice shade trees, under which the col- Board of Trustees related to the finances, “If the supporters of lege boys and girls now study together Greek and Latin and the institution were to stop now, or the institution should run other important subjects, was then a depression in the ground within its means from now on, our real debt unprovided for requiring a few hundred wagon loads of dirt to lift it above would be $8,000.” the adjoining grounds, all equipment, furniture, and library While you have your prophets 4 speak for the school was to be selected; and money secured to pay for all this. tonight, when your speaker stood before the first graduating These items mentioned constituted some of the duties class in June 1908, of which your honored president was a of the president. member. We prophesied to these that they were the first fruits Never since apostolic times, were things had more in of thousands who would follow them. Having as we do the common than in the beginning of the school year. There being best location for a college there is in the denomination; and the but two homes in University Heights, we had to move into the best territory there is from sea to sea; and the great wealth that college building. And at the big table we made, we fed faculty is being accumulated by our people; and the splendid crop of and students. Mrs. Roberts was chief cook and dish washer; boys and girls now growing in the expanding territory of the although she had some small children to care for; yet the duties school. Indiana Central will, within another sixteen years under that had come to her not being quite enough to employ all her proper direction, outrank anything in the denomination. time, she took up and completed a business course; for at that If a person never accomplished anything in his life, but time were had a business course as our name was Indiana Central to help make possible an institution that will do the good University. We felt we had to have all the departments belonging Indiana Central is destined to do, it could not help but add a to an institution of that kind; since it has taken the common little golden to the sunset and make the dying bed easier. In His Own Words: J.T. Roberts place of a college, not so much is required.

19 Brothers & Sisters

20 A F amil y T radition of S ervice : T h e h I L T O N B rot h ers

A B

One of the defining characteristics of the college that has become the University of India- napolis is the sense of community and family that it has continually provided for students and faculty. While the presence of a close-knit campus community is not unusual at small colleges, the University community exceeds the norm in this regard. Many students and their parents are drawn to the school by the personal touch, the one-on-one attention, and personal close- ness that form a core institutional value. Historically, Indiana Central College and its succes- sors have uniquely drawn students from the same families. Indeed, for a number of those who arrive on campus, enrolling for courses at the school is a significant part of family tradition, as generation after generation follows in the footsteps of parents and grandparents to pursue higher education at the place they call “the college” or “the university.” Sometimes, more than one member of a particular generation comes to the school, as brothers, sisters, or cousins graduate within a short time of each other. The Hilton brothers, three siblings who all gradu- ated from Indiana Central College before pursuing careers of service, clearly demonstrate such family loyalty to the college. For Bruce, David, and Don Hilton, service is a family tradition, and they illustrate not only the close nature of the college community, but also capture the essence of what it means to live out the motto, “Education for Service.”

21 T h e M issionar y D octor

A. James Fuller & Rebecca Blair ’80

A David Hilton ’53 His ministry of service has spanned the globe in a career of more than forty years as a medical doctor and missionary. Dr. David Hilton’s work has combined faith and science to bring health and healing to the tropics. In his many years as a missionary doctor and consultant, he has lived out the motto, “Education for Service,” in a powerful and lasting way. Like his brothers, David Hilton stands as a living symbol of how the essential values of Indiana Central College have changed the world. A graduate of the class of 1953, David was the second of the Hilton brothers. Born in Plymouth, Wisconsin, in 1931, Hilton spent most of his childhood in Minnesota, where his father served as a pastor in the United Brethren Church. Like his older brother, Bruce, David was much influenced by his father, who was a role model for a life of faith and ser-

22 B C

vice. His passion for medicine was rooted David felt a sense of calling to the medical missionary doctor trained nurses and phar- in his admiration of a doctor who was a field and decided to pursue it. Following macists and midwives to help, but after ten family friend, but this interest deepened his graduation from ICC in 1953, he went years of work, he realized that “there were when David ruptured his appendix at age on to medical school at Indiana University. just as many sick people” as when he had fifteen. The crisis resulted in time spent His interest lay in tropical medicine, and he started. “It dawned on me that there had to at the Mayo Clinic, where he was much prepared for a career in that field as well as be a better way to deal with this,” Hilton impressed by the dedication and expertise in surgery. Upon his graduation from medi- remembers, and he set his mind to coming of the doctors he met. cal school in 1957, he served an internship up with ways to “change the conditions that In the Hilton family, college was simply at a hospital in the Panama Canal Zone and cause illness” instead of only treating those a fact, and the Reverend Hilton made it a surgery residency in Fort Worth, Texas. suffering from the diseases after the fact. clear that Indiana Central was the place to In 1959, the young doctor went to His term of African service completed, go. David found the transition to college Nigeria to practice as a missionary doctor Hilton returned in 1969 to the United life an easy process and was soon involved in at a Methodist hospital in the remote rural States, where he worked in family practice campus life. He majored in chemistry and area. He remembers that he “had no idea in Wisconsin. But he continued to think biology and, like his older brother, sang in what to expect,” and it seemed that he was of ways to implement his idea for a new the choir. Like so many others, including going “to the end of the world.” His mis- direction in tropical medicine and, when his brothers, David was destined to become sionary training included studying the local an opportunity to go back to Africa came a Graduate of the Heart, as he met his wife, language and being offered some insights along, he took it. In 1975, he began working Laveta, at the school. He credits the college into the culture, but the experience was still as a primary health care consultant in Nige- with helping to prepare him for a life of ser- a “baptism by fire” for David. Living in a ria for the Church of the Brethren. David vice, pointing to the strong sense of dedica- hut constructed of mud and grass, Hilton served as part of a Health Promoters Team, a tion to that ideal that pervaded the campus was quickly immersed in the world of tropi- group that traveled through the remote areas climate. He also remembers the importance cal/Third World medicine. For ten years he of the country teaching the people basic of the chapel services, where he learned worked in Nigeria, battling infectious dis- health practices with the hope of creating much about giving to others and serving the eases from his base at the 110-bed hospital. more healthy living conditions. Here his Lord through the presentations of the many Much of the time he was the only doctor experience as a missionary doctor helped speakers. In his junior year at the college, on the staff and found that his job included tremendously. Diarrhea, often a symptom a lot of teaching with the aim of delegating responsibilities for medical care, as it was simply impossible for him to do it all. The

23 D E

of the infectious diseases that spread so rap- of justice and spirituality were often as idly through villages, ranked as the number important to consider as traditional medi- one cause of death in the developing world cal questions. His vision of medicine was at this time. By teaching simple treatment rooted in a comprehensive compassion for concepts such as hydration, the missionary humanity which he had first found in the doctors could greatly improve the chances church. As Hilton expresses it, “medicine is for a sick person to recover. The second always necessary, health is more.” leading cause of death was malnutrition, Even today, the missionary doctor especially among infants. The traditional believes that “the church is the real World practice of moving babies from milk directly Health Organization,” and thinks that the to whole grain cereals at about age two con- teachings of Christianity can help create a tributed in part to malnourishment. While social environment for true health. This view they often had plenty to eat, their bodies holds true for the United States as well as the were unable to digest the food they were eat- Third World. Dr. Hilton reminds us that, ing. Teaching mothers to offset this outcome here in America, “most causes of death are by varying their children’s diets dramatically the result of lifestyle choices.” Thus, health improved the situation. is often an “issue of morality.” From tobacco Such work was the fulfillment of to alcohol to overeating, our moral choices David Hilton’s dream to help people assume create the unhealthy conditions for disease. responsibility for their own health rather Pointing to “diet and sedentary lifestyles,” he than being dependent on doctors. His vision asks, “Why do we do it to ourselves?” He be- was for the “empowerment of health” which lieves that the answer lies in the spiritual and involved education as well as treatment, moral realm, and he hopes that Americans improving conditions as well as curing will move toward “true healthcare instead of particular diseases. Hilton took to heart only disease care.” the fact that, in many languages, “doctor Hilton finds hope in initiatives such means teacher.” And part of this teach- as the parish nursing movement, which ing role becomes social as well as medical connects medical care to the church in since health, in his view, often has more positive ways. One important preventative to do with socio-economics than anything action that the church can take to allay the else. Furthermore, he realized that matters onset of illness is to create community. Dr. Hilton cites statistics that support the assertion that the “mortality rate is inversely proportionate to the number of friends”

24 F G

that one has. This research points to the to dozens of countries and the influence of significance of being involved with others his work is felt worldwide. He continues to in a community. Churches play a criti- teach, ensuring that others will carry on his cal role in the building of such networks legacy long after his retirement. of people in which individuals can find Looking back over a career that has information, help, and spiritual support. spanned more than four decades, David He thinks that churches need to “be more Hilton defines service as “a way of life.” intentional about creating small groups” in Being a missionary doctor allowed him to which community can be created. Doing travel all over the world. He has learned a lot so will not only help the churches grow and had “incredible experiences” as a result stronger, but will also mean better health of his work. He urges today’s students to for those who participate in them. remember that “life doesn’t revolve around Hilton’s career as a missionary doctor you” and to understand that they must learn continued throughout the 1970s, as he to transcend themselves to “feel a part” of moved into a position as a medical officer the greater world. He reminds them that for the Gongola State Government in sometimes “you have to give up what you Nigeria in 1978-79 before returning once want to get it” by way of emphasizing the more to the United States in 1980. This importance of living of a life of service to time he did not enter family practice, but others. Hilton urges students to understand continued his missionary work by serving as that the “best method of education is listen- clinical director for the Health Program of ing” and to glean knowledge from others the Seminole Indian Tribe in Florida. From by continuing to “ask them questions” and 1986-91, he served as associate director of hearing what they say through “sincere, the Christian Medical Commission of the non-judgmental listening.” His own experi- World Council of Churches in Geneva, ence has taught him that listening allows Switzerland. Since 1992, he has served as a one to learn invaluable knowledge that may consultant to international and congrega- allow that person to offer wisdom and help tion-based health programs for Ecumenical to others in the long run. Furthermore, his Health Ministries in Atlanta, Georgia. He “experience has confirmed that by whatever also works as an assistant to the University means you give, you will receive.” In helping Chaplain at Emory University and teaches others, the missionary doctor has shared and as an adjunct professor in the International found a true “sense of joy.” Health Program at Emory’s School of Public Health. His consulting career has taken him

25 F ig h ting for J ustice

A. James Fuller & Rebecca Blair ’80

A Bruce Hilton ’53

Throughout his career as a writer, medical ethicist, and ordained minister, BruceH ilton has fought for social justice. Often controversial, sometime frustrated in his efforts, yet always a hard worker, the eldest of the three Hilton brothers defines service as the “effort that you put forth for the good of others,” a definition embodied in his life’s work.Y et, Hilton recognizes that service is something that is done “for your own good, too, of course.” His work has been motivated not only by his Christian faith, but also by the knowledge that service brings “real satisfaction.” Bruce Hilton set an example for his younger brothers by carrying on the family tradition of Christian service. Born in 1930 in Plymouth, Wisconsin, Bruce was the oldest of three sons of a United Brethren minister and his wife. Reverend Hilton raised his boys to focus on help- ing others and modeled his faith for them in his own life. Bruce Hilton remembers that “social

26 action and the idea of the Gospel having a Soon after, a representative of the national impact” was emphasized at home. Capone mob visited the Hilton home, A clear demonstration of this viewpoint was making veiled threats against the family if his father’s actions during the 1920s, the era the minister did not stop his crusade against of Prohibition. A triumphant hallmark of the distillery. Undaunted, Reverend Hilton the Progressive movement that attempted to continued his campaign. His efforts paid off eradicate sin and the excesses of capitalism when the FBI closed down the distillery a in the early 20th century, Prohibition began short time later. when the 18th Amendment to the U.S. Like most reformers in the Progres- Constitution and the Volstead Act outlawed sive era, the Reverend Hilton also believed the manufacture, sale, and distribution strongly in the importance of education, a of alcoholic beverages in 1918 and 1919. belief which applied more strongly nowhere Progressives declared that their legislation of than in his own family. Bruce Hilton morality would bring an end to the social ills remembers that “college was just a fact” and wrought by the evil of alcohol. But history college meant Indiana Central College. Far is often ironic, marked by the unintended from an onerous obligation, Reverend Hil- consequences of good intentions. Instead of ton always “presented it [college matricula- B stopping alcohol production and distribu- tion at Indiana Central] in a welcome way” tion, Prohibition expanded and empowered and created an “easy transition” to college organized crime, as bootleggers and gang- life for Bruce, who looked forward to mov- With his new love, working a full-time sters began to supply the alcoholic drinks ing south to continue his studies because of job, and taking classes, Bruce Hilton was a that millions of Americans wanted. While the love of learning instilled in him by his busy young man at Indiana Central. Despite many citizens believed that Prohibition went father. Bruce Hilton enjoyed college life at the extracurricular distractions, however, too far, that the federal government had no ICC because of the sense of community he Hilton remembers the influence of sociology right to interfere with the personal choice to felt upon arriving in Indianapolis. He recalls professor Thomas Hoult. The professor consume alcohol, most Protestant churches encountering “people who were friends right was “not a church man,” Hilton observes, supported the effort. away.” Yet, again his father played an impor- “but valued people highly,” teaching his In southeastern Wisconsin, Reverend tant role since, at one time, seven students courses in an open way that encouraged his Hilton faced the issue head-on when from his home church were enrolled at Indi- students as well as challenged them to think associates of the notorious Chicago mobster, ana Central. For a man who had never gone for themselves. Other academic mentors at Al Capone, decided to set up a distillery to college—indeed, had not even graduated the college included the choir director. In in the area. Neighboring communities had from high school—Reverend Hilton played fact, Hilton found his time with the choir witnessed the establishment of similar illegal a central role in the education of others. instilled an important lesson in the value operations, as local officials and citizens Perhaps the most important event in of cooperation. Hilton also learned much looked the other way, either because they did Bruce Hilton’s early days on campus about the dynamics of human interaction not believe that the Prohibition law was just occurred at the freshman mixer. Like so from his roommate, Byron Reed. Unaware or because they appreciated the large influx many students, he attended the social event of the motto “Education for Service” dur- of money into the local economy. But Rev- to meet his classmates and to involve himself ing his student days, Hilton nevertheless erend Hilton would have no part of it. He in campus life. Certainly there was nothing brought to bear on his academic life this openly resisted the Capone organization and extraordinary about a first-year student par- “essential” concept from his family’s life. On called upon his parishioners to help fight the ticipating in such an activity. This particular campus, he found that the ”air was filled plans to open the distillery. He then sent a occasion, however, became a life-changing with the idea of being here to serve,” and the letter to the Federal Bureau of Investigation, event, as the young man fell in love at the subject of service “cropped up in all classes,” urging them to stop the illegal activity. freshman mixer. Looking across the room, as students and faculty alike dedicated them- he was smitten by a young woman, about selves to working for others. It was no whom he found out more information as accident, then, that Bruce Hilton would soon as possible. Her name was Virginia carry on his own career of service while Young, and her father was an ICC graduate. studying at Indiana Central College. Virginia was eventually to become Bruce Hilton’s wife.

27 pursue his calling. Unwilling to relinquish company cancelled his coverage for window his journalistic endeavors, however, Hilton breakage, this and other more serious risks had accumulated five years of experience for taking such a stand were worthwhile. at the largest evening daily newspaper in Hilton intensified these risks by flying Indiana by the time he graduated from to Selma, Alabama, to take part in civil Indiana Central. And he continued his rights marches and demonstrations in the reporting while in seminary, working as a South. In addition to taking part as an feature writer for the Dayton Journal Herald. activist, he covered the events as a reporter, Ordained in 1956, Hilton still pursued his writing feature stories for publication in journalism career. Two years into his pursuit, the Journal Herald. Later, he received a call he happened to interview the editor of Ot- asking him to journey to Mississippi to work terbein Press, an interview that would mark as a part of the Delta Ministry. In 1965, “a crucial turning point” in Bruce Hilton’s he traveled to Greenville, Mississippi, to C life and career calling. Two weeks after the teach oppressed blacks how to vote and to interview, the publisher called Hilton to become active citizens. Hilton published a ask if he would fill in as youth editor, since newsletter for the ministry, remaining in the the previous journalist filling that position heart of the Mississippi Delta in the midst While in high school, Hilton had had died unexpectedly. Hilton readily ac- of the Civil Rights controversy for “two been pushed toward journalism by one of cepted the invitation. At age 24, he became years, two weeks, and five days.” That he his teachers, writing a bit for newspapers youth editor for the official publisher of the remembers the exact length of his service so before coming to ICC. As a college student, Evangelical United Brethren Church. What well indicates the significance of this event he took a job at the Indianapolis News, was supposed to be a ten-month temporary for Bruce Hilton. The white preacher’s kid initially writing obituaries and ending his position turned into an eleven-year appoint- from Wisconsin was carrying on the family career there as assistant city editor. His work ment. During his tenure, Hilton completely tradition of fighting for social justice. featured a weekly column on church news revamped youth publishing for the church, The Delta Ministry was carried that included his report on a Sunday visit developing Friends magazine, a publication out under the auspices of the National to a different local church each week. This designed specifically for young people. Council of churches. Hilton’s involvement experience proved invaluable to the young By the mid-1950s, the Civil Rights with this project led to another significant man on his way to becoming a writer and movement was also underway. While in career experience. activist concerned with current events and Dayton, Hilton became involved early on The NCC opened a World Committee religious matters. in the fight for fair housing and against on Literacy and Christian Literature, hiring Hilton majored in sociology and segregated neighborhoods. This period was Hilton to serve as public relations officer. minored in music at Indiana Central, a volatile time in which to live and work. Although this position required him to spend believing he had “a strong call to the pastoral There was a neighborhood riot in the area most of his time working in a New York ministry.” Though his father’s example no adjacent to Bruce and Ginny Hilton’s home. office, he did manage to travel to Africa to doubt exerted a degree of influence, Hilton Bruce Hilton joined the crusade for civil train Christian writers during his time in this also “felt a sense of calling” while singing rights by walking alongside black children position. Always curious and inclined toward with a college quartet on a tour of southern on their way to and from school through public service, Hilton attended a weekend Illinois churches. Despite his direct observa- predominantly white neighborhoods. Day- meeting on medical ethics sponsored by the tion of his father’s career stresses and his ton civil rights leaders wanted clergy rather Hastings Center, the leading institute for own lack of enthusiasm at being under the than policemen to represent the public the study of medical ethics, in 1971 as he continual authority of a bishop as an Evan- image of the civil rights struggle, so they was running for a school board position. gelical United Brethren (and later, a United encouraged members of the clergy to make Intrigued by the issue of patient’s rights as Methodist) pastor, Hilton still headed off themselves obvious in public. One way to do this issue related to the larger concern of to United Seminary in Dayton, Ohio, to so was to wear a liturgical collar. Hilton human rights in general, Hilton enthusiasti- began to wear a collar, though that meant cally accepted an offer to serve as the editor that he “had to go out and buy one.” Word for the National Center for Bioethics. soon got out in the community that the young seminarian was active in the Civil Rights movement. Though his insurance

28 This new phase of his life proved exciting for Hilton, who threw himself into his work with his trademark energy and determination, once again taking up his pen to fight for human justice. The Hastings Center, an elite organization, was structured to communicate with doctors, lawyers, and professors, rather than patients. Hilton’s concern lay with serving the average people who were patients. While closely working with the Hastings Center, he pursued this interest, working as a freelance journalist at the National Center for BioEthics and the New York Times. Since 1971, Hilton has served in editorial roles, authoring or editing three books on medical issues along with four additional volumes on various other subjects. For fifteen years, he wrote a nationally syndicated column on medical ethics. His work in this field has centered on the major issues surrounding patient’s rights, including the question of who has the right to decide medical issues—the patient or the doctor? Related medical issues such as pain D control and addition, reproductive choice for women, genetics, stem cell research, cloning, and the ethics of experimenta- tion on human subjects have also occupied issue. In 1998, Bruce and Virginia Hilton of race, gender, or sexual orientation. Never Hilton’s attention. were awarded the Ball Award, the highest a single-issue person, Hilton sees his life’s In addition to medical ethics, Hilton recognition offered by the Methodist Federa- work as an extension of his faith and dedica- has discovered a “third career” in recent years tion for Social Action. tion to service through social justice. as he has become actively involved with the Now based in California, Bruce After a lifetime of significant service, issue of gay rights and homosexuality in the Hilton explains that he is currently “retiring Hilton advises today’s students to “keep church. Made sensitive to the complex con- slowly.” He tries to spend more time with your eyes and ears open to the environ- cerns surrounding this issue when one of his his music—a life-long passion—by playing ment at school” and to “watch for people children revealed a homosexual orientation, the tuba in a New Orleans style jazz band. who seem to find satisfaction in their Hilton founded a national organization for But his definition of gradual retirement school work and those who know what Christian parents of gay children, the Par- means that he attends a variety of ethics they want to do and ask them why.” He ents Reconciling Network (PRN). He also conferences for four different hospitals as further encourages students not to “settle advocated a strong position for gay rights a consultant while continuing to regularly for happenstance. Opportunities will come in the United Methodist Church, carrying write. Even so, this pace is far lessened from for a fruitful life’s work that will be truly a sign at the General Conference that read, a few years ago, when he served as a con- satisfying, offering not only a living, but a “My Child Is of Sacred Worth.” Engaged sultant to six hospitals and wrote a regular life worth living.” Bruce Hilton certainly with the issue as a writer, Hilton authored a national newspaper column. No matter has not settled for happenstance, but rather book exploring the issue of whether or not what form it takes, Hilton views his career as has engaged in a sustained fight for justice, homosexuality can be “cured.” He continues form of Christian service, maintaining that a calling that continues to fulfill the family to fight for social justice on this controversial social justice work constitutes a significant tradition of “Education for Service.” ministry. He characterizes himself as having “always been a troublemaker” as he fought against discrimination and injustice because

29 W it h S ervant ’ s h A N D S

A. James Fuller & Rebecca Blair ’80

A Don Hilton ’54 “Are our human hands being used gently for serving and the health, comfort, uplifting, deliver- ance, blessing and miracles needed by others?” Don Hilton, who has worked as a teacher and missionary in a life of Christian service, poses this question for our reflection. Confident that his efforts are made in Christ’s name, Hilton believes that his hands are “the very hands of Christ on the earth.” He sees himself as God’s instrument, a person through whom Jesus can work to reach others. As a missionary educator, Don Hilton has fulfilled his calling by reaching out to his students and the community with the “hands of Jesus.” And those hands are “servant hands, for He came not to be served, but to serve.”

30 The youngest of the three Hilton He graduated from college in 1954, brothers, Don was born in 1932 in Plym- just in time to be drafted into military outh, Wisconsin. His father, an Evangelical service. He served for two years in the Army, United Brethren minister, served parishes in working as a paymaster in a small unit Wisconsin, Ohio, and Minnesota. Like his based in Germany. Hilton’s military service older brothers, Don was heavily influenced became a testing ground for his morality, as by his parents, especially his father. He so many soldiers spent time drinking and observed firsthand how his parents poured womanizing. But his faith held true, as his their lives into the ministry and “sought the strong moral background made it easier for Lord.” Furthermore, as the youngest son, him to overcome temptations. Being in the Don’s brothers, especially Bruce, influenced military also afforded him an opportunity to him. According to Don, his oldest sibling travel, so Hilton journeyed all over Europe. served as the leader of the trio by force of He perceived life in the Army as a chance intellect and personality as well as by age. to serve. During Hilton’s enlistment, the When it came time for Don to choose a soldiers comprised part of a force stationed college, he followed his brothers to Indiana on the front of the Cold War with the Soviet B Central College in Indianapolis. Union. He viewed his task as helping to Just like his brothers, Don found the detain Communism and defend demo- transition to college life an easy one and cratic freedom. In addition to these military felt comfortable in the familial atmosphere aspects of his service, being in the Army Hilton taught junior high math for on campus. He remembers his time at the allowed him to witness to others about his seven years in a Denver public school with a school fondly and credits the college with faith. By his constancy of living the Chris- burgeoning population of students. Though providing him with a strong “spiritual and tian life daily, his military companions were he started teaching in a brand new school, it moral training.” He noticed the motto, reminded of their need for Christ as well. soon reached capacity, requiring the teaching “Education for Service,” right away and During his active Army service, staff to offer double sessions to accom- recalls that it “grabbed [him]” and had Hilton also became engaged to Mary modate student educational need. Hilton a lasting effect. As he recalls, the motto Huston, a young woman he had met at observes that he enjoyed teaching. Moreover, “reinforced what I had learned at home” and Indiana Central. Like both of his broth- he and Mary were settling into their lives in made it clear that “this is what you are here ers, he became a “Graduate of the Heart” the community. They had started a family, for.” Hilton believed that he was “here to when he was discharged from the Army, and now had two sons (a third would come glorify God” in service that extended from marrying his fiancée upon his return to the a few years later). With a steady income his faith. Life at the college offered a dem- United States. At first, the newlyweds lived and a growing family, they had purchased onstration of service to the young scholar, in Indianapolis where Don took graduate a new house, and the future seemed clear. as he observed both professors and students classes in history at Butler University. But But God had other plans. A fellow teacher who lived out the motto of the institution in in 1957, he accepted a position as a teacher passed on a leaflet about a USAID program their daily lives. In the post-Depression era, in Denver, Colorado. The job came about called Teachers for East Africa, a program he notes that the professors were “suffering somewhat unexpectedly during a time that sent educators to African countries for financially, but they poured themselves into when it seemed that another such position two years. The leaflet advertised the need for service.” would not be forthcoming right away. The teachers in Kenya. Hilton immediately felt a Another important area in which the circumstances of the offer helped confirm strong pull to join the program, but with life school helped him concerned his shy person- his calling in Hilton’s mind; he was sure progressing so well in Denver, he wasn’t sure ality. Even as a young man, Don learned that that God’s hand was in it. Today, he still what to do. He was convinced that it would “God pushes us into things,” a process made looks back on that unexpected job offer as be too difficult and that Mary wouldn’t want evident in the way that college life forced him a reminder to “Trust the Lord.” He points to move the family to another country. The into situations that helped him overcome back to his senior year in high school, when boys were only 2 ½ and 4-years-old at the his timidity. Public speaking and discussion he observed a talented teacher, experienc- time. Still, he took the paper home, laid it requirements in class forced him to confront ing a strong sense that this vocation would on the table, and left it there. Mary found it, his shyness and helped him master it, an form his life’s work. As a result, he had read it, and came to her husband, explain- invaluable accomplishment for a student pursued a degree in education at Indiana ing to him that she thought they should go! planning to be a teacher. Hilton ultimately Central. With the Colorado job in hand, defeated his reticence when being put in front he was now ready to take up his career. of the classroom left him no choice.

31 C D

Without having discussed it together, the important service destination for Indiana Don Hilton believed that the Lord couple had each come to the same conclu- Central students, whether they went west wanted him to go back to foreign missions sion. This convinced them that going to to work for a summer or took up a career through the Christ for the Nations Institute Kenya was the Lord’s will. So they went. there. Mary Huston Hilton had worked for in Dallas, Texas. This training program pro- In Kakamega, Kenya, Don taught Dr. Roy Turley at the Española hospital for vided studies in Bible, ministry, and mission high school math in a public school from a summer while at Indiana Central, and the work, offering a useful opportunity to find a 1964-1966. The Hiltons found the experi- couple had also visited the mission. Hilton place as a missionary. But Hilton felt that the ence a rewarding and easy adventure. They wrote to Dale Robinson, who had recently move to Dallas would be irrevocably stymied had a car, their housing was provided, and been appointed as superintendent of the by his lean finances.H e and Mary realized the school was located in the high plateau school, to inquire about a position, but there that, after thirty-four years of marriage, they lands where there was a healthier climate were no openings. So Don and Mary readied had thirty-five dollars in the bank! After all, and more beautiful landscape than one themselves to take up educational service missionary work meant that financial troubles might find elsewhere. They toured East positions in Kentucky. At the last minute, were a way of life. Still, the CFNI training Africa, meeting people from many different they received a letter from Robinson an- was expensive and would countries. The Peace Corps was just starting nouncing that there was an opening after all. require a couple of years or more. That meant at that time, so they had the opportunity to Was God testing their obedience? a lot of money—money that the Hiltons meet some of the volunteers working under From 1966 to 1989, Don Hilton did not have. How could they fulfill the sure the new program as well. The school in taught at the McCurdy School. The school understanding that God was calling them to Kakamega operated under the British plan, served an impoverished rural population, Dallas? Then, they realized that they owned which included chapel meetings. This aspect including a large number of Native Ameri- a valuable asset: their home on one acre of enabled Don to carry on a Christian witness cans and Hispanics, as well as many Anglo- irrigated land. They had purchased the house through regular participation in chapel. American families. In addition to education, in 1968 for $17,000. Over their twenty-three These two years in Kenya only whetted their the teachers and staff offered Christ to the years in New Mexico, its value had signifi- appetites for missions, which led to their community. Hilton often witnessed to his cantly increased. So, they put the house up next “assignment.” faith, helping some individuals to convert. for sale as a way to pay for their trip and time Upon their return to the United States, The Hiltons bought a home in Española in Dallas. It sold for $110,000, financing Don took a job as a science and math teach- and threw themselves into the mission work their two-and-a-half year stay at CFNI, as er at the McCurdy School in Española, New and the community. But after twenty-three well as four self-supported years overseas. Mexico. Part of a missionary effort of the years there, Don began to sense that it was While in Dallas, Hilton experienced United Brethren and later the Evangelical time for something else. Though no outward another calling, this time to Russia and United Brethren Church, the school would signs of trouble, no great crises, no clear Estonia. In 1992, the Hiltons moved to continue under the United Methodist ban- signs emerged, as Hilton explains it, “God Moscow as part of a program called “Schools ner following the 1968 merger. The complex has a way of making you uncomfortable in of Tomorrow.” These schools are Christian, at McCurdy included a hospital and school. a place.” He began to feel that God wanted English-language institutions designed to Indeed, Española, had long served as an him to move on. offer Christian classes in public schools. The

32 E F schools started with first grade and today he is currently writing a curriculum for a their subjects in English as well as Russian. offer programming for grades 1-11. Don and Discipleship Class for the Church of the Even more satisfying is that nearly all those Mary were instrumental in establishing the Nazarene, as well as a twelve-session adult students had obtained the spiritual founda- Christian educational programs for grades 1-4 class on scientific creation. And in retire- tions of accepting Christ as well as having a in two public schools in Sillamäe, Estonia. ment, he has found yet another mission rudimentary knowledge of the Bible. The move to Moscow brought a big change field: the Internet. Don had started writing Don recalls: “An indelible memory for the Hiltons. For them, Russia and Estonia while in Española, composing a weekly col- remains with me of conversing with fourth seemed more like Third World countries than umn for a local paper. Now, he has resumed graders completely in English. This in Kenya had been so many years before! They writing a similar column on the Internet, addition to the spiritual growth of students did not have a car and the physical condi- designing and maintaining the Good News and teachers, made it all worthwhile in spite tions were difficult. They had to learn how Daily Web site www.goodnewsdaily.org. This of the hardships.” to get food, which meant standing in lines site features Don’s columns on various issues, His view of education today also shares and knowing which store to go to on which including many of his pieces published in in this vision. He advises today’s students day to get which kind of food. The parents of New Mexico. to remember that, “education is not the students proved helpful, often standing in line There one will find his column of goal,” but is “simply a means to a goal.” He for the Hiltons. In addition to setting up the December 1, 1999. Titled “Jesus’ Hands,” urges them to “put things into perspective” School of Tomorrow and teaching, Don and the article encapsulates Don Hilton’s vision and keep their priorities straight. Hilton Mary held Bible studies in their home three of service as being God’s instrument on hopes that students will continually ask nights a week. This more personal contact led earth. When asked to define service, he themselves, “What am I here for?” He also to a number of conversions and the forma- replies that, “service is doing something urges young people to realize that “God has tion of a dedicated community of Christian for others to make the world a better place given us a lot,” but that He also “requires a adherents. In this way, they were able to see within the context of God’s plan.” He also lot.” When it comes to a life of service, he the fruits of their labor in the community as thinks that service includes “being motivated encourages students to remember that the well as the classroom. by a design” to help others. For him, it is “best way to change things is one individual After nearly five years in Russia, the “obedience to God” and is something that at a time through Christ.” Realizing that Hiltons returned to the United States. When “pleases God.” Ultimately, the missionary many of today’s students at the University of they left, the two Schools of Tomorrow teacher thinks that service is “doing what Indianapolis may not be Christians or might in Russian and Estonia were successfully God wants us to do.” Indeed, he believes be struggling with their faith, he hopes that operating programs for grades 1-4. A num- that “helping others is a means of glorifying they will “compare religions and traditions ber of Russian and Estonian teachers had the Creator.” and see what is best.” Specifically, he advises become Christians and were supporting the Hilton says a great deal of satisfac- them to “compare true believers of each and program. The Hiltons located in Hereford, tion comes from the “permanent positives” see how they practice.” In the end, Don Texas, to live near one of their sons. Don that the Russian–Estonians with whom Hilton is confident that his Christian faith Hilton found a job there teaching fourth he worked acquired during his four years will win out. And it will give rise to another grade at the Nazarene Christian Academy. there. At the time he left that former Soviet generation of servants who will go out and In 1999, he retired from teaching, although republic, 190 students were studying all help others with the servant hands of Jesus.

33 The Sisters of Our Lady of Grace Monastary

T h e benedictine stor y of “ education for S ervice ”

By Michael G. Cartwright & Rebecca Blair ’80

A Mary Luke Jones O.S.B. ’71

The fall of 1968 marked the first semester at Indiana Central College for Sr. Mary Luke Jones O.S.B. At the time she entered Our Lady of Grace Monastery in Beech Grove, Indiana, during the mid-1960s, the faculty who taught the sisters’ academic classes were members of Our Lady of Grace Monastery but were affiliated with St. Benedict College in Ferdinand, Indiana. Yet, with the closure of St. Benedict in 1967, the continuing need for postulant 1 education remained unmet. Along with her peers, Sr. Mary Luke learned of an opportunity to complete her education at Indiana Central College, the small college nearby associated with the Evangelical United Brethren denomination (later United Methodist), a factor that raised a great amount of skepticism concerning the nature of the educational experience and the campus atmosphere among some of the sisters at Our Lady of Grace.

34 in the context of the accompanying vows Henricks rose to begin his lecture when he of celibacy and poverty. Such an orienta- spotted one of the Benedictine sisters out tion corresponded in sentiment with the of the corner of his eye. He paused, his eyes communal responsibilities incumbent upon twinkling as he asked, “Oh, by the way, students to take up within the college and what were you all doing on ‘The Popeye civic communities as clearly implied by the and Janey Show’ (a local children’s cartoon College motto, “Education for Service.” and variety show) on Good Friday?” During this period, faculty, staff, and Though the sisters rightly felt a bit cowed students witnessed what to their eyes must by Henricks’ comment, they still refused to have seemed an unlikely sight: a group let Henricks get away with such an effort- of young women dressed in the garb of less jibe. They responded by innocently ask- Catholic nuns stepping out of a red van, ing how it could be that Professor Henricks burdened with books and other academic had come to be watching Popeye and Janey paraphernalia, every morning at a prede- on Good Friday. termined spot on campus, with the whole The physical visibility of the Bene- B process reversed every afternoon. dictine sisters also raised the visibility of Sr. Mary Luke recalls that the campus Catholicism as a theological prompt to community readily offered these young ecumenical dialogue. In fact, such dialogue While the nearby campus of Indiana women unreserved hospitality. One public had begun much earlier than might Central appeared to offer a workable example of this hospitality came in the be imagined. In the summer of 1968, solution to the academic conundrum, form of an invitation to the Benedictine President I. Lynd Esch arranged a meeting because of its proximity to the Benedic- students to sing at a campus event. with Sr. Mary Philip Seib, the Prioress of tine Community, its institutional focus Apparently, the spiritual verve and religious Our Lady of Grace Monastery, to discuss on education for service resonated more dedication of their debut performance theological concerns on the part of both familiarly with the instruction found in resonated throughout the College, since the Catholic and Protestant communities The Rule of St. Benedict, which focuses on they continued to hit the road as one of the that might attend the enrollment of the ways one should live humbly in service to campus musical groups, known as “deputa- Benedictine students. For example, the others within community. In a delightful tion teams,” who visited Indiana United matter of the chapel requirement necessi- ecumenical vignette, two members of the Methodist congregations in musical witness tated a solution amenable to both tradi- monastery, Sr. Mary Lucien Dippel and Sr. to their Christian faith. Always in demand, tions. President Esch offered to exempt Mary Frederic Turner, who had graduated they developed a repertoire of songs to per- the sisters from the Chapel requirement, in 1966, described for the dubious sisters form at events on and off campus. In fact, but the Prioress responded to his offer by their experiences on the Indiana Central on several occasions, President Gene Sease observing that she did not think the experi- campus as students in the nursing program joined the “Singing Sisters” to accompany ence of Protestant worship would harm or preparing to serve at the St. Paul’s Hermit- them on the bass during their rendition offend the postulates in her care. Indeed, age Retirement and Health Care Center. of the favorite, “God Loves a Cheerful Sr. Mary Luke remembers attending many Asserted Sr. Mary Lucien on this occasion, Giver.” Ultimately, the group’s popularity hours of chapel at Indiana Central along “We went and nothing happened to us!” prompted them to record four albums and with praying the daily office within the With the matter of education settled a compact disc, all of which remain avail- Beech Grove Benedictine Community. Still, by the certainty in Sr. Mary Lucien’s able for sale in the gift shop at the Benedict the unorthodox situation of the Benedic- account, Sr. Mary Luke and the other Inn Retreat and Conference Center in tines’ presence spurred rumors that they Benedictine students took up academic life Beech Grove. and other Catholics were routinely locked at Indiana Central. Curiously, her enroll- The genuine warmth of the relation- in the library during the Chapel hour, a ment at the College corresponded with the ship between the Benedictine women and rumor unsupported by available historical making of her “first profession” within the members of the campus community is indi- facts and the Sisters’ recollections. monastery to live a life of obedience, stabil- cated in the enthusiasm and openness with Ten Benedictine women would ity, and fidelity to the monastic way of life. which their musical ministry was appreci- graduate with education degrees from the In doing so, she provisionally committed ated and enfolded within community life. institution now known as the University herself to live in relationship with the par- Sr. Mary Luke recalls yet another example of Indianapolis between 1965 and 1997. ticular monastic community of Our Lady of warm acceptance which occurred in a Each of these women would go on to of Grace, the assumption of the vow of sociology class taught by Dr. Marvin Hen- assume teaching positions within Catho- stability, as she sought “conversion of life” ricks. During the week following Easter, lic parochial schools in the Indianapolis

35 realized that their original intention to wel- come members of the monastic community as well as Catholic laypersons could not be realized, but that instead, they could serve the community of ordained clergywomen. In a gesture that mirrors the hospitality shown to the sisters on the Indiana Central campus, the Benedict Inn brought their program to fruition with the intention of serving just this population of “separated sisters.” The “Women Touched By Grace” spiritual renewal program, created by Sr. Mary Luke and a small group of Protestant clergywomen, incorporates common prayer, elements of the lectio divina, and silence as a means for a group of thirty clergywomen to experience renewal over a three-year period through a series of six ten-day retreats. As a part of this program, each C Protestant clergywoman is paired with a prayer partner from Our Lady of Grace Monastery during the three years. Moreover, the Protestant participants are invited to metropolitan area. Sr. Mary Luke taught observed, “contemporary communities with offer reflection on scripture in the context of at the elementary level for six years before the longest unbroken tradition of hospital- prayer to the monastic community. The cul- assuming the position as principal of a ity are those associated with the Benedic- minating event of the program in November Catholic grade school. In 1986, she moved tine monasteries.”2 Pohl further notes that 2006 is the ten-day pilgrimage of program into an exciting role as the first director of the transformative and generative elements leaders and participants to Italy to visit the development for the Benedictine Com- embedded in the practice of hospitality in- sites associated with the lives and minis- munity in Beech Grove. As a testament clude not simply providing for strangers in tries of St. Benedict and St. Scholastica, to the continuing ecumenical relationship need, but rather welcoming them unreserv- Benedict’s sister. This trip marks a means of between the monastic and college commu- edly into a space that has value for the host, drawing up past traditions and witnesses to nities, Sr. Mary Luke received the training with the expectation that both host and inform changing life in the present. for this position through seminars and guest will be changed within this relation- Such continuity in the midst of workshops offered by the Religion Division ship—in much the same way that change change forms a way of being for the sisters of the Lilly Endowment, Inc. emerges from caring human interactions in of Our Lady of Grace Monastery as well as For Sr. Mary Luke, the invitation to the Gospels. for the University of Indianapolis com- assume this new task, offered by Sr. Mary In June 2001, the Benedictine impulse munity. Just as the revitalized structures on Margaret Funk, the current Prioress of Our to provide hospitality became institu- the University campus, such as Schwitzer Lady of Grace, represented an opportunity tionalized in the formation of a program Center and Esch Hall, adapt historic to recover a sense of charism, the voca- “Women Touched By Grace” sponsored by architecture to current functional needs, tional gift one might offer up to the world the Benedict Inn Conference and Retreat so the Beech Grove Benedictines have at large as an expression of commitment Center, a center conceived to provide a maintained the singing sisters as the “Beech and witness. One universally recognizable space in which ordained women of all Grove Benedictines,” continuing to record gesture of such witness may be found in faiths might find spiritual refreshment compact discs of their updated music to the provision of hospitality. As Christine and reflection. This program, directed by share their ministry with new generations Pohl, author of Making Room: Recovering Sr. Mary Luke, is supported by a grant of the faithful. Moreover, the administra- Hospitality as a Christian Tradition has through the “Sustaining Pastoral Excellence tive roles of the Benedictine women within Initiative” of the Religion Division of Lilly the church, once limited to school and Endowment, Inc. As the Benedictine lead- ers considered the terms of this grant, they

36 D monastery, have broadened to the role of for Christian Vocations. The Benedictine of Sr. Jennifer Horner O. S. B. in 2003 to “parish life coordinators” within individual tradition of spiritual formation powerfully serve as University co-chaplain and director parishes, bringing these women more informed the direction of this initiative and of the Lantz Center for Christian Vocations closely into experiential sisterhood with those that followed, as Michael Cartwright and Formation. The paths of service taken their Protestant clergy counterparts. affirmed in his reflection on the occasion by Sr. Mary Luke Jones and Sr. Jennifer The collaborative inquiry into “Educa- of his installation as the new dean for Ecu- Horner attest, at a time when the Univer- tion for Service” that began with the small menical and Interfaith Programs in 2003. sity community is growing in its commit- group of Benedictine students on the little Indeed, through The Crossings Project, the ment to be “ecumenical and interfaith” in red bus in the 1960s and 70s also con- University of Indianapolis has offered to the way it goes about achieving its mission tinues to bear fruit in the present. In the Methodist clergy and laity the enrichment of “Education for Service.” The Benedictine late 1990s, Michael Cartwright and Greg experience of Benedictine spiritual practice story of education for service continues Clapper worked to bring their vision of a as a means of reflecting on the Wesleyan to contribute a great deal to the life of the Christian vocations curriculum into being concept of covenant discipleship. This University of Indianapolis as it discovers its through the founding of the Lantz Center trajectory has continued with the hiring own charism of hospitality.

E F G H I

J K L M N

U niversit y of I ndianapolis A lumnae of O ur L ad y of G race M onaster y

37 The Sisters of Our Lady of Grace Monastery

“ I A m M y F at h er ’ s D aug h ter ”

The Ministry of Jennifer H orner O.S.B.

On April 3, 1963, my to shape me as a child of God. I believe it was at this time parents and older brother that I first heard God’s call. I knew that I wanted to spend took me to St. Columba’s my life walking with and toward God. Yet, as a daughter of a Presbyterian Church in Presbyterian minister, I never dreamed that I would one day Broken Hill, Zambia, to be live out this call as a Catholic nun. baptized. In the midst of the As a child, people often told me, “You are your father’s community, I was baptized daughter.” Mostly this meant that I looked and acted like “In the name of the Father, him. Sometimes I hated these comments, but when all was and of the Son and of the said and done, I had to say that it was true. No, we are not A Holy Spirit.” Through the carbon copies of each other, but we are alike and one can sacrament of baptism, I was definitely tell that a lot of who I am today comes from his called to share a vocation in ministry. Signed with the cross, formative influence. I was claimed for Christ. When my father was a child, he was raised in a Roman “I am my heavenly Father’s daughter.” What shape Catholic family and lived in England. He attended catechism would my call take? When I speak of my vocation, what does class, but his parents did not set out to form him in his faith. it look like? A vocation is not a nice idea, but rather a life He would later feel called to join the Congregational church. lived in Christ. For a Christian vocation to be real, it must be His parents had great difficulty with his decision and did not lived in a particular time and in a particular place. My voca- initially support him when he felt called to the ministry. My tion was nurtured and shaped in and through a Protestant father would later leave the Congregational church and begin family, a Protestant community. I was encouraged to listen, serving as a pastor within the Presbyterian denomination. to pray, and to follow God’s call. I was raised in a Presbyterian family, a wonderful family of faith. Our family provided a place where our love of God I . C alled O ut of A frica was nurtured through prayer and community. We listened as a C h ild of G od to the Scriptures together and prayed both in church and as I was born in Zambia and raised in South Africa. Living in a family. A close relationship with Jesus was fostered in our the system of apartheid, as a privileged white person, I might family, and I remember spending time in conversation with not have felt the effects of apartheid so strongly had I not Jesus as I climbed trees and explored the neighborhood. It was lived in a family that fought strongly against such a system. in this Christian family that I would come to hear God’s call, My father, a pastor and editor of a Christian newspaper, did in ordinary ways and in ordinary time. not believe that he could preach the gospel and uphold the In 1977, we left South Africa because of my father’s views system of apartheid at the same time. As a result, my child- and actions. This move was very difficult for me and it involved hood in South Africa was not an idyllic one, but rather one leaving my grandparents, aunts, uncles, and cousins. It was a caught up in the struggles of political strife. painful time and I experienced deep grief. We traveled to the Even though I found this frightening as a child, in United States and settled in Idaho; rural Idaho I might add,

In Her Own Words: retrospect,Jennifer Horner I can seeO.S.B. that it was part of the call for me to live where my fellow students thought I had lived in a jungle and the Gospel; this call to speak out for justice that would begin had finally come to civilization. I reminded them often that

38 Johannesburg is a huge city and I had lived a civilized life! I I . C alled into C ommunit y Adjustment to a new culture was not easy for me, but I soon as a C h ild of G od settled in, began to make friends, and lived a life that was much I joined the Roman Catholic Church the year after I more peaceful than the one I had known in South Africa. graduated from college and, although my parents were not In 1980, I graduated from high school and began my stud- happy in the beginning, they came to see the joy and peace ies at Boise State University. This first year of college was difficult that came from my desire to follow God’s call. It wasn’t long for me. I felt lost and could not find a church home that felt before I began to visit a Benedictine monastery. The love of right for me. For a time, I participated in Campus Crusade for prayer and community that was instilled in me within my Christ and other student religious organizations at Boise State. Protestant family’s home became the gift that drew me to I also visited several churches, but missed the liturgical life that consider a call to the monastic way of life. I had known in the Presbyterian Church of Southern Africa. I Community and prayer had long been an important searched but found myself becoming discouraged. part of my faith. It was in community and through prayer My roommate Martha belonged to the Roman Catholic that I had become aware of my vocation. Although I felt Church. She invited me to attend with her and at first I called to live a life devoted to God, I could not imagine that declined. But, after prayer and conversation, I decided to go God was calling me to become a Benedictine Sister. I contin- with her. I remember the evening clearly. We walked into St. ued dating believing that I was called to be a wife and mother. Paul’s Catholic Church and Martha knelt down. Not sure However, God seemed to have different plans for me. what to do, I knelt down beside her. I had this intense sense Increasingly, I felt drawn to the monastery. As I visited of peace within me. It was a feeling of coming home. more often, I felt a sense of call embrace my heart. I loved I visited that church, that faith community, many times praying with the sisters and joining them for common work that semester. Each time I felt God’s call more strongly. I and recreation. What had seemed foreign initially now began visited with other students and asked them many questions. to feel like home. I attended a retreat so that I could pray and listen. I started After visiting the monastery for a couple of years, I chose taking classes so that I could learn more about the Catholic to enter the community in 1989. At my monastic profession, faith. Within this faith community, I was allowed to question, the formal and public commitment of the monastic way of to struggle, and to “be with” others. These people did not life, I made the promises of stability, obedience, and conversa- pressure me but rather companioned me as I discerned God’s tio morum (fidelity to the monastic way of life).2 call in my life. Vow of Stability: In stability I promise to live my life in After two years, I finally talked to the priest about taking a particular place and time and to work out my relationship instruction to become a Roman Catholic. As you can imagine, I with God and others. did not relish the thought of telling my parents. I went through Vow of Obedience: My promise of obedience calls me the classes a couple of times and each time decided that it was to listen as I discern God’s will in life. My primary obedi- not the right time to join the church. Really, I was too afraid to ence is to God, but this is lived out in the listening stance we tell my parents. “I am my father’s daughter.” How could I disap- take in community both with our prioress (or superior of the point him? How could I hurt the parents who had nurtured my monastery) and with one another. God speaks in many ways faith and brought me to this place in my life? and places and through many people. It is our responsibility Something happened to me in 1983 that changed my to listen for and to God’s voice. life forever. On my way back to school after spring break, I Vow of Fidelity to the Monastic Way of Life: Finally the had an automobile accident that left me fighting for my life. promise of conversatio morum is translated to mean “fidelity to During my five weeks in the hospital and in subsequent the monastic way of life.” It is through fidelity to the monastic rehab, I began to realize that I did not have forever to choose way of life, a call to Gospel living, that God transforms me. to respond to God’s call. We are given today and, as St. Bene- This is not a once and for all conversion, but rather a daily dict would say, we must do now what will profit us forever “letting go of self-will” so that I might put on Christ. (Rule of Benedict, Prol. 44). 1 A call to seek God in community through a life of Yes, my parents had nurtured and tended my vocation, prayer and work has become the way I live out my vocation. but it did not belong to them. Baptized in the name of the It is a path that I do not walk alone. Supported by the love Father, the Son, and the Holy Spirit, I am claimed by God of my sisters at Our Lady of Grace Monastery and sustained and for God. Yes, “I am my Father’s daughter,” but more through prayer, I respond to God’s call each day of my life. importantly, “I am my Heavenly Father’s daughter.” As part of our monastic profession, we sing these words: In the waters of baptism I was called and chosen to live “Receive me, O Lord, as you have promised and disappoint my life for God. God had prepared me in many ways and me not in your hope.” 3 It is because God first received me through many experiences to say “yes” to God’s call. All I had that I am able to receive others. It is with trust in God that I to do was respond. Respond with my whole life. continue my journey. In Her Own Words: Jennifer Horner O.S.B.

39 My vocation is a gift given freely by God. It is something I can never take for granted, but must nurture each day of my life. Through the daily living of my vocation, may I “make God a song my whole life long” (Psalm 104).

I I I . C alled b y G od for M inistr y as U niversit y C h aplain God’s call has brought me to the University of Indianapolis where I serve as the University’s co-chaplain and director of the Lantz Center for Christian Vocations. I have long had a heart for ecumenism and long for the unity that Christ spoke of so powerfully. Therefore, I am excited to be part of a staff that is deeply committed to ecu- menism and interfaith dialogue. As we seek God together, we search for ways to bring unity among Christians and respect between those of other faith traditions. B As one of the University chaplains, I am deeply commit- ted to offering a pastoral presence to the students, faculty, and staff of the University in a compassionate way. Compassion S r . J ennifer h O R N E R ’ s calls me to offer God’s love to others as they struggle with the F avorite P assage of S cripture : questions and/or pain of life. It is to offer God’s mercy and not my own judgment, to “be with” so that the space Colossians 3:12-17 provided can become a means of God’s grace. Put on, then, garments that suit God’s chosen and beloved In my role as the director of the Lantz Center for people: compassion, kindness, humility, gentleness, patience. Christian Vocations, I am deeply committed to journey with Be tolerant with one another and forgiving, if any of you has students as they discern the call of Jesus Christ in their lives. cause for complaint: you must forgive as the Lord forgave you. Knowing that this call is discerned in community, I find Finally, to bind everything together and complete the whole, ways to provide opportunities where communal discernment there must be love. Let Christ’s peace be arbiter in your deci- can take place. sions, the peace to which you were called as members of a single I find this ministry at UIndy to be engaging and life-giv- body. Always be thankful. Let the gospel of Christ dwell among ing. College is a time of questioning and growth. As I meet you in all its richness; teach and instruct one another with all with students both individually and in groups, I have the the wisdom it gives you. With psalms and hymns and spiritual opportunity to be with them as they question and search for songs, sing from the heart in gratitude to God. Let every word ways to deepen their faith in God. I also have the opportunity and action, everything you do, be in the name of the Lord Jesus, to help them discern their gifts and find ways of using them and give thanks through him to God the Father. in service so that God may be glorified. S r . J ennifer h O R N E R ’ s I also have the privilege of meeting with students of F avorite P assage from other faith traditions. While their faith is different from my T h e R ule of S t. B enedict: own, I am challenged by their faithfulness and this calls me to Prologue 8-13 deeper living of my own faith. We can learn so much about God from one another if we listen with the ear of our hearts. However late, then, it may seem, let us rouse ourselves from lethargy. That is what scripture urges on us when it says: As I approach students from other faith traditions, I do so 4 with humility knowing that I need to listen to their needs the time has come for us to rouse ourselves from sleep. Let us and learn more about their faith. In doing so, I can learn open our eyes to the light that can change us into the likeness to respond in ways that engage and deepen their practices of God. Let our ears be alert to the stirring call of his voice through the gift of hospitality. crying to us every day: today, if you should hear his voice, do not harden your hearts. 5And again: let anyone with ears to hear My ministry at the University of Indianapolis flows out 6 of the overarching call in my life to seek God. God is always listen to what the Spirits says to the churches. And this is what present; it is our challenge and opportunity to become aware the Spirit says: Come my children, hear me, and I shall teach you the fear of the Lord. 7 Run, while you have the light of life, of the ever-present movements of God in our lives. As we 8 become aware of these moments, we come to know that the before the darkness of death overtakes you. God we seek is always seeking us. God will surprise us when In Her Own Words: Jennifer Horner O.S.B. we take time to listen.

40 Greyhounds & Ambassadors

4411 L istening wit h t h e h E A R T By A. James Fuller & Michael G. Cartwright with H annah Corbin ’06

A Paul & Lucy Alexander ’49

Paul and Lucy Alexander (Indiana Central class of ’49) served as educational missionaries in Taiwan for thirty-eight years from 1958 to 1996. They took on much of Chinese culture themselves as they began to understand the world of those they came to serve. Paul jokes that, “in Taiwan, I feel 51 percent American, but in the United States, I feel 51percent Chinese.” Paul served as professor of biology, and they hosted student Bible study fellowship groups in their home. Lucy was involved with the women of the campus church and the university community in addition to the home. She defines service as “enabling others” to help themselves. He quotes a Presbyterian mission leader who urged them to make themselves “profoundly available.”

42 Their memoirs, which have been pub- lished in Chinese, are titled “Listening with the Heart.” That title aptly describes the way that these two UIndy alumni lived out the motto “Education for Service.”

R oots One of six children, Paul Alexander was born and raised in the Indianapolis area. His father was a carpenter and contractor. His parents both converted to the Christian faith when Paul was young, and their faith had a powerful influence on him. Though he was a good student, he struggled with being shy. At age 12, he first felt a call to the mis- sion field after reading Albert Schweitzer’s autobiography, Out of My Life and Thought (Henry Holt & Co., 1933). Paul was the first member of his family to go to college, and he headed to the nearby campus of B Indiana Central College. Lucille Brown was born in Montana, but her family moved back to their home in lege there. She graduated from high school Paul came to Central at age seventeen Indiana when she was only three weeks old. at the top of her class and was awarded a and started classes in the middle of the Her father was a minister and had been on scholarship by the Southern Indiana Con- school year, a semester ahead of Lucy. He a home mission assignment in Montana for ference of the United Brethren Church on felt socially inadequate until he made a few four years. Her older sister, Margaret (ICC entering Indiana Central. friends through the student work program. ’46) was born there three years earlier. At age Paul and Lucy both came to the college His excellence in studying biology caught twelve, she began to feel drawn to mission planning to become medical missionaries the eye of Dr. Morgan, who asked him to work as she listened to conversations with but they did not know each other at the work as a biology lab assistant, beginning missionaries and ministers visiting in her time. Lucy planned to go into nursing. She his second semester in college. This radically home. An affirmation was given to her as appreciated her sociology classes with Dr. changed Paul’s self-understanding as it she worshipped once with campers around Maechtle and prepared to major in sociol- opened up a window to the possibilities of a campfire and looked up to ‘see’ the word ogy. In her junior year, however, she changed teaching, which he had refused to consider “MISSIONS” emblazoned in letters above her major to biology and took several classes during high school. Although he also found the fire. She kept this vision in her heart, not from Dr. Morgan, the professor feared by Dr. Morgan to be intimidating, Paul saw sharing it for years. She knew that someday many students. She found him to be a good another side of him and drew close to the she might be called to serve overseas. What teacher. Since Central did not yet have a professor who had a lasting influence on should she do to prepare for that time? nursing program, she enrolled in the Indiana him. As a junior, his view of history was University School of Nursing in Indianapolis excited by the teaching of a history professor I ndiana C entral following her graduation from Central. She who came to the college to teach for one C ollege would later complete a master’s degree in semester. Dr. Richard Webster taught history Both of Lucy’s parents were Indiana sociology, so her interest in that field was not as a process and appealed to the budding Central graduates, and their faith and lives forgotten. young scientist by frequently asking, “What of service affected their children. Lucy Lucy made a fairly easy transition to is the evidence for this?” a common question grew up hearing that Central was the best college life and was soon involved in her in experimental science. college for United Brethren families, and it studies, a work program, and visiting with was understood that she and her younger former camp friends from southern Indiana. brother, Keith (ICC ’51) would follow her Her big sister, Margaret, became a good parents’ and sister’s example and attend col- listener and advisor when problems came up that needed a listening ear.

43 That first year of graduate study changed his long-term plans. His physiol- ogy course with first-year medical students helped him to realize that he preferred teaching and laboratory exploration rather than the intensive memory work required of medical study. He enjoyed the laboratory interaction with undergraduate students, helping them to search for answers to their own questions. Going on to medical school became a remote possibility.

E arl y M arriage In December 1951, Lucy finished her nurs- ing program and moved to Bloomington to be with Paul, living in one of hundreds of government issued stationary trail-

C ers given to the university for temporary housing for married students. She worked in the city Bloomington hospital, and their Paul and Lucy treasured friend- was simply answering “the call of God.” Still, first child, Anne, was born in November ships with Indiana Central’s international both of them “appreciated the environment” 1952. Paul finished his doctoral research in students. For two years Paul roomed with and found the College to be a “great place to August 1954, but had not yet written his Moses Musa Mahoi (see pp. 50-51), a stu- learn,” while it presented so many “opportu- dissertation. Their second child, Stephen, dent from Sierra Leone. Meanwhile, Lucy nities to work.” was due in December 1954 so he took a was close to Betty Kam, a young Chinese- job teaching at Northwestern State College American woman from Hawaii, who was M ore E ducation at Natchitoches, Louisiana, to support his an attendant in their wedding. Following their graduation in 1949, they growing family. He found, however, that he Indiana Central’s policy of mandatory both set out to prepare for their calling to could not give attention to the dissertation chapel attendance was partially responsible medical mission overseas. The path seemed during the academic year while teaching. for bringing these two students together. clear, if the destination was still somewhat Paul and the family spent two months Paul and Lucy met in their third year, when dimly defined. Lucy entered the Indiana during the summer of 1955 in Bloomington they were assigned to seats side by side and University School of Nursing in Indianapo- in order for him to work on his dissertation attended three classes together. Paul was lis, while Paul went to graduate school with and be near his advisor. His work, however, Lucy’s lab assistant for her general biology a teaching assistantship in zoology at Indiana was mostly data analysis and library research, course. After a semester they began to date University in Bloomington, Indiana. He still with only a little progress on the writing. He and became “Graduates of the Heart” when planned on going to medical school if he was embarrassed to consult with his advisor. they were married in 1950, a year after could find financial support. During Paul’s In late August, Paul, Lucy, and the two their graduation. graduate study, his preoccupation with the babies left Indiana at midnight to return to During their time at Indiana Central, mechanistic framework of scientific research Louisiana. As Paul drove through the night President I. Lynd Esch adopted the new began to raise questions about his Christian with his family asleep, he began to sing the motto, “Education for Service.” They both faith. He explored other religious faiths old hymns memorized from childhood. appreciated this motto since service was so through reading. Although he regularly Hymns such as “Just as I Am” brought tears much a part of life at Central. They enjoyed attended worship at different churches and to his eyes. He was overcome with emotion their part-time work assignments at the was deeply moved by messages that seemed and wept with joy to consider the grace of College. Lucy also taught a Sunday school to touch on the spirit of Jesus, he never God in his life since childhood. This led to a class for children at Riley Hospital for two joined any faith-sharing small group where “soul-searching conversion experience” and years while studying at the college. This was doubts might be shared. He was not able to a renewal of his personal relationship with nothing new for her since “service was so share his thoughts and feelings with other Jesus Christ. ingrained” in her family, and she felt that she Christians and eventually began to identify with agnostic thinkers.

44 After returning home to Natchitoches, Louisiana, Paul and Lucy joined a new Sunday school class for couples where Paul, for the first time in his life, felt free to share his thoughts and feelings in response to the Bible study theme. Sunday morning worship in the small Presbyterian church came alive with the awareness of the presence of God with His covenant people. Another son, Philip, was born to them in December 1956.

S earc h ing Paul had not worked on his dissertation since 1955. He decided to focus on it again during the summer of 1957 in Bloomington by himself. He made very good progress for two months until he experienced a mental D block, and laid the work aside without con- sulting with his advisor. Did this mean that he must choose another career? E arl y T aiwan Chinese lessons for the Alexanders With this in mind, Paul wrote a letter They flew to Taiwan in November of 1958. were out of the question that first year. to the Presbyterian Board of World Mis- At mid-semester, Paul began teaching in the They moved twice after their furniture sions in January of 1958 inquiring about Biology Department of Tunghai University. shipment arrived. In August 1959, they possible positions for service overseas. He taught Chinese students in English, experienced their first typhoon, followed by He soon received a letter telling him that and their only textbooks were in English. a flood and an earthquake. Paul was on a Tunghai University, a young Christian Students were required to study English student biology field trip at the time and was university in Taiwan, needed someone with native speakers of English during their marooned for a week on a small island off with his credentials for the coming first two college years. Among Paul’s eleven Taiwan’s southern coast. Lucy, pregnant with academic year, but that he must finish his senior students, however, few were fluent in their fourth child, was at home, isolated PhD requirements first. Paul and Lucy conversational English. Paul taught a double with bridges washed out. There was no way decided to accept the challenge and started load of classes that first semester to allow to communicate. Paul eventually made his preparing for service in Taiwan. the seniors to finish the physiology course in way home by boat, bus, bicycle, and rafting It was a difficult decision to make. time for graduation. by moonlight across the river. It was a joyful They had to sell the only house they ever Tunghai University was established in reunion, with much thanksgiving. owned. They had to pack what would be 1955 to become a fully residential commu- Their second daughter, Dorothy (UIn- needed in Taiwan and sell or give away the nity of 800 students, faculty, and staff. There dy ’84), was born in December 1959 with a rest of their furnishings. They left Loui- were many occasions to meet others on the cleft lip and soft palate. Their medical advice siana in mid-June to attend six weeks of campus since it contained a grocery store, was to return to the United States for her orientation classes with 40 other outgoing post office, church, and primary and middle first surgery before she was six months old. missionaries at the Presbyterian Confer- schools on the 300-acre campus. About Paul taught double time again the following ence Center in Montreat, North Carolina. one-third of the faculty and one-tenth of semester so that they could return in the Finally in August, Paul was free to return the students were Christian. The Christian spring for her surgery in Indianapolis near to Bloomington to write on his dissertation women of the community met weekly for their families. The school year found them in full consultation with his advisor. He prayer and Bible study fellowship. living in Louisville, where Paul was enrolled finished it in three months, writing daily, as a special student at Louisville Theological while Lucy cared for the three children at Seminary and Lucy audited a few classes. her parents’ home in Smith Valley, Indiana.

45 During the next two years, Paul’s emplacement that had been built on the teaching time was limited to one laboratory island by the Japanese during World War course each semester to make time for four II. Philip ran ahead to climb up the large hours of Chinese tutoring each day followed pile of rocks to enter the concrete structure, by hours of study for both of them. Paul and which the family had visited recently. The Lucy began to settle into their life in Taiwan classmate who followed Philip into the and began to feel more comfortable as they pillbox called out, “Where is Philip?” Paul learned the language and the culture of the quickly entered to look. There was a ladder people around them. that allowed access to the deep tunnel that Paul began a research program on frog led to the other entrance some distance reproduction and development involving away. To Paul’s horror he saw that the third graduate assistants and interested students. rung of the ladder was broken. Apparently E When an American ornithologist, director of Philip had started down the ladder to hide an international study of Asian bird migra- from his friends, when he slipped and fell tion, came to Taiwan to look for someone to some 50 feet. He never regained conscious- be responsible for a cooperating team in Tai- ness and died four hours later. wan, Paul responded. Funding was provided Paul and Lucy’s grief was beyond for Paul to form a field team of four biology comprehension. In a month they had lost graduates who used nets to catch birds and both of their sons. The church offered then placed aluminum bands (with a Hong them the opportunity to return to the Kong post office box number) on their United States, but Lucy told Paul that she legs. In five years about 160,000 birds were could not leave their university campus captured and banded, resulting in recaptures home for fear that she might fall apart in far places to the south and the north. The emotionally. In the United States they had northernmost location was on the north no home and no work. Their personal loss coast of Alaska These two research programs allowed them to draw closer than ever to F brought Paul into intimate contact with the the Chinese people who reached out to land of Taiwan, catching frogs in the rice them in sympathy. Lucy’s parents flew out fields, irrigation ditches, and waters of the to visit them for ten weeks through the Anne was in third grade and Stevie in first. countryside, as well as studying birds from Christmas and New Year holidays. The children all experienced chickenpox, the seashores to the high mountains. He mumps and measles during the winter. Then began to pay more attention to the ecology E x panded h O M E another surgery in Indianapolis for Dorothy of Taiwan and later taught a graduate course Lucy found unexpected blessings in the followed in the summer. in physiological ecology. wake of tragedy: “After the loss of the boys, our home was more open. God gave us a B ack “ h O M E ” G rief bigger family. We became more intentional It was a difficult time, but looking forward, In August of 1965 their ten-year-old son, in affirming each other, and capturing the God’s call was still strong. Now they knew Stevie, died of encephalitis. The tragedy of moment and savoring it.” where they were going and what they were losing Stevie broke their hearts, but Paul and During the next five years the Alexan- expected to do. They set off for Taiwan Lucy trusted in the Lord to sustain them in ders took in and cared for several children, again with Anne, Stevie, Philip, and Dottie their sorrow. They were comforted through including those of missionaries who lived in aboard a 12-passenger ocean freighter. It was the outpouring of love from friends in the distant areas of Taiwan and needed a place a three-week trip from California to Taiwan university community and their mission for their children to stay while attending with stops in Japan, Korea, and Okinawa. family. They stayed in Taiwan, sure that they the school for missionary children in their They took up life again in the university were where God wanted them to be. city. Their home also became a center for house they had vacated the year before—a Less than a month later, while still welcoming newcomers to the university, place they would call ‘home’ for the next grieving over the loss of Stevie, Paul took answering questions of culture, and thirty-five years. eight-year-old Philip and three of his furnishing transportation for Chinese classmates on a picnic to a hillside field and foreigners. near the university to watch the migrat- ing birds. They decided to eat their picnic inside the old pillbox, an abandoned gun

46 When the mission gave them a car to use, they were enabled to extend their ministry beyond the university campus, giv- ing transportation to the campus Christian Women’s Society as they ministered in pris- ons, children’s homes, and hospitals. One by one they were asked to help several expectant mothers who needed urgent transportation to city hospitals in the middle of the night. The car enabled them to help out at the children’s school seven miles away. For a period of time, their car was the only privately owned car on the university campus. It was “profoundly available” with a driver. With Taiwan’s growing affluence in the 1970s and 1980s, privately owned cars steadily increased on campus.

N ew F amil y M embers G In 1967 they were blessed by the birth of a third daughter, Emily. Three years later an eight-year-old Chinese boy was brought to them. “Could you keep Gordon until funeral, the president of Tunghai University were integrated to form the Environmental you find a home for him?” their mission came to Paul and told him that he believed Research Center. A master’s program in co-workers asked. He was welcomed with that “God must have something special biology was established in 1973, and for open arms. Gordon’s adoptive mother was for you to allow you to suffer in this way.” the next 20 years, Paul served as adviser for Gladys Aylward, a British missionary to Looking back, they came to agree with him, 27 master’s theses in the fields of reproduc- China whose story is told in the movie, finding comfort and blessing in unimagi- tion and life cycles of Taiwan’s frogs, birds, “The Inn of the Sixth Happiness.” She had nable ways. and mammals. died in January 1970, and for three months, After a term as chair of the biology Gordon had been living with an American P aul & A cademics department, Paul and Lucy returned to the missionary family. He was fluent in Chinese In 1968 Paul began to take on adminis- U.S.A. for furlough and lived near Indiana and English and was already enrolled in the trative duties as well as his research and Central University. For health reasons, they missionary school. The Alexander family teaching at the university when he was extended their stay for a second year. Paul again had four children. They began the long appointed dean of science and became was invited to become a visiting professor process of adopting him into the family. acting dean of engineering for a year. When of biology at Central, and he also served as In retrospect, the loss of their sons he resigned his deanship in favor of a senior acting chair of the Biology Department for in 1965 brought a “new dimension of colleague who had just finished his PhD, he the 1977–78 academic year. Paul enjoyed his empathy” to the Alexander family. Choosing became assistant to the university president work at Central and began to feel at home not to return home to the United States in and director of research development for in the community. He and Lucy seriously a time of tragedy ended up making them two years. These positions thrust him into considered whether they might remain in “feel more at home” in Taiwan. Others were leadership, and he was instrumental in the United States. By December, however, it more open to sharing their own suffering facilitating the formation of five interdis- was clear to them that they should prepare with them because they knew of the couple’s ciplinary research centers at the university. to return to Taiwan the following summer. tragic loss. At the time of their son Philip’s The centers were designed to promote research and service as well as faculty excellence. Three years later the centers

47 H I

On their return to Taiwan they found to share their experience in Taiwan, speak- must be made a week ahead by mail. Criti- that their university community was being ing at Sunday worship and family night cal decisions needed to be made without affected by the ten-lane highway being suppers. Projection slides helped to give consultation, complicated by a salary that constructed alongside the campus to link the insight into the life, culture, and Christian must now be divided for two locations on city of Taichung with the new seaport nine witness in Taiwan. The challenge was for different continents. This was a heavy bur- miles east of campus. The number of private Christians to listen for God’s call to service, den for Lucy, but most distressing was the cars had increased dramatically. The new, whether near or far. uncertainty of Paul’s return to Indiana. They dynamic president of Tunghai University Their furlough was scheduled for had never experienced this kind of uncertain had begun to influence the university with the summer of 1971 when Anne would separation. Paul finally returned to Indiana his challenging vision. Paul was appointed return to America for college. They had just before Christmas for a six-month leave, again as dean of the Science College and prayed that their new Chinese son would while Gordon continued to stay with their served for eight years. New departments of be allowed to go with the family to see the mission friends. It was a happy reunion, Environmental Science and Information Sci- U.S.A. and become a U.S. citizen. How- although it was difficult for them to share ence were soon added. As the university con- ever, the court decision was delayed. Paul the pain of their separation. tinued to grow in enrollment to more than decided to stay in Taiwan to try to hasten 10,000 students, it was no longer a fully his exit permit even though Gordon’s care M arriage E nric h ment residential campus, but a larger community and schooling was already arranged with a The Alexanders later found an advertisement with housing for students, faculty, and staff fellow missionary family. So with a heavy for a weekend Marriage Encounter and ea- spilling over into the adjacent areas. heart, Lucy left with the three girls (ages 3, gerly signed up to attend. This was a healing 11, and 18) to live in Indianapolis’ Univer- experience that would change their marriage F urloug h s sity Heights neighborhood, near where her and their work in Taiwan during the 80s and Furloughs came every fifth year: four years parents had retired. They expected Paul and 90s. They learned how to share their pain in Taiwan and then one year in the United Gordon to come later in the summer, but and their needs by active listening without States. It was a year of study and itinera- even this was not possible. blaming or silence, sometimes writing down tion to many supporting churches as well During their separation, communica- their reactions to specific events. as visiting family. A typical year would see tion was difficult. Letters took seven days them visiting about 50 different churches to arrive. Campus telephones were limited to the main offices in Tunghai University. Appointments for receiving telephone calls

48 Each furlough time they would make it a point to attend a Marriage Enrichment event. In 1983 they were trained by the Association for Couples in Marriage Enrich- ment (A.C.M.E.) to lead marriage enrich- ment events. (A.C.M.E.’s motto is “Making marriages better beginning with our own.”) The door opened to a new ministry with couples that continued in Taiwan until the Alexanders retired in 1996. They led small groups of Chinese couples to improve their communication skills and to share their relationship experience by dialogue in the group, emphasizing appreciation and affir- mation. They helped Tunghai University set up a Family Wellness Center in 1986—the first of its kind in Asia—with marriage enrichment as its central offering. They codirected the Center in its first year. Three of the couples trained by Paul and Lucy continue to lead marriage enrichment events throughout Taiwan today. Lucy was asked to design a game that would create the kind of atmosphere found in their marriage enrichment events. “The J Appreciation Game” (1990) is a bilingual board game for families that encourages players to share their experiences, with groups of up to twenty-five persons each As the title of their memoir indicates, appreciation. It has found wide use in week during the summer and weekends of Paul and Lucy Alexander have a strong church groups and many homes in Taiwan, fall and spring. The house served as home sense of vocation, but they do not think as well as in Singapore, Malaysia, Hong for Paul and Lucy for two furloughs before of themselves as indispensable. Paul is Kong, and among Chinese-American they retired there in 1996. concerned that the word “calling” isn’t used churches in the United States. Paul and Lucy have hosted the much any more, which means that many week-long Alexander family reunion for 15 people don’t realize that they have “a higher A R etirement P lan summers at their Montreat home. With the calling.” God’s call is not always dramatic. The Presbyterian Board of World Mis- reunion’s 35-40 persons of four generations, Paul and Lucy know from experience that sions provided a week of debriefing time there is always a kaleidoscopic panorama of God moves in the ordinary events of life. for furloughed missionaries each year at interaction taking place. Their move into They look back to their time at Indiana Montreat, North Carolina. In 1982 one of retirement from their beloved university Central with the awareness that God was the seminars helped Paul and Lucy begin to community in Taiwan to the beautiful working in their lives through personal plan for their retirement. A big old house, mountain village in North Carolina in 1996 relationships with classmates and teachers built in 1912, located in the heart of the was like coming home again. who drew them out of themselves and Montreat Conference Center was for sale. Tunghai University has invited them to offered them opportunities to grow. They This excited them with a vision for family return to Taiwan several times, once in 2000 understand that such friendships encour- or group ministry in retirement. The realtor for three months to work with the Univer- aged them to open their lives to serve oth- offered to manage the house rental to sum- sity Chaplain’s office, visiting retired faculty ers. It was just that kind of openness that mer conference groups. With the help of and staff who lived on campus. At that time allowed Paul and Lucy Alexander to “listen loans from family and friends, they were able their life story was written in Chinese by a with the heart” and offer themselves across to make the down payment. Paul’s parents family friend and university colleague. This a lifetime of Christian service. helped remodel and repair the house to serve “memoir” includes excerpts from their many personal letters from four decades as well as many hours of interviews with the writer.

49 “A n I ndiana C entral A lumnus R emembers : P h y sician E x emplars of “ E ducation for S ervice ”

By James Brunnemer ’65

A Moses Musa Mahoi ’50 Henry Martinez ’51

50 B C

In the final chapter of his memoirDistinc - D r . M oses M usa M a h oi Named a Distinguished Alumnus of tion Without Pretension: The Little School ’ 5 0 and t h e M ission Indiana Central in 1971, Moses occasion- that Did (Nineveh, IN: First Books, 2003), to S ierra L eone ally visited his alma mater. Following one Dr James Brunnemer identifies several Children of the Depression, Indiana such visit in 1995, Dr. Mahoi wrote to heroes who, in his judgment, “represent the Central graduate Charles Leader ’35 and friends Don and Esther Fleener. One can hundreds of dedicated servants from Indiana his wife located in Sierra Leone, Africa, almost hear Moses chuckling as he remi- Central who have contributed toward mak- to serve as missionaries for the United nisced about the very different university ing life better for those around them” (389). Brethren Church. During their term of he returned to: Like other students at Indiana Central dur- service there, they met a bright teenager “[I] recall my short visits in your ing the 1950s and 1960s, Jim was impressed whose desire was to become a healer for home and was really amazed at the changes by the remarkable lives of Dr. Moses Musa his people. The Reverend Mr. Leader made at ICC. Co-educational dormitories? I Mahoi ’50, who served in war-torn Sierra the appropriate contacts and encouraged am sure that Miss Cravens will flip in Leone, and Dr. Henry Martinez ’51, whose Moses Musa Mahoi to attend Indiana her grave. What will Miss Huey do? And work at the McCurdy School and the Espa- Central College. The young African arrived “Andy,” our mascot, will bark at anyone ñola Hospital in New Mexico would inspire at his new home in Indianapolis in the late holding hands . . . . And for that matter, many others to pursue vocations in medicine summer of 1946. An outstanding student, using words—dance, drinks, rather than and nursing. We are grateful to Jim for Moses’ enchanting smile, sense of humor, folk game and Cokes…time and tide waits permission to include these two “profiles” and kind presence captivated his classmates for no man, ICC keeps marching on!” from the chapter titled “Are There No More among whom was Louise Dragoo (Barnett). In the 1990s, Dr. Mahoi was the chief Heroes” in Distinction Without Pretension. “Moses was so bright and funny,” Mrs. physician at a mining company when a Barnett recalled recently. “I recall the first deadly civil war broke out in Sierra Leone. time he saw snow, and how he went outside His friends in Indiana were concerned for to roll around in this new phenomenon.” his safety at the hands of the rebels. Despite He was extolled by the late Dr. Robert the fact that danger lurked within the civil Brooker as “the best lab assistant I ever had.” distress in his country, Dr. Mahaoi left the After graduation Mahoi studied medi- mining company to establish a family clinic cine at Columbia University and at the treating the poor and needy. Cleveland Medical School, later earning his degree in London, England. He eventually returned to his native land of Freetown, Sierra Leone, to practice medicine.

51 With buildings burning and explo- As the bloody civil war surged around sions rocking Freetown, Moses and his and through the capital city, Moses ignored family lived above his clinic, where indigent his deteriorating condition (there were tribe members would come for medical no other qualified physicians in the area), attention. As the number of patients with choosing not to return to the U.S. for check- war injuries increased dramatically, Dr. Ma- ups. He ignored his own malignancy because hoi worked from sunrise to sunset for years. he was too busy with his patients. Moses It was during that time that he suffered Mahoi continued to work at an unbending great fatigue and finally diagnosed himself pace until he was no longer mobile. Toward as having prostate cancer. He returned to the end of his life, family and friends would the U.S. for a brief time for surgery but carry Dr. Mahoi on a pallet every day from hurried quickly back to Sierra Leone and his second-floor bedroom down the stairs to his patients. his clinic, where he continued to administer From that same letter to the Fleeners, to the suffering. Angela Allie, sister of Moses’ D Dr. Mahoi described his family clinic: wife, Elizabeth, noted that Dr. Mahoi liter- “[I] have a group of patients who can- ally “worked himself to death.” D r . h E N R y M artinez ’ 5 1 not afford the necessary medical care After her husband died in 1998, Eliza- and t h e M ission of . . . I class[ify] them as D.F.G. (Do for beth Mahoi continued the clinic in Moses’ M c C urd y S c h ool God), the Creole expression which means name, catering to the grass roots community A child of Hispanic parents, Henry do it in the name of God. And I still recall unable to afford medical care elsewhere. Martinez was born in the small village of in our Chapel devotion [at Indiana Central] Vallecitos in the arid and hardscrabble land Distinguished Alumnus Award 1971 and doing my year of seminary before I went of north-central New Mexico. Martinez to medical school ‘that which you have done attended the McCurdy School, a boarding for the least of these, you have done it for institution in Española, New Mexico, that me’ [Matthew 25:40b]. was founded and supported in part by Evan- “All of this confirms the basis of my gelical United Brethren Church missions. highest convictions: medicine is an art and McCurdy was established to provide not necessarily a science as much as I had opportunity in education for Native Ameri- the Western-type of medical education. I cans and Hispanics. continue to respect the traditional healer After high school, Martinez trav- and through the years, I have had the satis- eled to Indianapolis to accept an academic faction of the Golden Rule, a satisfaction of scholarship at Indiana Central College. He helping others to help themselves. This is a was followed later to ICC by brother John great hobby!” Martinez ’54 and sister Carlotta Martinez Thompson ’56. While at ICC Henry studied under Dr. William P. Morgan, who found him to be a bright and eager learner. After he graduated cum laude in 1951, Henry received Dr. Morgan’s recommendation to the Indiana University Medical School. Mar- tinez earned his MD degree there in 1956.

52 After an internship and residency in general surgery at the University of Texas Medical Branch in Galveston, Dr. Martinez studied in the relatively new field of thoracic and cardiovascular surgery at the U of T Southwestern Medical School in Dallas. Once serving on a surgical team led by the eminent Dr. Michael DeBakke in Houston, Dr. Martinez later developed revolutionary new techniques to improve open-heart surgery. His interest in thoracic surgery, which at the time was both risky and not fully explored, led him ultimately to the Medical Center in Amarillo, Texas, not far from his boyhood home. It was at Amarillo that Dr. Martinez applied for one of the limited number of E heart-lung machines available at that time. The heart-lung contraption did the work of the patient’s organs during open-heart sur- gery. After a series of frustrating failures in securing one of the very few machines avail- able, Dr. Martinez and fellow surgeon Dr. W. R. Klingensmith purchased the apparatus themselves, setting it up in Dr. Martinez’s garage. With Dr. Martinez’s wife Ann, an RN, operating the mechanism, Henry and Dr. Klingensmith practiced on dogs and other small animal in the makeship O.R. at home to perfect their skills, prior to putting the technology to use on humans. On October 14, 1964, Dr. Martinez performed the first successful operation, using the heart-lung machine in Amarillo on twenty-one-year-old Richard Bills. From that initial surgical procedure, Henry Mar- tinez introduced the first thoracic surgery program in the Southwest. Thousands of F lives were saved and prolonged through the tireless work of this graduate of ICC. Dr. Henry Martinez, honored as a Distinguished Alumnus of Indiana Central in 1976, was forced to stop practicing in 1992 after being struck by amyotrophic lateral scle- rosis, more commonly known as Lou Gehrig’s disease. He would die seven years later. Four of Dr. Martinez’s five daughters became physicians, emulating their beloved father in his dedication to serving others.

Distinguished Alumnus Award 1976

53 “D on ’ t L et t h e L egend D ie ”

by A. James Fuller

A Ray Crowe ’38 It was a Hoosier basketball tradition. The team that won the high school state championship proceeded triumphantly through the streets of Indianapolis to celebrate their victory. The team and their fans and city residents crowded into cars and drove noisily along, making their way to Monument Circle at the heart of downtown. Ironically, no school from the capital city itself had ever managed to win the state championship. Surely, if an Indianapolis school ever won, the celebration would be all the more exhilarating. But it wasn’t. In 1955, the city at last had its champion. And, to a degree, the community embraced the winning team, but the procession took a different route than the traditional one. The champions were from Crispus Attucks, an African American high school, and racial ten- sions seethed beneath the polite surface of congratulations and acceptance. When Oscar Rob-

54 ertson, a team leader on his way to fame African American leaders in India- as a college and professional basketball napolis had undertaken a somewhat unique star, realized that the procession was going approach to the struggle for civil rights. through the black section of town and not Unlike other cities, where racial confronta- going downtown, he went home to tell his tion and mass protest became the norm, the father, “They don’t want us.” Indianapolis black community in Indianapolis focused newspapers bragged about “our team” and on political exchange and negotiation to celebrated the victory, but many citizens, achieve victories in their fight for equality. black and white, were uncomfortable. No This meant cooperation and coalition with one understood the situation better than whites rather than open resistance and agita- Indiana Central alumnus Ray Crowe, the tion. Working with whites within the power head coach of the Crispus Attucks basket- structure created an environment that often ball team. allowed white leaders to ignore racial prob- Born and raised on a farm near Frank- lems, and the policy of exchange pursued by lin, Indiana, Ray was one of ten children. At African Americans was certainly not a matter Whiteland High School in Johnson County, of negotiation between equals. But the B he was the only black player on the team. methods of what historian Richard B. Pierce Recruited by basketball coach Harry Good, called “polite protest” brought considerable he came to Indiana Central College in 1935. progress, especially at times when the city James L. Brunnemer, an Indiana Central was concerned about its image. 2 alumnus and author of a book about the This era of polite protest was well The 1951 Attucks team was largely school, asked Ray about his experience as under way when Ray Crowe moved to take ignored by Indianapolis. Although the capi- a college student in the late 1930s. He said the job as coach at Crispus Attucks in 1950. tal city had not yet produced a champion, that, “I couldn’t have been treated better He brought in the players he had coached the community at large was reluctant to by Coach Good and the college commu- in eighth grade and made them the core embrace the African American school. Corky nity.” In fact, years later, many of his closest of a high school team that adopted the Lamm, the widely read sports reporter for friends were men he had met in college. aggressive style of play that soon became the Indianapolis Star, didn’t expect Attucks When Brunnemer asked if there had been the hallmark of Ray’s teams. His strategy to go beyond the first round. But the Tigers any trouble with racism, Ray remembered brought quick results. In 1951, Ray’s first went to the Fieldhouse at Butler University that a Hanover player “roughed me up in a season, the Attucks Tigers lost only one and won the sectional tournament. They game and called me a name.” His team- game in the regular season and advanced to advanced to the regional tournament with mates rushed to help him and the Hanover the state championship tournament. Since many of the white citizens of Indianapolis president called the school to apologize. On the state had not yet divided high school not quite sure what to think about them. another occasion, the team was “refused athletics into divisions according to size, Some whites feared that if Attucks won the service in a southern Indiana restaurant, the basketball tournament included every state championship, blacks would riot. To because of me. Coach Good put the team winning team, a fact made famous by tiny his credit, Corky Lamm dismissed these fears back in our cars and we drove to Columbus, Milan High School’s victory in 1954. While as irrational, but reassured his white readers where the entire team was served.” 1 the “Milan Miracle” story became the stuff that Attucks did not have a prayer After graduation, Ray began his career of legend and served as the basis for the of winning it all. 3 as an educator, teaching math and coaching movie Hoosiers, the road taken by Crispus But African Americans embraced their basketball at School 17 in Indianapolis. His Attucks has been largely ignored. But it team with joy. The sectional victory brought success as an eighth-grade basketball coach was as dramatic and almost certainly more a huge celebration in the streets as thousands led to his appointment as head coach at historically significant. flocked to Indiana Avenue in the heart of one Crispus Attucks. The school was the result of the city’s major African American neighbor- increased pressure for segregation during the hoods. While the Star reflected the white 1920s and had opened its doors as the city’s majority’s ambivalent feelings toward the only black high school in 1927. Despite a team, the Indianapolis Recorder, the city’s 1949 state law that outlawed school segrega- tion, separation remained the reality in Indianapolis for years afterward.

55 leading black newspaper, led the movement to make high school basketball another arena for the struggle for civil rights. Indeed, many black leaders saw the team’s success as an opportunity to advance race relations by bringing the city’s policy of segregation to the forefront. The players were urged to behave themselves and were repeatedly reminded that they represented not only their school, but also the whole African American community. With this heavy weight on their young shoul- ders, they entered the regional tournament. 4 Standing beside his players, Ray Crowe worried about the pressure and the situation as a whole. He joined some other African American leaders who feared that an Attucks championship might actually hurt race relations, as they thought whites were not C yet ready to have an all-black team represent the city. Nevertheless, there were games to play and the Tigers continued to win. The most dramatic moment of the 1951 tourna- politely, they would be living symbols of the controversial foul call cost them the game in ment came in the game against Anderson. fact that African Americans should be given the semi-state round in 1953. In 1954, they The crowd at the Butler Fieldhouse cheered rights because they deserved them. Through- lost to tiny Milan in the semi-state tourna- along racial lines as the white team from out his career as coach, Ray Crowe would ment. But their superiority on the court gave Madison County came from behind to take continue to emphasize the importance of the capital city’s white citizens the chance to a ten-point lead with four minutes to go. good sportsmanship and behaving as black adjust their thinking. According to historian Throughout the game, Attucks suffered from ambassadors, but in this one situation, he Richard Pierce, by 1955, sports no longer bad calls by the officials, clearly a sign of worried that this may have hurt the team carried the weight of race. Whites had learned racial prejudice as the white referees because it reined them in and interfered with to compartmentalize their views. They could intervened on behalf of the Anderson play- their customary aggressive style. Attucks lost momentarily make heroes of black high ers. The Tigers closed the gap and won the the semi-final game against Evansville Reitz. school athletes, then expect those same indi- game, 81-80, on a last-second shot by Bailey In later years, Ray lamented his preparation viduals to take low-paying jobs. They could “Flap” Robertson. Corky Lamm called it for the game: “We were not ready, and that cheer for an African American sports team “the most dramatic and exciting game” in was my fault. I made up my mind right then while still supporting segregation. 7 the history of the tournament. 5 that we would be back, and the next time we So it was that the victory procession The regional victory brought an even would be ready.” When the team returned took a different route through the city and larger celebration in the African American to Indianapolis, many praised them for their Oscar Robertson left the celebration in community. Attucks went on to win the efforts and talked about how honorably they dismay. The 1955 championship was semi-state tournament and reached the final had acted. But one African American boldly ambivalent for African Americans. On the four. During the days leading up to the stated, “Sportsmanship cost you the game.” 6 one hand, there was hope in the fact that finals, Ray Crowe talked continually to his Four years later, Ray Crowe’s team whites accepted the team and their separate team about sportsmanship; a decision that, returned to the final four. This time, they celebration validated their own sense of according to Richard B. Pierce, Ray Crowe won the state championship. Flap Robertson’s worth and identity. On the other hand, came to believe may have been a mistake. younger brother, Oscar, led the Tigers to being marginalized in the midst of their state There had been no trouble with discipline victory. In 1955, whites openly embraced championship was another reminder of the and the players had acted like gentlemen the Attucks team and cheered the city’s first limits of equality. That same ambivalence under extremely stressful situations in hostile champion. But the championship was not reigned when Attucks won the state champi- environments. But the coach felt the weight hailed as a victory for civil rights. Between onship again the following year. Oscar Rob- of carrying the whole community and the two final four appearances, the city of ertson was voted Indiana’s Mr. Basketball for wanted to fulfill the plans of those leaders Indianapolis had come to terms with the his high-scoring leadership. But in spite of who wanted to make a statement about civil Tigers’ success. Ray’s team dominated the his consecutive championships, Ray Crowe rights. If the Attucks players won and acted city. They lost in the sectionals in 1952 and a was not named Coach of the Year.

56 Progress came slowly but surely. In 1957, Bob Jewell, one of the stars of the 1951 Attucks team, became the first black scientist at Eli Lilly Company. That same year, Ray Crowe retired as basketball coach to become the athletic director at Crispus Attucks. He immediately hired Bill Garret, Indiana University’s first black basketball player, as the high school’s head coach. In 1959, Attucks won in its third state championship and in 1960, Oscar Robertson led the American team to an Olympic Gold Medal in Rome. He went on to fame in the NBA, including a championship with the Milwaukee Bucks in 1971. Robertson was inducted into the NBA Hall of Fame in 1980. Ray Crowe’s success extended beyond basketball. In 1966, he ran for office and D won election to the state legislature. He would serve two terms. Later, he served as chair of the House Education Committee, a position that allowed him to help push for Ray Crowe did not let the legend die. Crowe and other advocates for civil rights school integration in Indianapolis. Having Instead, he lived it out. He continued his for the ways they used the opportunities experienced integration in his own high career in public service when he accepted an available to them within the limits of the school and college days, Ray was convinced appointment as director of the Indianapolis segregated world into which they were born. that ending educational segregation was Department of Parks and Recreation. Later Throughout his long career, Ray Crowe essential for achieving equality. In 1969, he won election to the City-County Coun- remembered his time at Indiana Central court orders began the process of integration cil. One famous event in his later years was and could point to it as an example of how and teachers began to be reassigned. Several his cameo appearance in the movie Hoosiers personal relationships and community Attucks teachers went to work in previously that mythologized the “Milan Miracle.” could overcome prejudice. Late in life, in all-white high schools. In 1971, the first Some, including Oscar Robertson, criticized an interview with James L. Brunnemer, Ray white students arrived at Attucks and by the Ray for taking part in the film, arguing that reminisced about his college days and fondly middle of the decade, desegregation was well doing so ignored the story of Crispus remembered old friends, professors, and underway. The construction of the Indiana Attucks while celebrating a white victory. events. He said that, “the best days of my University, Purdue University, Indianapolis But Ray knew basketball’s importance in life were college days at ICC.” Ray Crowe (IUPUI) campus eliminated much of the Indiana and realized that appearing in the died in December 2003 at the age of 88. His residential area around Crispus Attucks and movie would assure that Crispus Attucks memorial service, held at Crispus Attucks, this led to a 1986 call for turning the high was included in some small way. He believed drew a large, racially-mixed crowd, including school into a middle school. The Indianapolis that progress comes in small steps, even many of his former players. To celebrate Public School district plan caused an outcry though an aggressive style might sometimes his life, the memorial included a procession in the black community and hundreds of make things move a little faster. His appear- that drove along the traditional route taken citizens packed the auditorium to protest the ance in the film was just another way of by Indiana State Basketball Champions. As decision. Ironically, perhaps, desegregation making sure the legend does not die. the cars made their way around Monument helped destroy a symbol of social and cultural Within Ray Crowe’s lifetime, a new Circle, Ray Crowe again became a symbol of identity in the African American community. generation of African-American leaders the issue of race in Indiana. Unlike in 1955, Marvin Johnson, a former world boxing would develop new strategies and tactics for however, this time whites and blacks traveled champion who had attended the school, continuing the struggle for civil rights that the road together. pleaded with the school board: “Crispus would be better suited to the challenges of Distinguished Alumnus Award 1970 Attucks has become a legend. Don’t let the a more integrated society than the tactics of legend die.” Despite such emotional appeals, “polite protest” that Crowe pursued in such Member of the Board of Trustees the school became a middle school in 1993. effective ways. Today, we remember Ray 1969–1981

57 S erving in t h e W ilderness : F at h er E lias C h acour & M ar E lias U niversit y

By Rebecca Blair ’80

A Elias Chacour

“Then Jesus said to them, ‘Do not be afraid; go and tell my brothers to go to Galilee; there they will see me” (Matthew 28:10). Father Elias Chacour, a priest in the Melkite Catholic Church, which dates back to the Byzantine period of Constantine, heard Christ’s words literally in his heart. They were words that impelled him to journey to Ibillin, a Palestin- ian town in Galilee, whose three thousand residents came from many smaller villages after the disbursement of the Palestinians and the establishment of the state of Israel in 1948, to establish a Christian ministry of education and hope.

58 Chacour began his Ibillin ministry as a temporary parish priest in 1965 under the mountain called Jabal AlGhoul, the Mountain of Shadows. Like the Methodist circuit riders in America, the priest traveled through the wilderness, a rocky desert with no utilities or roads, to bind together individual and communal relationships with his words and his presence. Absorbed in his work, Chacour notes that the Bishop of Haifa soon forgot about him, out there in the wilderness. And, indeed, Chacour B C himself became singularly riveted to his mission of establishing a thriving commu- nity in the midst of apparent desolation. He worked to build a community center, which Under cover of darkness, work crews In a symbolic recognition of the project’s temporarily housed a high school, followed from Ibillin began to carry away rocks and relationship to its political and geographic by a library and kindergarten. Mariam dig footings in the crusty soil. On several location, the nearby mountain was renamed Bawardi Kindergarten, established in 1968, occasions, the construction work was inter- Jabal al Nuur, the Mountain of Light, when prepares children up to age 6 for study at rupted by the Israeli police, yet each time the school opened. the elementary school. At that time, the the crews returned after a brief interval to Father Chacour has asserted that, in Palestinian children of Ibillin were provided push ahead slowly with the work. Realizing his view, the majority of Palestinians desire admission to the Israeli public education that the project was in jeopardy of becoming peace. “Palestinians,” he affirms, “want to be system, but many could not attend school caught up in political conflict and red tape, able to live in a land many have called home regularly because they could not afford to Chacour flew to Washington in 1981 to for hundreds of years without oppression purchase supplies, or they had no means to seek assistance from then Secretary of State and discrimination. The world does not need travel the long distances to and from the James Baker. On his next Middle Eastern any more enemies, but common friends.”4 Israeli schools. diplomatic mission, Baker quietly intervened This wisdom comes from Chacour’s own life Chacour, whom the local residents call by hand-delivering a letter to the Israeli experience. Born in 1939 in the village of Abuna, the respectful, affectionate Arabic government supporting the initiatives of the Biram in Upper Galilee, or Arab Palestine, term for “father,” reclaimed the Bishop’s Mar Elias Educational Institutions. Within to a Palestinian Christian family, Elias attention quickly when, after identifying nine months, the first building opened to Chacour experienced early on the personal the need for better educational facilities for admit students, the space inside designated consequences of political upheaval. At age the area youth, he petitioned the Bishop as “an oasis of peace for all regardless of eth- eight, Chacour and his family were tempo- for permission to build a high school on a nicity, nationality, or religious affiliation.”2 rarily evicted, along with members of their piece of land owned by the Melkite Church. The high school building opened with eighty village, by the Israeli government for security Reluctantly, the Bishop agreed, but the students and four teachers in 1982, followed reasons. They returned to find their houses Israeli governmental authorities refused to by an additional building in 1989. Of the bulldozed by the Israelis, who had claimed issue a building permit for six years. Unde- one hundred teachers in the high school that portion of Palestine as part of the Israeli terred, Chacour organized the beginning currently, some are Muslim, some Christian, state. Having witnessed the suffering and of the building project anyway, declaring while others are Jewish. Secretary Baker has destruction wrecked upon individual lives that “peace does not need contemplators; it lauded the project’s purpose, commenting by the political actions of governments, needs actors, people who are willing to get to Chacour, “What you are doing here is Chacour committed himself to his priestly their hands dirty and do something.”1 the key to peace and reconciliation, because vocation more purposefully with the aim of what you are trying to establish is a plural- ministering to such suffering on the ground istic institution of learning.”3 The accom- where it occurs. panying teaching center trains instructors in pedagogies for culturally-diverse classes.

59 The process of working into and Administration. Forty of the fifty college through vocation—the recognition of an faculty members hold doctorates in their inner calling and its translation into an disciplinary fields, and the college’s outer call—is detailed in his book Blood enrollment has grown to more than four Brothers. Chacour’s vocation has impressed thousand students. The College has twice upon him the need to highlight our com- received the Israeli Award of Excellence mon humanity as a means to realize peace: for College Education. “I was born a baby in the image and like- By 2002 Mar Elias Educational ness of God, not more, and not less either. Institutions had celebrated twenty years Jews are also born babies in the image and of providing a high-quality education to likeness of God. It is good for them to have students of all ages. Yet, the vision of Father D a homeland and freedom of expression, but Chacour had not yet been fully realized. not if it means that someone else is to be Beginning in 2000, Father Chacour initiated homeless and not have freedom of expres- a series of conversations with Dr. Jerry Israel, sion.”5 He continues, affirming that we are President of the University of Indianapo- all human children of God, and therefore, lis, to outline his vision of an educational we make mistakes. However, we are also partnership to establish a university branch called by God, he insists, to live together in campus in which Jewish, Christian, Muslim, peace and share all that God has given us. and Druze students might live, learn, and And we must educate one another in this work towards a common future. Chacour latter shared vocation. chose the University of Indianapolis because, The vision to educate the youth of as a college rooted in the United Brethren

E Ibillin has grown over time into a dream to and United Methodist faith traditions, its educate all the children of Israel together, mission of education for service matched a model by which they might learn to live Chacour’s action-oriented approach to and work, worship and study in peace. achieve peace through education. These As Father Chacour observes, “We want to initial meetings established agreements improve the social, educational, and eco- detailing the initial joint curriculum and a nomic status of the Palestinians in Israel, plan to work toward meeting North Central but, more importantly, we want to create a Association accreditation standards as well as mentality of self-reliance, restore shattered those established by the Israeli Committee self-esteem, and provide dignity. It is a mat- for Higher Education. ter of building bridges among the mem- After three years of planning, the bers of the same family: Christians, Jews, Committee for Higher Education in Israel F Moslems, and Druze. This is the meaning approved the plan in 2003, granting initial of ‘becoming God-like.’”6 accreditation for Mar Elias University, in Such a broad vision, it became increas- partnership with the University of Indianap- ingly clear, could not be realized without olis, to offer baccalaureate degree programs international concern and participation. In in communications, computer science, and a collaborative gesture of global community environmental science/chemistry. With the several volunteers from around the world stroke of a pen, Mar Elias University and made their own vocational pilgrimages to the University of Indianapolis each gained Palestine to work on the various building a valuable education partner and a branch projects in the Mar Elias complex, including campus abroad. As a part of this accredita- a prayer grotto, administrative office build- tion, the University of Indianapolis has ing, guest dormitories, and a peace garden. made the commitment to supply faculty to Mar Elias College, established by the teach at least thirty percent of the courses work of such volunteers in 1994, offers a and has affirmed that the degree programs two-year certificate for post-secondary stu- offered are identical in content and quality dents in Computer Technology, Engineer- to those offered on the Indianapolis campus. ing, Visual Arts, Architecture, and Business

60 G H

Classes in these programs began in October, between two traditionally adversarial 2003. Faculty exchange began with Dr. Zvi cultures. These students are truly unique in More information about Mar Elias Sever, a biologist from Mar Elias, taught a that they have a foot in both camps in that Educational Institutions can be found graduate education course in zoology on they are Arabs—hence related to the Muslim at http://www.meei.org. Fr. Chacour the Indianapolis campus during the 2003 side of the conflict—but also Israeli citizens, has written several books about his Summer Term. A group of more than 50 thereby connected to the Jewish side. On students from the Mar Elias campus studied top of this, they will have had a Christian life and work in Ibillin. These include in Indianapolis during the summer of 2005. education, in its broadest sense.” Meanwhile, Blood Brothers with David Hazard Faculty from Mar Elias also taught at UIndy as more and more students, faculty, and staff (Grand Rapids, MI: Chosen Books, in the summer of 2005. In the spring of at UIndy learn about the remarkable life and 1984) and We Belong to the Land: The 2005 Dr. Paul Krasnovsky (Music Depart- work of “Abuna” Chacour, they are inspired ment) taught courses on the Ibillin campus to engage in conversations beyond their own Story of a Palestinian Israeli Who Lives and Provost Emeritus Lynn Youngblood faith communities to embrace the hope of for Peace and Reconciliation with Mary taught courses at MEEI in the fall of 2005. interfaith peacemaking. E. Jensen (San Francisco, CA: Harp- At the opening of Mar Elias Uni- Indeed, living into hope is the essential erSan Francisco, 1990). In February versity, Father Chacour affirmed that this gift that Father “Abuna” Chacour offers to 2006, Fr. Chacour was consecrated as “model of academic excellence and research those in Ibillin, the Middle East, and the combined with pluralistic living, in which world. It is only by grasping the vision of archbishop of Haifa and the Galilee in differences are acknowledged and respected, light in the darkness of ethnic and racial the Melkite Catholic Church. will provide a much-needed beacon of hope conflict, political upheaval, and violent in the Middle East.”7 It remains to be seen bloodshed that we can find a reason, a what the long-term significance of Chacour’s mission for continuing to live in and care lifework in the village of Ibillin will be, but about such a world. Moreover, when we his example has proven to be inspiring to live into hope, our identities are markedly countless people including more than a few transformed. By holding out the possibility faculty, staff and students at the University that the world is not forever lost to us and is of Indianapolis. Provost Emeritus Lynn capable of being redeemed, we claim a voca- Youngblood speaks for many Mar Elias sup- tion of service in the world, assured that we porters when he states, “Some of us dream are traveling the most meaningful path, even that university graduates of Mar Elias/Uni- if the terrain grows rocky and desolate, even versity of Indianapolis might some day be if that path leads us into wilderness. the bridge builders for permanent peace Honorary Degree 2001

61 T i k k u n O lam as E ducation for S ervice

Flora Valentine Key Advisor (retired) / School of Nursing

I naugural R ecipient: J err y I srael I nterfait h S ervice Award 2 0 0 5

Tikkun olam—“to fix the Having been denied a Jewish religious education as a world.” This is the ancient young person, I began to seek one myself. I read the Torah, the Jewish concept that comes first five books of the Bible (in English or course!), as well as to mind when I think of many other books on Judaism. At this time, my husband and I my journey of service to the were living in Veedersburg, Indiana, in West Central Indi- University and my extended ana. The closest Jewish congregation was located in Danville, community. Tikkun olam Illinois. We joined this small group, and my first and lasting is our “golden rule.” It is impression was how incredibly giving and caring these people also one’s immortality. It is were. They were involved in the civic and social arenas of G-d’s command to make this Danville, supporting every cause you can imagine. They also place a better world than it supported the congregation and the greater Jewish community, was when you were born, to nationally and internationally. I became active in the women’s make an attempt to repair the world as it is still in an imperfect sisterhood group and the Hadassah group, serving as officers. condition. It is the hope that when you die, you will have made I learned what it meant to give and why (tikkun olam). And it a contribution. It does not have to be as dramatic as curing made me feel good! I knew that I wanted to perform mitzvoth cancer or bringing peace to the world; it can be successfully par- (good works based on God’s commandments) as well. enting your children or helping your neighbor paint his house. We shortly moved to the Indianapolis area and joined Growing up in an orthodox Jewish family in suburban the Indianapolis Hebrew Congregation (IHC). There I also Boston, there was never a doubt as to my personal Jewish iden- became active in the sisterhood, eventually serving as a vice- tity. My family kept a kosher home, observed the holy days and president. More importantly, however, I discovered that IHC the weekly Shabbat (although less and less as time went on), but had an adult B’nai Mitzvah program for persons such as I who there was one element missing for me: my parents did not think had never had the opportunity to have a religious education it was necessary for a girl to have a religious education. Therefore, or become a Bar or Bat Mitzvah (the ceremony by which a I missed out on a lot, including the historical- and Torah-based 13-year-old becomes a Jewish adult, literally “Son or Daugh- reasons of the concepts of service associated with tikkun olam or ter of the Commandments”). During this yearlong prepara- tzedakah (charitable giving). Although my family was as gener- tion and study period, the class not only studied Hebrew, ous as it could be with donations to charities, both Jewish and liturgy, and customs, we studied the history of Judaism, bibli- otherwise, the concept was not really explained. Nor were others cal as well as modern. We learned why Jews ate certain foods explained, such as why we kept kosher, did not have a Christmas and deigned others, why we celebrated our holidays, why Jews tree, etc. You just did these things because you were Jewish. did not embrace Christ, and more. However, IHC being a It was not until I was an adult that I sought answers as Reform Jewish congregation, the Rabbi and other lecturers to why we did or not do the same things as our non-Jewish also stressed the concept of community service, a mainstay of neighbors did or did not do. Several events occurred that Reform Judaism. We learned of the contributions to the civil In Her Ownconspired Words: to make meFlora truly understand Valentine what G-d expects rights movement, the feminist movement, and the immigra- from Jews and more importantly why. tion settlement programs for all people. We learned that the

62 ancient Rabbis said that one should give enough to the poor Elias person in the community so that he will have enough to give to the person who is even poorer that he is. And so it began—the service to my community. As stated before, I was active in the Sisterhood that raised money for the religious school, the temple, the congregation, and the larger Jewish Community. I also participated in whatever other special events the congregation was supporting such as housing the homeless, serving meals at various missions downtown, and collecting for the food pantry at the Concord Center on the southside of Indianapolis (the site of the early Indianapolis Jew- ish Community) and at Gleaners Food Bank. My husband and I also became very active in our local B community of Center Grove/White River Township near Greenwood, Indiana. Having young children, our efforts generally centered around youth organizations, including Little and also have been able to meet some of the Mar Elias faculty League, soccer, bantam football, Center Grove High School and spouses socially while they have been in Indianapolis. I Choir Parents, cross country, drama, athletic boosters, and would love the opportunity to teach a class on that campus! Football Parents. You get the picture. Plus, we found time to be I must also relate to you that my concept of service on other community organizations as needed, work at the polls, changed dramatically on January 31, 1993, when our then etc. I was even a Democratic precinct woman for several years. 14-year-old daughter, Rachael, was killed in a tragic automo- At the same time, I began to work part time as an adjunct bile accident. I will spare the reader the grief journey that I member of the English Department at the University of have been on since that time, but in the context of service, Indianapolis. After a few years, I became an academic advisor at I also feel responsible for my daughter’s efforts fortikkun the University. “Education for Service”—Tikkun olam. What a olam. To that end, I am conscious that each good deed that match! Now I absorbed the additional motto and incorporated it I do is in her name. Indeed, after her death, we established a into my activities. I believe that over the years at the University, scholarship in her name, the Rachael Hope Valentine Scholar- the idea that one can contribute charitably through time and ship Fund, within the Center Grove Scholarship Foundation monetary giving became second nature to me since it is such a (CGSF). The community and our extended family have con- part of the University’s psyche. And what was even more enlight- tributed many thousands of dollars to Rachael’s fund, and we ening, I embraced the idea that it is okay to enjoy it, have fun have given out many scholarships in her name over the years while performing it, and to feel good about it. And it was also to deserving Center Grove seniors, several of whom have good to actively seek opportunities to perform service. attended the University of Indianapolis. Early on, I was So while at the University, I served on the Ecumenical invited to be on the CGSF Board of Directors, and I have & Interfaith Council, served as the erstwhile advisor to the served as president for about 6 years now. Since Rachael’s fledgling Jewish Student Union, and served on the steering death, I have also served on other community committees committee of The Crossings Project. I especially enjoyed being as well, including the scholarship committee of the Greater able to participate, however marginally, in the design of the Johnson Country Community Foundation. All for Rachael. Table of Gathering in the University of Chapel. It was also All for tikkun olam. All for “Education for Service.” our pleasure to extend home hospitality to the few out-of- I am now retired from the University as of June 30, town Jewish students to come to our home for the Passover 2005, after 23 years. But no rest for me! I still serve on the Seder. Indeed, one year I also led a seder for the University of above two committees. And I still get calls to work on various Indianapolis community. In the School of Nursing where I was temple and community projects. When I have time and am the advisor for many years, I tried to help students in various home, I am a substitute teacher at Center Grove High School. classes understand Jewish traditions as they would relate to I love the high school students and generally leave at the end Jewish patients. of the day tired, but chuckling at their antics. While on a trip to Israel led by professor Perry Kea, I vis- Besides Rachael, who would be 27 now, we have a ited Mars Elias in the Galilean village of Ibillin. This was before daughter, Staci, who graduated from Center Grove High it was a University of Indianapolis campus. I was then— and School, Miami (Ohio) University, and Indiana University- am now—still impressed and hopeful that this inter-religious Bloomington Law School. She is part of the in-house counsel effort will be an example to the region on the benefits of team in a technology firm outside of Washington, DC. She mutual cooperation and respect through education. I served on married her husband, Vijay, in 2004, and in 2005, we became In Her Own Words: Flora Valentine an exploratory committee exploring the possibilities at Mars grandparents to a beautiful baby boy, Jatin, now 8-months-

63 old. He is the best thing to come along in years, and we adore for the Guard and Reserve. In this capacity he helps to process him. I travel to Arlington, Virginia, to help care for him when soldiers in and out at Camp Atterbury. For several months of I am asked and to spoil him as much as possible! the year, Brad also works part time at a golf course and, like Our son, Michael, graduated from Center Grove High me, wants to see his grandson as much as possible. School and DePauw University. He is a leadership consultant We have done some traveling and will do more over the with the international headquarters of his fraternity, Delta next few years, health and finances permitting. Since retiring, Upsilon, located in Indianapolis. Mike also works for profes- we have visited the Denver area, visited friends and family in sional baseball in the summers when possible. This past sum- Michigan, Ohio, Massachusetts, Virginia (grandson!), and mer was spent in Nashville, Tennessee, with the Milwaukee Florida. Immediate plans include trips to Florida, Arizona, Brewers AAA team, the Nashville Sounds. We spent two long Massachusetts, Virginia, Minnesota, and points in between. weekends there this past summer, watching baseball games Simple pleasures! Now that I no longer work at the and visiting historical sites. Before the Nashville Sounds, Mike University, I have more choices about how I invest my time, worked for the Indianapolis Indians for several years while in but I still remember with great fondness the UIndy tradition high school and college. of “Education for Service,” and I continue to express it in my My husband, Brad, retired from a career in educational own way—as a citizen and as part of the company of other administration on June 30, 2005. He is also a retired major sons and daughters of the mitzvot—committed to doing my in the Indiana Army National Guard. He is now a volunteer part to fix what is broken in our world. with the Indiana Guard Reserve and the Employer Support

G lossar y of J ewis h T erms

Bar Mitzvah – the rite of passage for Jewish boys when they Orthodox Jews—one of the four primary Jewish denomi- affirm the covenant of God with Abraham and become nations in American Judaism, orthodox Jews adhere to adult participants in a Jewish congregation or synagogue. ancient traditions. By contrast, the denomination of “Reform Judaism” has self-consciously made adjust- Bat Mitzvah— the rite of passage for Jewish girls when ments to their practices to take into account modern they affirm the covenant of God with Abraham and concepts and experiences of the Jewish community in become adult participants in a Jewish congregation or Western countries. synagogue. This ritual was developed in the 20th century to give Jewish girls and women the opportunity to par- Seder—the meal that takes place during the festival of ticipate more in the full range of Jewish life. Passover, when Jews recall the events that transpired dur- ing the exodus from Egypt as described in the books of B’nai Mitzvah—plural of Bar or Bat Mitzvah. B’nai Exodus and Deuternomy. translates as Children. Shabbat—the Hebrew word for “Sabbath” or day of rest. G-d—In the Jewish tradition, when alluding to the The Jewish Sabbath begins at sundown on Friday and creator in writing in a medium which will not be concludes Saturday evening. In the Jewish tradition, destroyed respectfully by fire, observant English speaking Sabbath practice involves paying close attention to those Jews have always used the dash for the “O” since there is things that you do (because of what the Sabbath is for) no guarantee of how the document will be treated and and those things that you don’t do because they interfere eventually discarded. More generally, in Judaism, the with the purpose of the Sabbath. divine name is regarded as holy and therefore worthy of great respect. For example, instead of pronouncing the Tikkun olam—Hebrew phrase meaning “to heal or repair Hebrew word YHWH as “Yahweh,” Jews have tradition- the world.” This is one of the strong ethical imperatives ally spoken a different word Adonai“ ” or “Lord.” of the Jewish tradition. Kosher—This Hebrew word refers to the dietary laws and Torah—the word that in Jewish tradition is used to de- practices of Judaism that prescribe what foods can and scribe the books of Genesis, Exodus, Leviticus, Numbers cannot be eaten at what times and how those foods must and Deuteronomy in the canon of the Hebrew Bible. be prepared in order to be in accord with Jewish law. Tzedakah—charitable giving or righteous actions per- Mitzvot—laws or divine commands and instructions. formed by a Jewish man or woman.

In Her Own AccordingWords: to traditionsFlora of theValentine rabbis, there are 613 mitz- vot in the Torah given by God to be performed as part of the covenantal responsibility of Jewish people.

64 C itation for t h e I naugural A ward of t h e J err y I srael I nterfait h S ervice A ward

Awarded on May 10, 2005 Flora Valentine: 2005 Recipient

Today I am happy to announce that we are conferring the inaugural Jerry Israel Interfaith Service Award on our colleague Flora Valentine on the occasion of her retirement from the University. Each recipient of this new award will be given the Jerry Israel medallion and will be honored for a particular way in which he or she has displayed excellence in service. In this case, we recognize Flora Valentine for the clarity that she brought to our endeavors through her participation in a variety of conversations, committees, and councils on this campus. I want to take this opportunity to remind all of you of just a few of the many things that Flora has done over the years in the context of her work at UIndy.

For many years, Flora was an active participant in the “Faith in the Academy” gatherings organized by Max Case and others. Later she would serve as the convener of that group, and in recent years, she has also participated in several book discussion groups through the Lantz Center. Flora was part of the effort that led to the creation of the Ecumenical & Interfaith Code of Ethics here at UIndy, and she has served voluntarily as a member of the Ecumenical & Interfaith Council since that group’s creation in 1999-2000. For the past few years, she has served as the advisor to the Jewish Student Union group on this campus. She has given leadership to the Yom HaShoah Remembrance in the University Chapel, and as some of you may recall, in the fall of 2004, this group put up a Sukkah hut on the Smith Mall for the first time. Not everyone knows it, but Flora Valentine has also served as an advocate for students from the Christian tradition. Several years ago when we were hiring interim staff for the chaplains, Flora served on the search committee. Without Flora’s advocacy for the needs of evangelical Christian students on this campus, we probably would not have figured out how we could hire Mr. Michael Williams for the 2002–2003 academic year. Finally, from 2002–2005, Flora served on the steering committee of The Crossings Project, the University’s Lilly Endowment funded project that cultivates theological exploration of vocation in the context of the University’s commitment to “Education for Service.” In this particular role, Flora has offered forthright counsel and helped in a variety of ways, including serving on the selection committee for mini-grants and advising the executive director about possible ways to proceed in the area of mentoring.

In addition to these involvements in the campus at large, Flora has also made contributions within the School of Nursing. It may not be possible to narrate all of her contributions in a comprehensive way, but no doubt her colleagues in the School of Nursing are aware of the many good things that she has done for others as well as her contributions in committee service associated with her work as the key advisor in the School of Nursing. And, as Cheryl Larson can testify, Flora has helped bring greater understanding of the Jewish tradition in the context of the Parish Nursing Program. In addition to advising Cheryl about ways to adapt the training materials to take into account Jewish nurses who enrolled in the program, from time to time Flora has addressed some of the Parish Nursing classes and has helped Cheryl to register interfaith dimensions of parish nursing. And when Carolyn Sue Ellis was dying, it was Flora who made the appeal to the University at the fall 2004 Faculty-Staff Institute for contributions to support the work of St. Thomas Clinic in Whiteland as a way of honoring her colleague. Because of Flora’s persistent efforts to help our University community to achieve honest disagreements in the way we go about dealing with one another’s religious convictions, we have been able to take some significant steps toward becoming the kind of interfaith community in which religious differences are not simply tolerated. Rather, we dare to take on the challenge of giving and receiving hospitality because we believe that everyone has a place at the Table of Gathering. Those of us who stand outside the Jewish tradition do not claim to know how to be able to narrate Flora’s intentions and convictions in a fulsome way without saying too much or too little. We do know, however, that she is a person who is committed to doing mitzvot—good works in response to the commandments of God. And many of us strongly suspect that Flora espouses in her own way the mandate of tikkun olam—“to heal the world”—that runs deep within Jewish identity and tradition. We do not pretend to be able to state the significance of Flora’s contributions to this campus community in ways that register all of her own thoughts or feelings, but as her colleagues, we are proud to be able to honor her as the inaugural recipient of the Jerry Israel Interfaith Service Award. We do so in recognition of the clarity that she has helped to bring to our campus in matters interfaith and for modeling the kind of collegiality that dares to disagree so that all may thrive. —Michael G. Cartwright In Her Own Words: Flora Valentine

65 Nancy Meyer ’02

Nancy volunteered with the Jaycees serving on their board of directors, and also implemented community projects to help those in need. “Working with the Jaycees was my best service experience because it provided leadership opportuni- ties as well as great networking oppor- tunities with many other socially aware young professionals,” she said. “I had the chance to develop and organize projects that I was interested in, which I really enjoyed.” Nancy also volunteered with the Indianapolis Symphonic Choir and Riley’s Sometimes serving others can mean Children Hospital. “Volunteering is a traveling halfway around the world. For great way to give back to the community Nancy Meyer, her desire to help took her while doing something personally reward- to Azerbaijan where she worked with the ing at the same time,” she said. Peace Corps as a community economic After so many volunteer experiences, development volunteer. “My time there Nancy feels that her perspective of life in was very rewarding,” she said. “I met many the world has changed. “Volunteering helps interesting people, learned a new language, to distract me from those things in my life and talked to locals about the United States which I may think are less than perfect while while they shared their background and helping me instead to focus on people with culture with me.” Nancy worked with a worries greater than my own,” she said. “All nongovernmental organization that sup- of this has helped me feel more grounded in ported farmers, and she also taught English my own life and more confident in every- classes to groups of students. thing that I do.” During her eight-month stay in Now that she is back in the United Azerbaijan, Nancy found herself challenged States, Nancy hopes to work in a nonprofit by problems she saw in the newly demo- organization and is thinking about pursuing cratic society. “I learned to greatly admire a master’s degree, possibly in public admin- individuals who do development work in istration. “I always felt like I got so much countries like this and who slowly, step-by- more pleasure out of volunteering than the step, help bring the struggling country back efforts that I put in,” she said. “It’s not that on its feet.” I didn’t work hard at my volunteer activities, Her passion for service blossomed long but I felt good about what I was doing. It’s before Azerbaijan, though. Nancy worked as always a win-win situation, and it’s hard not a manager of volunteers at Second Helpings to feel good about that.” —Jennifer Huber in Indianapolis, a food rescue, job training, and hunger relief organization. “After work- ing for three years with people who were so devoted and excited about volunteering for our organization,” she said, “it was hard for me not to catch their contagious sense of enthusiasm for helping others.” Profile: Nancy Meyer at a glance

66 Laurel Curts ’05 ’06

For Laurel Curts, service to others and life in community are inseparable. The UIndy student spent nearly a month the summer of 2005 living with intentional Christian communities in Philadelphia and New Jersey volunteering at a free medical clinic for poor and homeless people. “These are the communities that I feel at home with,” she said. “Not only are they intentional about their life together, they are intentional about the ways in which they are involved in their neighborhoods.” Curts, a Terre Haute native, was After returning from the conference in graduated from UIndy in May 2005 with a Durham, Curts began making plans to visit bachelor’s degree in Religion. She completed Philadelphia and New Jersey. While visiting an associate’s degree in nursing in May 2006. with the communities, she enjoyed learning During 2004 and 2005, Curts, 23, from the community about gardening, more lived as part of the allelon house, an inten- responsible shopping, and other issues of tional Christian community at UIndy. The daily life when she wasn’t at the free clinic. community is made up of students who live Curts said that when she came to together, sharing their possessions and agree- UIndy as a freshman, her faith mostly ing to pray together, worship together, and focused on “saving people.” Through classes, serve together. mentoring relationships, and life with the Her time in the community has had an allelon house, Curts’ understanding of the impact on her understanding of service to Christian life now includes working to meet others, she said. “The CVOC-306 course we all the needs of people, including physical, took [as part of the community] taught us mental, and spiritual health, she said. that service forms you; you cannot help but This new perspective calls her to give be formed by serving other people.” her entire life to Christian service. The way It was her involvement with the allelon that makes the most sense to Curts is living house that got her interested in spending the with others attempting to do the same thing, summer on the east coast. In preparation for she said. She will move to the Camden moving into the community, she attended a House in August 2006 to live in community, gathering of intentional communities from where she will volunteer in the free medical around the country in Durham, NC, in June clinic, work as a nurse, tutor children in the 2004. There she met members of the Simple local school, and continue to cultivate her Way, an intentional community dedicated to gardening skills. simple living and service in Philadelphia, and “I definitely think it has to do with the Camden House, a community located justice,” she said. “It’s not just about feeding in Camden, New Jersey, one of the most people and giving money, but teaching them environmentally polluted and crime stricken how to do things like cook and manage cities in the U.S. money. Of course, it’s good to serve at a “They invited me to visit them some- soup kitchen, but it can’t stop there.”­ time,” she said, “and when I told them of my —Micah Weedman interest in nursing, they told me about the

health clinic, which is run by the Catholic Lantz Center Medallion for Profile: Laurel Curts at a glance Worker, another intentional community.” Christian Service 2006

67 Phoebe Daroyanni ’07

to work with clients who have interest- ing personalities and life experiences and who often haven’t worked with a therapist before.” Phoebe sees her work as chal- lenging, but she doesn’t back away from it. “Watching as these individuals resume their daily lives is rewarding,” she said. She hopes to find work in a military set- ting when she returns to Greece. “I like teaching because through the commu- nication of ideas, the instructor’s mind remains alert, informed, and able to pass on knowledge.” As Phoebe spends more time working at the Medical Center, she has noticed changes within herself as well. “Volunteer- ing has given me new skills and has helped me to develop a sense of professional competence,” she said. “It has given me the ability to expand my understanding and has As a fourth-year student working on her enhanced my ability to communicate with doctorate in clinical psychology, Phoebe people from walks of life different from my Daroyanni has got quite a bit on her own.” Even after earning her degree, she mind. After doing her undergraduate work hopes to keep volunteerism as part of her at University of Wales, Swansea, she began life. “It stimulates my brain,” she said, to work at the University of Indianapo- “and allows me to stay connected with my lis-Athens on her doctorate. When she local community. But I also learn and grow finishes her degree next year, she hopes to by doing something I find beneficial to return to her home in Athens, Greece, and myself and others.” become a teacher of clinical psychology. Phoebe encourages others to find But Phoebe isn’t focused only on herself. volunteer activities that relate to them per- As part of the Operation Iraqi Freedom sonally. “I don’t believe in volunteering just Program (OIF) at the VA Medical Center to volunteer,” she said, “but it’s important to in Indianapolis, Phoebe spends time find a volunteer activity that can help your offering counseling services to veterans personal development, relates to a hobby who served in Iraq or Afghanistan. “I you enjoy, or helps a group of people you enjoy my participation in the program and are concerned about.” —Jennifer Huber being part of a committed team of profes- sionals,” she said. “I have the opportunity Profile: Phoebe Daroyanni at a glance

68 Servants & Leaders

69 god would take care of me

By A. James Fuller & Rebecca Blair ’80

A Roy H. Turley ’20

The Rev. Dr. Roy Turley is a legend in the history of the University of Indianapolis. A graduate of Indiana Central College in 1920, he went on to a long career of ministry as a preacher, mis- sionary, and administrator. Throughout his years of service, Dr. Turley exemplified the practical meaning of the college values. He leaned on his Christian faith, believing that no matter what the situation, “God would take care of me.” Born in 1896, Roy H. Turley was raised on a farm near Harrison City, Indiana. He attended a one-room schoolhouse before moving on to Corydon High School. After his gradu- ation in 1914, he took the train to Indianapolis, the farthest Turley had ever traveled from home, to attend a twelve-week summer teacher’s training course at Indiana Central College. This program, which prepared students to take the state teaching examination, was designed to help fill the statewide need for qualified educators.

70 Like so many other young men from Indiana Central, Turley went on to Bone- brake Seminary in Dayton, Ohio. And, like most who attended the seminary, he was ap- pointed to preach as a student pastor, which gave him valuable experience. He graduated from seminary in 1923. In the same year, he married his wife, Ola. The couple was blessed with four children before her untimely death in 1936. The loss of his wife left him with a young family to care for. Turley soon married his second wife, Vesta, in 1937. By that time, he was an established minister. While still in seminary, the bishop appointed Turley to serve two small, rural congregations near Muncie, Indiana. Fol- lowing his graduation from Bonebrake, he B C moved to the First United Brethren Church in Hartford City, one of the largest and most influential churches in the conference at the After teaching for a couple of years During his senior year, Turley felt a time. There, he found the church divided and continuing to take summer courses call to the ministry. He had thought about over various issues, including whether or at the college, Turley decided to pursue a preaching before, but worried that he not to build a new building and the role degree full-time in 1917, enrolling for the couldn’t make a living doing it. He enjoyed of the Ku Klux Klan. The KKK was at the spring semester. With U.S. involvement in teaching and had experience in that field. height of its power in Indiana at the time World War I looming large, however, he Indeed, he already had several job offers as it strove for respectability by portraying opted to quit school to go home to be with waiting for him after graduation in 1920. itself as a patriotic organization that sup- his family in case he might have to become But in his final year of college, he took ported American values. Riding the wave of a soldier. When his concerns about the a course called “A Synopsis of the Bible” nationalism following World War I as well as war did not materialize, Turley returned to taught by the pastor of the University a social impulse to join clubs and societies, Indiana Central in the fall where he majored Heights United Brethren Church. Turley, members of the Klan soon reached the pin- in math and physics. He was given credit for like most of the students, attended the nacle of power. The most famous Klans- his previous coursework and was admitted as church and enjoyed a close relationship man in Indiana was Grand Dragon D. C. a sophomore. In fact, President Good asked with the pastor, Reverend S. E. Long. In the Stephenson, who organized the KKK in the him to teach in the Academy, which was course, the pastor “stressed the fact that God state and served as a political powerbroker in then operating at the college. Designed for made provision for his own.” As he listened the early 1920s. students who had dropped out or never gone to lectures, read, and studied, Roy became In Indiana, the Klan was less concerned to high school, the Academy was especially “convinced that if God could care for his about race than immigration, its rhetoric attractive to ministerial students who were people across the centuries, He would take more anti-immigrant and anti-Catholic behind in their preparation for college. So, care of me if I surrendered my will to Him than anti-black. The rise of the Klan divided Turley threw himself into his studies and and became a minister.” This vocational many Protestant congregations, as some saw teaching at the college, living close by with a understanding came to him clearly one it as a pro-Christian organization and others University Heights family since the campus night in his room, overwhelming him. The decried it as an evil, destructive force in contained little student housing. Not only did young man went out into the night and society. Klan members often held promi- his external life follow the typical pattern for knelt down in the middle of Castle Avenue, nent positions in society, politics, and the Indiana Central students of this time period, named for the United Brethren bishop who church, making the issue an important one but his internal vocation life did as well. had discerned a similar straightforward call to ministry, where he began to pray about God’s calling for his life. It was there in the street that he affirmed his vocation to become a minister.

71 overshadowed by the forceful presence of President I. J. Good as well as other college faculty and administrators. Furthermore, while the students were an active part of the congregation, this influx of part-time congregants brought constant change in the makeup of the body. In short, some of the local members generally resented the power of the college over the church. The bishop wanted Turley to go to University Heights because he had served as the chair of the finance committee for the college and was an alumnus of the school. The conference offi- cials hoped that he might be able to heal the divisions and bring unity by working with the college rather than against it, while still having the respect of the local membership. He took the job and set out to sort through the conflicts. His ministerial service continued into World War II when he was asked to serve on the local Draft Board. Some difficult decisions arose for him in this role, as he was asked to decide the draft status of young men who attended the college or were members of his own church. Somehow, with God’s help, Turley managed to carry out this service without alienating the community. The war years also brought more difficulties with the college. The -cam D pus was home to airmen seeking academic training, so the administration consulted with Turley about designing a ministry to at the time young Roy Turley entered the Although he was quite successful at meet the needs of the servicemen. Before ministry. Despite some tense moments, God Hartford City, the strain of service proved any consensus could be reached, however, did provide in this crisis, guiding Turley as too much for Turley. In 1932, he suffered a President Good, known for his autocratic he worked to heal the divisions, keeping nervous breakdown in the pulpit and had ways, made the decision himself, inviting the Klan at bay, and building a new church to be moved to a smaller congregation. He others to fulfill these special ministerial building during his nine-year tenure. His took a church in Muncie for three years, duties. As University historian Dr. Fred Hill efforts to contain Klan influence were greatly which allowed him to recover from his has shown, Turley took this action as a per- helped by the downfall of Stephenson, who breakdown. In 1935, the bishop requested sonal slight and actively worked to replace was convicted of murder. The resulting that he assume the pastorate at the Univer- Good as president of the college. When scandal took most of the steam out of the sity Heights Church. Rev. Turley did not Good left the presidency in 1944, Turley sat Klan’s momentum, relegating it to a lesser want the job. The congregation was divided, on the committee that oversaw the interim role statewide. one contributing aspect to the church’s administration, supporting the candidacy of reputation for short pastorates. Most of the new president, Dr. I. Lynd Esch. the problems stemmed from the church’s location right next to the campus of Indiana Central College. Pastors found themselves

72 It was not always an easy task, but Turley managed to restore a sense of unity between the college and the University Heights church, remaining in ministry there for seventeen years. After World War II, Tur- ley realized the influx of GI Bill students was changing the cultural and religious diversity of campus life. To address this challenge he invited engaged couples to marriage classes at the Heights Church. The response was slow, but the effects “for better or for worse” could have been a long-range service. His successful ministerial leadership at the church won Turley a reputation for diplomacy, leading to new fields of endeavor farther afield. In 1952, he left Indiana to become the administrator of the Española Hospital in New Mexico. This was a mission hospital supported by the United Brethren Church, which had become an important training ground for many Indiana Central graduates who sought careers as nurses or E missionaries. Dr. Turley served there for thir- teen years, initiating a period of expansion at the hospital. He did not find the transition easy, as he had to learn the ropes of an secure a Ford Foundation Grant of $50,000 Ever attentive to God’s calling and entirely new job. He found that being the that was used to remodel the small hospital care, Dr. Turley left Española, retiring and hospital administrator was a balancing act, kitchen as well as build a new cafeteria, new returning to Indiana in 1965. Even in as he juggled the interests of patients and business offices, a chapel, and laboratory retirement, he remained active, serving as their families with the concerns of the staff, facilities. Since the grant represented only associate pastor of the First United Method- church, and community. The hospital served seed money, Turley worked hard to secure ist Church in Hartford City, where he had a poor community that was very diverse, the total amount of $165,000. His fundrais- once been senior pastor. He continued in including some Anglos, but mostly Hispanic ing abilities were useful again in 1960 as he that position until 1978. By that time, Dr. and Native American constituents. This raised $100,000 to build a new obstetrics Turley was something of a legend, so much diversity brought opportunities for service, wing for the hospital. In 1958, he served as so that friends encouraged him to write his to be sure, but also many challenges for the president of the New Mexico State Hospital autobiography, titled, Never Wanting Any preacher from Indiana. Association, a position that signified the Good Thing: My Life Story. Throughout the Despite his trepidation, Turley proved prestige he had gained from his dedicated book, he points to the fact that, despite the to be an able administrator and fundraiser. work on behalf of the Española Hospital. challenges he faced, God had always taken In 1953, shortly after his arrival, he oversaw Moreover, during his tenure at the hospi- care of him. He never wanted for anything the construction of a new pediatric wing, tal, Turley encouraged dozens of Indiana and did not regret his decision made that which was built in response to the needs of Central students to come work at Española. fateful day in 1920, when he knelt down in the community. In 1958–59, he helped to Some spent a summer or two while some the street and took up God’s call for his life. came after graduation to start their nursing careers there. Dr. Turley’s kindness and able leadership helped them adjust to their new surroundings and guided them in their own vocational paths.

73 letting life unfold

By A. James Fuller & Rebecca Blair ’80

A Gene Lausch ’60

“Life isn’t a straight line from who you are at twenty or twenty-two; life is an unfolding. Let your life unfold. Maybe its worth will be revealed in different ways.” Gene Lausch advises today’s students to let their lives unfold with an air of confidence because that is exactly what he has done. The Indiana Central graduate, class of 1960, has found that life takes different turns and leads us down different paths, but, as he puts it, “I learned in my thirties that I needed to do something meaningful, that I wanted to do something to make our society a better place.” So, the young lawyer threw himself into a career of public service, and now hopes that his efforts working in state and local government helped “set a tone where we made wise decisions.”

74 B

Born in 1938, Lausch grew up in state university like Purdue. He successfully Looking back, he says that several University Heights, the neighborhood competed for a small academic scholarship Indiana Central professors greatly influenced surrounding Indiana Central College, at Indiana to help pay for tuition. After a him, although he didn’t always recognize and he often went to sporting events on comprehensive consideration of what both their guidance at the time. Mr. Marvin campus. His parents each graduated from institutions had to offer, his choice was clear: Henricks, who taught sociology, became an Indiana Central: Catherine Kurtz ’35 and he went to Indiana Central where he joined important mentor and later a good friend. Ralph Lausch ’36. His family also attended the debate team during his freshman year Dr. Cramer and Dr. St. Clair also served as the University Heights Evangelical United and met the challenges posed by the courses significant role models. Henricks taught in Brethren Church and, since the school was that he took in various disciplines. Lausch’s major academic discipline, which affiliated with the church, this connection At first, Lausch wanted to major in meant that Gene had a lot of opportunity to added to his familiarity with the college. chemistry, in keeping with his scientific bent, engage Henricks in the classroom. Lausch When Gene was twelve, his family left In- but he found laboratory work to be uninter- had only one course with professor Robert dianapolis, moving to a farm near Kokomo esting, and he began to consider the possibil- McBride, who taught philosophy. Neverthe- that was owned by his grandfather. He ity of changing his major. After taking some less, McBride still contributed greatly to graduated from high school five years later aptitude tests that gave inconclusive results, the young man’s intellectual development. and had to decide what to do next. His Lausch decided to move to the social sci- Lausch was a member of the Philosophy parents were devout Christians and they ences to prepare for law school. His decision Club, which met weekly, often in the base- stressed the importance of education, urg- resulted in part from a private exchange in ment of McBride’s home near campus. He ing him to pursue higher education. which Dr. Robert Brooker (see pp. 138–141) remembers spending many happy hours Drawn to science, Lausch strongly offered Lausch a candid assessment of his in that setting, discussing books and issues considered attending Purdue (which prospects as a scientist. Describing Brooker and struggling with the great questions of enjoyed the reputation as being the best as a man who was “unconcerned about doing life. Whether advising him honestly about college for science study in the state, thanks things in the expected way, both crusty and his coursework, teaching him in class, or to the high quality of its agricultural and compassionate,” Lausch remains grateful to mentoring him in extracurricular activities, engineering programs) instead of Indiana the chemistry professor for being honest with Lausch abundantly credits the college faculty Central College. Lausch was also interested him. After this interchange, he finalized his who “helped me become who I am.” in track, but he didn’t rate his athletic decision to change his major to sociology. As a student, Gene Lausch was aware of skills good enough to run track at a large Knowing that he did not need to specialize in the school’s motto, “Education for Service,” any particular discipline to go to law school, but did not really appreciate its deeper Lausch took a broad range of courses in the liberal arts including significant coursework in history, philosophy, and sociology.

75 cluster of core service values at the In 1968, Lausch accepted a position University of Indianapolis were themselves working for the Metropolitan Planning created in a particular context, rooted in Department, a county-wide agency planning the college’s Christian heritage. After all, and zoning agency that had been established “University-imparted values are likely related a decade before. Because the MPD was not a to outlook.” And that outlook includes the city agency, Mayor Lugar did not have direct “commendable quality of earnestness” that control of its work. With the adoption of “marks many graduates of Indiana Central/ the “Unigov” legislation (effective Janu- University of Indianapolis.” That earnest ary 1, 1970), the MPD became part of the outlook was often lodged in the Christian newly created Department of Metropolitan faith and sense of mission that so many Development (DMD). After the reorganiza- Central students shared. tion, DMD was charged with administering His experiences as a student included an exceptionally broad range of develop-

C serving on the Student Court, which meted ment activities. Unlike the way development out discipline on campus, a presage for his planning is handled in most US cities, where future career. And like so many others who several different agencies may carry out implications at the time. As he remembers, met their spouse at college, Lausch met overlapping tasks, the Indianapolis DMD “I admired those who would take on the Carolyn, the young woman who became his is a department that deals with everything emotional burdens of others and would wife. While he shared many positive experi- from abandoned buildings to zoning, and sacrifice conventional marks of success ences during his college days, Lausch also therefore plays a large role in shaping the (status, money, influence) to pursue careers critiqued the school. In his senior colloqui- future of the city. As a result, development that would directly help others, but even so, um, he expressed a number of criticisms as planning in the city of Indianapolis has I recognized that I was not selfless enough to well as his overall disappointment with what tended to be more focused and coordinated. do so myself.” He was not affected directly he identified as the institution’s “inferiority In the later 1990s, the Department had by the service activities on campus or those complex.” Today, he still thinks that many a staff of over 160 persons and a budget carried on by students and faculty in the of his criticisms were valid and he has con- exceeding $40,000,000. community. Rather, he believes he was tinued to do his part of help strengthen the As part of the Unigov reorganiza- influenced more by the “penumbra of values University by serving on the Alumni Board tion, Lausch was asked to head the Code that surrounded and supported the service and chairing the committee that planned the Enforcement Division of the DMD. Later, value.” By this, he means the underlying centennial celebration in 2002. he would be promoted to serve as deputy values of the college community, values that Following graduation in 1960, Lausch director, a position that he held until he was he associates “with the University (from my traveled to Ann Arbor and the law school named manager of Regulatory Affairs for time there) and that I see as characteristic of at the University of Michigan. Michigan, the city in 1992. In 1998, Mayor Stephen the people at the University and the institu- a top-flight law school with an “intensely Goldsmith appointed Lausch to be director tion itself when I return.” Among these academic” climate, as Lausch recalls, of development, a position he held until values, he would include “a regard for the offered him a very different higher education the opposition party won the mayor’s office primary importance of each human person environment. He chose to go to law school and, as an appointed official, he was replaced (irrespective of race, gender, or economic because he was attracted to the rigor of the in 2000. Since that time he has worked as class), a sense of basic optimism about the program and the access to opportunities for a consultant, offering services to state and future, a belief that the world can be made service that he thought a law degree might local governments around the nation in the better by our efforts, a sense that we have give him. After earning his law degree, he area of metropolitan development. some responsibility for others, and a belief returned to Indiana, where he clerked for an Gene Lausch entered government work that if people are ‘given a hand up’ that they Indiana Supreme Court Justice, worked for a after a number of years in the legal field. In can do much for themselves.” private law firm, and volunteered in Richard his thirties, he “realized that I wouldn’t be Lausch observes that he would not have Lugar’s campaign for the office of Mayor of happy with just any kind of law,” and this identified those campus values so insight- Indianapolis. Lugar won the election, and understanding led him to think of using his fully as a student, but he sees them more thereafter his administration began working law degree to make a difference for others. clearly now. Further, he recognizes that the toward consolidation of the city and country He sees his work in metropolitan develop- governance and administrative structures, an agenda that would have implications for Lausch’s career in public service.

76 D E ment as a career of service, since he believes development activities, enforcement of He believes the essential human values it was “important to people,” benefiting development ordinances,” and many other he carried with him from Indiana Central them in a variety of ways. The creation and tasks, including zoning administration and have been reflected in his work, prompting implementation of development policy the redevelopment of areas in economic him to express his gratitude by working on is a complex process that includes urban decline. Economic development remained a behalf of his alma mater. Lausch has served planning, regulatory policies, zoning and constant issue throughout Lausch’s career in as president of the Alumni Association and housing issues, economic development, government office. He worked hard to strike as a member of the Centennial Committee. and a myriad of other matters. His legal a balance between the need to promote But this work for the college represents just background prepared him for the task of economic growth and specific community one recent example of his community service drafting statutes and ordinances, including considerations, such as historic preservation efforts and ethos. He defines service as building and drainage codes. In Regulatory and social concerns about matters ranging “being helpful to one’s fellow man,” and, in Affairs, Lausch was responsible for analyzing from safety to racial issues. Whenever he that sense, both his personal and profes- “existing and proposed municipal regula- encountered difficulties resolving a problem, sional work constitutes a life of service. tions for the City of Indianapolis for the Lausch returned to his objective scientific Throughout his years in government, he Regulatory Study Commission (RSC).” The inclinations, depending upon empirical data tried to “treat people with dignity and RSC was supposed to “eliminate unneeded to make the solution clear to all concerned. respect,” and did his part to “give people a business and development regulations and Lausch also strove to put a human face fair shake.” Looking back at his career, he simplify what citizens must do to meet on the development office and its activities. hopes he helped set a tone, a climate, in needed regulations.” While his empirical approach intended to which “we made wise decisions.” In his six years as manager of Regula- arrive at the best solution for the greatest Truly, for Gene Lausch, life has not tory Affairs, Lausch facilitated the RSC number of concerned parties, he also tried followed a straight line. His journey has mission to make numerous important to make his office more interactive with the taken him along several different vocational changes, ranging from “opening up the taxi citizens of Indianapolis and Marion County. paths, requiring him to change directions industry to new entrepreneurs” to “reducing He often reminded those working in his more than once. As a student, he changed the number of required business licenses office that the department was “not plan- his major from chemistry to sociology. As a and rationalizing the remaining businesses ning for the community, but planning with young man in his thirties, he changed his licenses” to the elimination of the munici- the community.” In Lausch’s experience, career from law to public service. While he pal dog license. In his two years as director “fact gathering and principled analysis are has worked with dedication in each role of development, he administered his old only the first two steps in coming to a final he has filled, doing his part to make good department, assuming responsibility for decision. Listening and consultation with choices, he also has come to recognize the “comprehensive planning, development others typically follows; most decisions are value of “letting life unfold” and enjoying regulations and permits, some economic not made solo. But having a good grasp of the rich experiences it has brought, even as ‘the facts’ and the benefit of a careful analysis he strove to make a difference by making the gives one a leg up in talking or negotiating world around him a better place. with others.” Sease Award 1 1993

77 L ig h tening t h e L oad for O t h ers

By A. James Fuller & Michael G. Cartwright

A Patricia Poehler ’77

The senior vice president for Marketing directs business for Farm Bureau Insurance from the comfortable confines of her office overlooking downtown Indianapolis. In many ways, Patricia Poehler epitomizes the corporate executive, as she exudes the confident professionalism and business acumen that one expects from someone in a high-level position. Her record stands on its own: she has achieved success. But, as the conversation continues, one might learn more about this business woman. Patty Poehler did not start out near the top of the corporate ladder. Instead, she worked hard and earned her way, climbing slowly through the ranks to the position she holds today. Furthermore, she is not the typical capitalist entrepreneur who cares only about the bottom line. Rather, she cares deeply for others and strives to help those around her. Truly, Patty Poehler exemplifies a life of service as well as business success.

78 On her graduation in 1977, Patty society.” She had always thought of service decided that she did not want to teach after as something that came at a certain stage of all. Looking back now, she blames the life, when one had achieved success, raised educational program that did not put her in a family, and had the time and resources the classroom as a student teacher until she to contribute. But she has come to realize had already completed four years of study. that service can and should be a part of life Only then did she realize that she did not no matter what one’s age. She remembers a like teaching at the lower levels because of quote from Christian writer Max Lucado, discipline problems. Unsure of what to do, “Time will take your castles,” and thinks Patty continued working in her current job, that it is important to serve whatever stage which she had started as a junior. Mrs. Miller of life you might be in because you never had arranged for Patty to work for Farm know what the future may hold. If you Bureau Insurance as a co-op student, which don’t serve now, you might not be able worked something like a paid internship, to do so later. although she earned no academic credit for Her own service centers on education it. She worked at night in word processing. and young people. At Farm Bureau, she B Now, undecided about the future, she agreed started or helped with a number of programs to continue working at Farm Bureau for the that the company has for young people. summer, which would give her time to choose Patty has been involved especially with three Although Patty was born in Cincinnati, her course. She also began teaching a busi- different programs. One of these is Excel, a Ohio, her family moved to Indianapolis ness communications course as an adjunct creative scholarship program for high school when she was one, and she has lived here instructor at Indiana Central. She continued students. The program calls for students to ever since. Both of her parents worked— teaching in the evening division as an adjunct develop a topic in a creative way, be it in her mother as a cleaning lady—and Patty at the school for eighteen years. writing, art, music, or whatever medium was the first person in her family to go to At the end of the summer, Patty they choose. The top three winners in six college. That experience as a first-generation remained unsure about her future, so she different categories are awarded scholar- college student makes her aware of both stayed at Farm Bureau. What began as a ships. The state-wide program has grown to the excitement and the difficulties faced by cooperative education position became a include more than 7,000 entries. individuals who are the first in their family career. She worked her way up through the Another program is the Teenage to pursue an education beyond high school. company to reach her present position as Driver Safety and Education Program. She came to Indiana Central College in senior vice president of Marketing, where This attempts to provide positive incentives 1973 and began working on an associate she is responsible for supervising the work for young drivers to practice safe driving degree in secretarial science. To help pay her of about 1,000 staff members. Her career techniques. Participants must be insured way, she worked for Leo Miller in the busi- has been in the service areas of the company, with Farm Bureau and are required to take ness office. He and his wife, Alberta, soon including Human Resources, Training, and a safety course and sign a contract. If they convinced Patty that she should pursue a Building Services. Her current position, have a clean driving record after three years, four-year degree in business education. which she has held for the past eight years, is the company awards them a $1,000 sav- During her time as a student, she also also service-oriented. Even in her profession- ings bond. To date, they have given more worked for President Gene Sease and in al work, then, Patty serves others, whether than 10,000 of them. In addition to these the office of Ken Hottell. Her supervisors, that service is to employees, agents, clients, two programs, Patty also works with the professors, and fellow students made Patty or the company itself. Indiana High School Athletic Association. feel at home on campus and she remembers While climbing the corporate ladder, Here, Farm Bureau sponsors championship the “family atmosphere” created by the Patty also started a family. At age twenty- sporting events and awards Mental Attitude friendly community and small classes. seven, she married her husband, John, a scholarships of $1,000 to athletes who geologist, and they have two children. When practice good sportsmanship and demon- her children reached college age, she began strate a positive character. to think that it was time to give something back to the community. Patty wanted to live a “life of significance” and “contribute to

79 Patty defines service in very personal terms, believing that it is something you do to “make the load of another person lighter.” This means working to change individual lives as well as efforts in broader arenas. She is excited to see so many young people focused on service and believes that individu- als are motivated to serve by an “internal need to help other people.” Service is also some- thing that is “nurtured by family, education, and church.” For her, Indiana Central filled a void for a first-generation college student, and she believes that her experience at the school “taught me life, family, and caring.” Although she was not aware of the school’s motto while she was a student, she does think that the C college helped prepare her for service. In retrospect, Patty Poehler is conscious of the fact that certain individuals at the She also sees her job as a type of Beyond her work at Farm Bureau, University helped nurture her while she service. Her management style is one of “ser- Patty also gives to young people privately, was a student and later an employee. The vant leadership,” and she tries “to serve the quietly donating money as anonymous gifts Millers had the greatest direct influence, but people of the company and, through them, to help particular individuals in need. She President Sease had an indirect effect, as he the people of Indiana.” Her position requires serves on the boards of various charitable set an example for leadership and profes- a tremendous amount of service, but one organizations, including the United Way sionalism. Patty thinks that Indiana Central area that she is especially proud of is her and WFYI. She has also served as a member gave her “the opportunity to grow up” and role as a mentor. Patty tries to mentor new of the Board of Trustees for the University provided a “safe environment in which to employees in their jobs and, when necessary of Indianapolis. In addition to all of this mature.” She arrived on campus as a shy girl, or possible, in their lives as well. One young work, she is working on a master’s degree in doing something that no one in her family woman who worked for Patty was caught in counseling and psychology, which she plans had ever done. She left as a confident young an abusive marriage. Patty worked hard to to use in some setting to help people after woman prepared for what was then an help her along the way as she tried to get out she retires from the business world. undetermined future. of the abusive situation. Looking back, Patty realizes that, “I Today, she thinks that the University Patty is proud of the fact that every figured out what I wanted to do in life in of Indianapolis can balance tradition and secretary who has worked under her has my thirties.” At that time, she was working change. Patty believes that the school must moved on to serve as an executive secretary in Human Resources at Farm Bureau, and change to meet new challenges, but that at a higher level. In addition to helping that helped her understand that she liked it is also possible to maintain that family employees on the job, in their personal lives, “working with people” and helping them. atmosphere in which students are treated and in their professional development, Patty That Human Resources position was critical as individuals and faculty and staff offer has also helped many clients over the years. to her career path, because her various posi- personal attention and care. To keep the Farm Bureau prides itself in having a per- tions exposed her to different types of careers balance, the school has to stick to its core sonal touch when helping people in a time and situations, any one of which she might values, which include the personal attention, of tragedy. “They aren’t just policy numbers,” have pursued. But realizing what she was caring atmosphere, and small classes. The Patty says, but “are part of a family.” The most passionate about—helping and work- University must be intentional about all of “clients as family model” fits well with the ing with people—made a huge difference. this and remain a service provider if it hopes kind of environment Patty experienced in One thing she believes that we often “miss to allow more students to live out the motto college, and she works hard to maintain the in education in general” is that schools focus “Education for Service.” personalized touch that demonstrates a car- too much on coursework and “don’t expose ing attitude and helps others. students to different positions and careers.” Thus, she tries to help young people by talking with them about such matters and encouraging them to explore different pos- sibilities through things like internships.

80 Frances Kantner ’05

“I was 18 and ‘fresh from the farm,’” she said, “and I was really scared. I wasn’t even doing much—just helping people to get groceries—but it was so new to me. It turned out that it was a really good experi- ence, though.” After spending a semester working at the Damien Center, she spent another semester at the Concord Center working with young kids and senior citizens. Another semester found Frances at Girls Incorporated of Indianapolis, where she tutored kids after school. Fletcher Place, a homeless shelter “It seems funny to me to get attention downtown, benefited from having Frances for this sort of thing. It’s just what I think there to pack lunches on Fridays. people should do.” “Though it was scary at first,” she said, Volunteering for service has always “you start to see through it. After you get been a part of Frances Kantner’s life, and past what’s different, it’s not scary anymore.” coming to the University of Indianapolis From there she moved on to the Julian only strengthened her ambition. A social Center, a place for women and children who work major from Mentone, Indiana, are victims of domestic violence, where she Frances already knew in seventh grade that assisted with the school for the children. she wanted to make a career out of helping During her junior year, Frances split people. “I decided then that I wanted to do her time, working with the Wheeler Arts some kind of human service,” she said. “We Alternative Academy helping to write grants, had visited a group home with my church and doing her internship practicum with the and I thought ‘I want to help these people.’” Indiana Girls School, working with a social When she came to the University, worker. “I think that the service learning Frances immediately signed up for a service- opportunities at UIndy are great,” said learning class. “I thought, ‘Oh, volunteer- Frances. “It’s definitely been the best thing ing—that is something I like to do.’ I was that I’ve done here at school.” able to get credit for it and work with Even after Frances was graduated from different populations of people.” She also the University, her service learning experi- quickly found a home within the Social ences continued and will likely have a lasting Work Department. “I met the social work impression on her career. professors and they were so nice and helpful. “I want to go to grad school and earn I felt like they wanted me here and would do my master’s in social work and law,” she said. “Then I want to be an advocate for kids in anything to help me.” court or just represent kids in court cases. As she began to volunteer in Indianap- Helping in that way really calls to me.” And olis, she found herself being challenged and it’s likely that she won’t think that she doing stretched in new and sometimes uncomfort- anything extraordinary or special—it’s just able ways. One of her first volunteer experi- —Jennifer Huber ences was at the Damien Center, a home for what people should do. people with HIV and AIDS. Profile: Frances Kantner at a glance

8811 Peter Buck ’02

He continues to keep a focus on serv- ing others, as he and his wife, Beth, are in- volved with the leadership team of the Adult Bible Fellowship group at their church. They also help to welcome new members to the church by planning a couple of social events each month for newcomers and by working at their church’s welcome center on Sunday mornings. “Volunteering in various environ- ments has helped me see what others have been through,” Pete said. “It has allowed me to build relationships that may not have oc- curred if I wouldn’t have taken the initiative to volunteer in the first place.” Outside of the church, Pete says that Pete Buck, who grew up in Nappanee, Indi- he enjoys being able to help others with ana, followed a CPA track at the University household tasks when they are unable to. “I of Indianapolis. He worked in a residence enjoy anything behind the scenes where I hall and was a presidential assistant, a Grey- have the opportunity to serve someone and hound ambassador, and a member of the show them through physical action or words FCA leadership team. He also participated that they matter.” in various intramural sports. When Pete encounters someone who During his time at the University wants to volunteer but isn’t sure what to do, of Indianapolis and after leaving campus, he tells them to seek out an opportunity that Pete says, “my faith in Christ became more may provide a chance for spiritual or char- important to me; I knew that I wanted to acter growth. “There are so many different have an impact on people and share what I ways that you can volunteer or serve others,” believed with those in the business world.” he said. “Each person is gifted in some Following his graduation in 2002, he par- way, and those gifts can be used in service. ticipated in a ministry-oriented fellowship There are many volunteer organizations or at a church in northern Virginia. “It was a churches that you can contact to find out great experience for me, and I am so glad what opportunities are available, and then that I took that year to dig into Scripture you can think through what opportunities and share in the lives of others.” fit your personality and interest. I believe Today Pete is employed at Johnson that if we have the ability to serve others, Lambert & Co., a midsize CPA firm with we should use that ability that we have offices in Virginia and several other Eastern been blessed with.” —Jennifer Huber Seaboard states. “My job allows me to see a variety of things as I work with differ- ent businesses, learn business practices and systems that work, and encounter those that don’t work as well.” Pete sees his current job as excellent preparation for future employ- ment where he can concentrate on just one organization’s business needs and goals. Profile: Peter Buck at a glance

8822 “ S tories and B eginnings : M y S ervice as a D isaster R elief V olunteer ” Marylynne Winslow ’99 BSW Associate Director of Admissions

ratliff award 1 9 9 9 peters “ good neig h bor ” award 1 9 9 9

I would like to share with housesit for the neighbor’s cat, rake the elderly folks’ leaves, you two beginnings that and then, in high school, go on mission trips. As an adult, have marked my vocational I’ve volunteered at my local church (Southport United Meth- journey as a person who odist Church) on mission trips, helped with Christmas shop- feels called to engage in ping for the needy, attended day camp as an adult volunteer, volunteer service. I will end and served meals at Fletcher Place Community Center, one of with the most recent, and the urban ministries of the United Methodist Church. One likely the most challeng- of my most enjoyable volunteer commitments at the local ing experience, which was church was to serve as a coordinator for my church involve- my recent deployment by ment with the Interfaith Hospitality Network. Like so many the American Red Cross to people, the list goes on and on. Andalusia, Alabama. I spent So, I thought about it, and decided I would become a so- ten days in Andalusia serving the needs of the victims of cial worker. Later, I could retire and be a really good volunteer! Hurricane Katrina as a volunteer. I I . M y S econd B eginning I . M y first beginning In April 1998, almost ten years after I started my Social In June 1989, I made the decision to leave a job as a teachers’ Work degree, I was required to complete a senior practicum aide in Perry Township after spending a week at the South here at the University of Indianapolis. I began my work with Indiana Annual Conference of the United Methodist Church. the American Red Cross in Disaster Services. This was my I’m confident God was calling me to turn my life in a differ- “second beginning.” I remember talking with Social Work ent direction, for doors were opening. Within two weeks, I Professor Toni Peabody and eliminating ideas that didn’t was working at a great university with a remarkable team in appeal to me. I think I said something like, “I want to work Admissions, and I’ve been blessed every day since. with people in crisis.” I thought about hospital emergency After joining the staff in Admissions at the University of room work, working with a police or fire department, and Indianapolis, it took me a few months to realize I wanted to then she and I talked about the Red Cross. I made the first continue my education, yet I didn’t know what I wanted to contact and then we met with my soon-to-be supervisor, and do. Ever since I was in elementary school, I’ve been involved the rest just fell into place. in volunteer work. Like many, I started early when I would In Her Own Words: Marylynne Winslow

83 I I I . S tories of P ost - h U R R I C A N E K atrina R elief W ork in A ndalusia , A labama I knew I wanted to go to the South, but I felt I couldn’t leave my coworkers for 21 days at one of the busiest times of the year. I simply wished I was retired so I could go, just like I did when the terrorists of 9/11 hit. What I didn’t know initially, was that volunteers were being asked to respond for 10 days instead of 21. The disaster was of such magnitude that the Red Cross leaders knew they would need every available volunteer. So I packed my bags, called the airlines to see how many pieces of luggage I could take, and then unpacked my B bags. Not only did we have to take clothing for 10 days but we had to take bedding, and it was recommended we take an air mattress. There was no way I could pack all my items and The job of the American Red Cross is to provide basic the air mattress in the two pieces of luggage I was allowed, emergency services such as food, clothing, and shelter in so the air mattress stayed behind, as did the boots. I left India- times of disaster. Every employee and volunteer is trained napolis at 7 a.m. on Saturday, September 2, all by myself. exactly the same way. We all use the exact same forms, and, When I changed planes in Charleston, I met about 20 other believe me, there are many forms! In 1998, I took every class Red Cross workers, and we all flew together to Montgomery, that was available to me. This prepared me to respond to Alabama. The variety of backgrounds we came from was local emergencies. I then took classes that prepared me to diverse: one volunteer was a nurse, one a small business own- respond to national disasters, such as the Oklahoma/Kansas er, another a retired member of the U.S. Air Force, and the City tornados in the spring of 1999, and most recently, list went on and on. I was from Indiana, the business owner Hurricane Katrina. from New Hampshire, the Air Force retiree from Connecticut What’s utterly amazing about the Red Cross is that 99% and the nurse from Michigan. We came from very different of the people who respond to these national disasters are peo- backgrounds, much like the people we were going to serve. ple like you and me, volunteers gainfully employed or retired Some of the most frustrating times of deployment are in cities all around the world who have participated in the during the first days. Most of us scramble to clear our desks exact same training. We respond as strangers to one another, and calendars of work and appointments and hurry to pack yet, after a day or two, we’re a cohesive unit ready to respond our bags and pay the bills that will be due before we return, to the needs of people whose lives have been disrupted by a eager to begin our work as Red Cross Volunteers. Once natural disaster. From what I’ve seen, peoples’ lives are not we arrived at the staging center, it seemed like everything destroyed by natural disaster—they are only disrupted. When quickly came to—well I won’t say a halt—but it’s the perfect the people recover, they are often stronger then ever before, example of hurry-up and wait! You check in and then wait for and the volunteers who help them through the disaster are far orientation. After orientation you turn in your updated health stronger and more humbled. information, get your expense voucher validated, and move to Having said all that, I want to talk more specifically about your particular function headquarters. my time in Andalusia, Alabama, in early September 2005. Getting My Assignment: I might need to paint a better The University granted me administrative leave, for which I’m picture for you in order for you to understand what it looks grateful. More importantly, I’m extremely grateful to my team like when you arrive at headquarters. On Monday, August 29, in Admissions who took on more work while I was gone. I’m the hurricane hit. At that time, there was no headquarters. I hopeful that others, maybe you, will decide that it’s time for arrived on September 3, five days after Katrina made landfall. you to get prepared to go out and help. The University motto is The Red Cross officials had located and rented an abandoned “Education for Service,” and I know of no better way to honor K-Mart warehouse, moved in tables and chairs, restored the University, my education, and my Lord than to volunteer— electricity, and purchased paper, sticky notes, paperclips, fax I choose to volunteer with the Red Cross. machines, and copiers (actually, only one copier). So, I looked at the hurriedly prepared poster board signs and found my specialty or function: “family services.” In Her Own Words: Marylynne Winslow

84 C

There were tables and chairs neatly arranged and enough When I returned to headquarters the next morning, sticky notes on the wall to wallpaper a small bathroom! The nothing had changed. It was still a hurry-up and wait game, sticky notes had the names of each family service tech and so I busied myself with whatever needed to be done. I ended supervisor who had reported for duty. On one poster board, up making photocopies. Here’s where some of my most basic the location Biloxi was written in bold letters. Likewise, there social work skills came into play. I looked at a problem and was a poster board for “Richmond,” one for “Stevensonville,” searched for a reasonable solution. There was no way and on and on. On tables were huge maps of Louisiana, Ala- I could make 1,000 copies of my document while people bama, and Mississippi, with more sticky notes identifying the waited—some impatiently—to make one or two copies on location of the corresponding names of the cities on the wall. the one copy machine we had. It was Sunday morning, so I Little by little, the names of the techs and supervisors would sought out a local church and asked if they would be willing be placed under one of the cities. to let me make 1,000 copies of a document if I supplied the For the longest time, my name never moved to a spot paper. They were more than willing and even offered me under a city. I talked with the family services coordinator and breakfast. The folks were so eager to be able to help, even if it she described the different locations. I told her I was prepared was only providing a copy machine. to sleep on the floor. I had purchased boots when I arrived. I When I returned from my important copy job, a new had six pair of heavy socks, bug spray, band aids, and water. location had been placed on the board, Andalusia, Alabama. I was prepared for and wanted the worst. She cautioned me We all immediately went to the map to find out where that Biloxi was definitely a hardship location and we would Andalusia was in Alabama. It was about three inches south be sleeping in a staff shelter with little or no privacy, eating and one inch east of Montgomery. I took a five-minute break MRE meals if we were lucky, (or sea rations if we weren’t so and when I returned, my name and a supervisor’s name lucky) and there would likely be no electricity. I told her I was were under Andalusia, and someone was calling my name. I ready (and inwardly felt proud of myself for thinking I could answered and was whisked away to one of the big bosses in gut it out for the next 10 days), so my name was moved to another location. A gentleman named Jim from New York Biloxi. I was told to report back to the headquarters at 8 a.m. asked my soon-to-be new friend and boss, Yvonne, and I if on Sunday and get a good night’s sleep at the hotel because it we thought we could go to a local chapter in Andalusia and would be the last bed I would see for the next 10 days. assist a new chapter director and a group of volunteers in setting up a service center. I immediately mentioned that I In Her Own Words: Marylynne Winslow

85 was scheduled to go to Biloxi and really wanted to go there Last Story of What I Encountered: My list of stories (remember, I was ready to face the trials and tribulations could go on and on to include teachers, fishermen, military of the assignment, and was secretly looking forward to the personnel, college students, and the elderly. However, I’ll end challenge). Jim had something else in mind for me, and off this story with—in my opinion—the sweetest story of survival. Yvonne and I went. Well, that is after we arranged for a car, An older gentleman in his early eighties told his story cell phone, all the gazillions of forms we needed, cash cards, of evacuating his home. It was only a one-story home, and and, much to my disappointment, our hotel assignment. I he went to his friend’s home that was a two-story home. As quickly unloaded my six pair of heavy duty socks and my new the waters began to rise, everyone in the house went to the boots as I wouldn’t need them in Andalusia. second floor. The waters kept rising and eventually all nine First Story of What I Encountered: Most of the people people had to be evacuated by boat from the second story we saw in our service center were really the more fortunate. window. Once the water receded, the gentleman returned to Most of them had evacuated before the storm hit and had his home only to find it had flooded and everything was dirty relocated to family or friends in Andalusia. My first client was and wet. The furniture and appliances were strewn all through a gentleman in his early eighties. When I began our inter- the house. He was determined to stay in his home to protect view, I asked him for his driver’s license. He pulled out his it from looting, so for two nights he slept on the refrigerator well-worn billfold and searched through stacks of cards and that had landed on its side. When I asked if he had been documents looking for his license. His hands were trembling, really uncomfortable, he said it wasn’t too bad, and at least his breathing labored, and it was obvious he was upset at not it was dry! (I guess you have to look for the blessings when being able to find what he was looking for. I encouraged him you’re in the eye of a disaster.) Before he left, I asked him if he to take his time, which he did, and finally found his license. had fought in any war and he said he had. I asked him which I asked him a few questions and he apologized for not being was more difficult to survive, the war or the hurricane, and able to hear me very well. You see, he wore hearing aids, he said the hurricane was worse because you didn’t have your and one had been left behind or lost when he evacuated to buddies there to protect your back. come and stay with his niece. We were nearing completion Disaster has never touched my life. Hardships have of our interview when I presented the final question we were seldom come my way. A few occasional disruptions caused required to ask, “What are your recovery plans?” He looked at by the illness of a loved one or my own personal illness have me, tears forming in his tired eyes, and said, in a most sincere slowed me down a bit. However, the victims of Hurricane and honest voice, “I have no idea what I’m going to do,” and Katrina know what disaster is. They know “Mother Nature” he didn’t. He was going to have to take one day at a time for is fierce and shows no partiality. now and plan for the future another day. Another Story of What I Encountered: The clients I I I . A pproac h ing A not h er who were probably my most affluent were an optometrist B eginning and his wife, who also worked as his office manager. As you Lord, where are you calling me now? might expect, they were middle- to upper-class folks, but their Beginnings. For many, I suppose, a new beginning is a problem was unique in that they didn’t believe in credit, so welcome relief or an exciting adventure; to others, a time of they didn’t carry credit cards with them. They literally had the fear and trepidation. It’s with mixed emotions that I think shirts on their backs and the little money they had left in their of when and where the Lord will call me next, for it will wallets. Remember, many of the people thought they were likely involve a third new beginning. In the secular sense, going to be gone for 24 hours, not weeks or months. Sadly for I think early retirement is calling my name. In reality, God this couple, their bank was a local bank, which, in the client’s may be calling me to another ministry. I’m praying, waiting, words, “blew away . . . along with my home, my office, and listening, and preparing myself for a new assignment. Only the homes of my patients.” I apologized that the best I could God knows what that will be, and this humble servant needs offer them was a voucher for a local Wal-Mart, yet they were to be ready. grateful. Before he left, he said, “This is really hard for me. I’m used to being the one who sponsors the Little League team so they can have uniforms. I’m the one who puts dollar bills instead of change into the red kettles at Christmas. I’m not used to accepting charity. I’m used to giving to charities.” In Her Own Words: Marylynne Winslow

86 Mentors & Teachers

87 T h e P h ilosop h y of S ervice

By A. James Fuller and Rebecca Blair ’80

A Robert McBride ’48 Dr. Robert McBride has inspired several generations of students, especially student athletes, as he personifies a man who not only excels at sports, but who is also an intellectual and a scholar. In his years as a college professor and administrator, he lived a life of service in which he not only provided immediate help to those around him, but through his students, influenced the lives of countless others who have never met him. Born and raised in Washington, Indiana, McBride came to Indiana Central College be- cause of the persistent encouragement from President I. J. Good. On one of his many journeys to promote the school, Dr. Good came to visit the church where the McBride family attended, and was invited to their home for dinner. In the course of the meal and the conversation over it, the college president looked over at young Bob and said, “You’re going to Indiana Central College.” With his family’s support and the church connection added to the president’s pro- phetic statement, the young man came to campus to start college in 1942.

88 As a result of his pastor’s influence, McBride began a course in pre-theological studies. But during his first year, Bob was drafted for military service in World War II, serving in the 17th Airborne Division as a staff sergeant in a medical squad. He experienced lots of intense combat, includ- ing the Battle of the Bulge in December of 1944. Although he wasn’t really aware of it at the time, McBride now views his military service as a part of service to others. Like most people at the time, he believed that serving in the Army was just something that had to be done; it was his duty rather than an honorable act of service. But he grew quite sensitive to the casualties, especially in his role in the medical squad, and his efforts surely helped those in need. Honorably discharged in December 1945, he returned to Indiana Central and his college career. Now married, the young man had to choose between athletic and academic endeavors as he focused on his future career in earnest. Always interested in athletics, McBride was talented enough to play several B sports in school, including baseball and foot- ball. He was especially good at baseball. So good, in fact, that, just after the war, he was football came to McBride’s door. The man’s while he studied for an advanced degree. He offered the chance to try out for the major wife, a large woman, had fallen out of bed. eventually earned his PhD in philosophy, leagues. Although he did not especially feel a She was unable to rise and her husband but even before he was finished, the Evan- call to the ministry, he decided to turn down could not lift her. In desperation, he visited gelical United Brethren denomination asked the baseball offers and returned to his theol- the young preacher’s room and asked for his him to take the pulpit at the University ogy studies. Bob found campus life comfort- help, since McBride was the only man he Heights Church. He declined the appoint- able and enjoyed the benefits of going to a knew who might be strong enough to lift ment, deciding to go into higher education small school. “You got a lot of her. Suddenly, those who had opposed him instead. Two or three months later, Dr. I. attention” from the professors, he recalls, were now counted among the football-play- Lynd Esch, president of the College, called and he found it easy to talk to his teachers. ing pastor’s supporters. to offer him a job at Indiana Central, where The college also exposed him to an “appre- After graduating from Indiana Central he came to teach in 1952. ciation of friendships and a pursuit of values in 1948, the young theology student fol- Working as a professor at his alma that was very important.” lowed EUB tradition, attending Bonebrake mater proved to be a positive experience for McBride continued to work toward Seminary in Dayton, Ohio, an experience Robert McBride. His friendship with sociol- the ministry as his studies progressed. In his he found disappointing. Intellectually ogy professor Marvin Henricks constituted senior year at Indiana Central, he served as inclined by nature, McBride struggled one of the best aspects of the position. They pastor of the Evangelical United Brethren with the “assumptions of the church” and worked closely together on a number of Church in Freetown, Indiana. He continued “wrestled with questions of philosophy projects, including organizing the Senior to play football as well, garnering a bit of and theology.” His questions were sincere Colloquium, a voluntary, no-credit class that publicity in the newspapers. Some of his and so deeply seated in his intellect as well offered students a chance to coalesce their parishioners didn’t think it proper that a as his faith that his seminary professors academic experience, a valuable learning minister should play football, and they let encouraged him to go to graduate school exercise for both of the professors as well as their opinions be known. McBride was given to continue his intellectual pursuits. And their pupils. Moreover, McBride founded a the cold shoulder and worried about what so, he gave up seminary and went off to the faculty book discussion group that cemented to do. Then, late one night, the congre- University of Chicago. There, he preached many other close friendships with faculty gant who led those opposed to his playing at a small church just outside of the city colleagues. He liked the Central tradition

89 C D

of professors being open to students and of the best students he’d known had been ing the Vietnam War. The last few years of joined them in being a dedicated teacher. rejected in such a manner, he wrote a letter the decade and the early years of the 1970s With Henricks, McBride later organized to the committee expressing his sentiments. brought the counterculture, with its rebellion the Philosophy Club, which met once a Miller soon received a call from the Wilson against traditional modes of behavior. In sum, week and allowed him to work closely with Scholarship committee informing him that the sixties generation meant lots of headaches many of the best students at the school. The they had reversed their decision because of for a college administrator, and indeed, organization was student-led and often met McBride’s letter. In addition to helping his McBride struggled with many of these issues in the basement of the McBride home. For- students enter graduate schools around the on Albright’s campus. He worked closely with mer student Gene Lausch (see pp. 74–77) country, McBride also joined President Esch African Americans on campus who were in- remembers those meetings fondly and points in creating a graduate program in education volved locally in the Civil Rights Movement, to discussions about great books and major at the college itself. He worked diligently to with students opposed to the Vietnam War, philosophical issues in McBride’s basement set up programs that would fit the school and with gay students involved in the begin- as formative times for him. At the outset, and benefit the community, which meant ning of the gay rights movement. Moreover, McBride perceived teaching as a service and small programs stressing moral, social, and he found himself dealing with students active worked to be “student-centered from the educational values. in the sexual revolution and others whose beginning” of his career. He enjoyed think- After teaching at Central for twelve rebellion led them to the use of drugs. ing with students and sometimes supervised years, McBride left in 1963 to take the po- Albright, a small United Methodist col- special seminars for the best and the bright- sition of academic dean at Albright College lege, did not have the same kinds of student est among them. in Reading, Pennsylvania. His decision was revolts that larger institutions experienced. Service to students included more motivated in part by finances. The college Yet there were many difficulties for McBride than teaching classes, grading papers, and did not pay enough for him to provide the to face head-on. On one occasion, students advising campus organizations. It also kind of education for his children that he protesting the college’s refusal to allow ciga- involved helping them to find employment hoped they would have. By the early 1960s, rette machines on campus planned to take or to continue their studies in graduate he was searching for another position. After over the library to stage a sit-in, a commonly school. McBride enjoyed the process, often consideration of several possibilities that used tactic in the counter-cultural battle writing letters of recommendation, making ultimately didn’t work out, including an against authority. McBride took fifteen of telephone calls, and calling upon profes- offer at Otterbein College that his family the student rebels aside and sat down with sional connections to place students into rejected, the deanship at Albright proved them to discuss their grievances. As he graduate programs. One example of such too alluring. McBride served there as aca- suspected, they harbored many more com- a student was Larry Miller, a young man demic dean for sixteen years. plaints than just the lack of cigarette ma- whom McBride helped to win a Woodrow Most notably, his tenure included the chines. They were upset about a whole range Wilson Scholarship, a prestigious award years of turmoil that marked the decade of of issues, many of which were occurring at for which Miller was initially turned down. the 1960s. Student rebellion was com- the national level and about which Albright McBride was convinced that the decision mon across the country, as young people College could do nothing. Nevertheless, had been made perfunctorily, on the basis organized to promote their idealistic views McBride patiently listened to them, discuss- that the committee had not heard of Indiana of the world and work for social justice ing the issues until four o’clock in the Central College. Disappointed that one issues such as Civil Rights while oppos- morning. The group eventually reached a

90 compromise, averting the looming crisis. At the end of the year, the student body presented Dean McBride with an award for working with them in that situation. His experiences at Albright and his background at Indiana Central helped pre- pare McBride for his own future as a senior college administrator. In 1979, he moved to Simpson College, a small United Methodist institution in Iowa, to serve as college presi- dent. The selection process included candi- date interviews with members of the student body, who expressed special interest in how candidates for the presidency would relate to the students. They were worried about the major issues of the day and, since Iowa was slightly behind Pennsylvania in student activism, McBride’s experiences at Albright informed his answers. Their questions included the issue of race on campus, as one E black student involved in the hiring process asked about how he might handle difficulties sports also pleased the former student athlete. ing that one must be honest with one’s self that were sure to arise. He remembers that He supported the athletic program and did and in terms of one’s relationships with oth- his manner and answers to their questions his part to keep the teams competitive. A ers. Quick to acknowledge the importance showed the students and faculty alike that lasting symbol of his support came in 1987 of community and cooperation, McBride “administrators could be human beings.” when the new baseball facility on campus was asserts that we should remember that we Beyond student issues, Simpson was named McBride Field in his honor. That same are “working together as a community” mired in financial crisis. After his instal- year became his last at Simpson, as McBride and that we should “do things together.” lation as president, McBride set out to retired after more than three decades as a col- Working together with others in honest, improve the school economically. There was lege professor and administrator. trusting relationships has been the effective a large deficit to be erased; faculty members He sees his long career as one of service, foundation of his career of service in diverse were upset about low pay and worried his wife, Luella, helping him along the way, contexts. Across more than three decades of about the future of the institution. With as she joined him in working with students work, McBride has influenced the lives of careful and creative management, McBride and faculty. Her efforts as a college “first lady” literally thousands of students on three col- stabilized the college’s economic situation, were rewarded with an honorary degree at lege campuses. A mark of his success is the paying off the debt and endeavoring to Simpson College. Moreover, McBride himself high regard they maintain for him. raise faculty salaries up to par with other was honored by the creation of a McBride Many successful people point to Robert schools of similar size in the state. Lecture Series at the school, an annual event McBride as the man who inspired them As the financial situation improved, that the couple always tries to attend. He says in some way or another. Whether he was so did student performance, and Simpson that his career and his life were “not about teaching in the classroom, leading a student began to move steadily up the academic money.” Instead, it was about the “process of discussion in his home, working with fellow rankings. To maintain this level of achieve- working with people.” He believes that the professors, or trying to overcome a crisis on ment, McBride sought to improve the quality motive to help others is “something that you campus, Dr. Robert McBride has embodied of the faculty, often a difficult administrative do naturally.” He thinks that service is a mat- a model of service and leadership that has task. Of necessity, those faculty whose work ter of trust, something that “comes out of the inspired others to serve with the same dedi- demonstrated their incompetence simply had dedication of the best capabilities you have to cation and integrity as their mentor. Called to go. The college president was careful to working with people and trusting them and to a vocation of service that has ranged from include the faculty in the process, remov- having them trust you.” the philosophy classroom to the offices of ing several professors whose work proved McBride urges today’s students to academic dean and college president, this unacceptable and replacing them with better “be honest and be honestly committed to athletic pre-theology student has richly teachers and more productive scholars. the question of values in life,” advising that fulfilled his call. McBride felt proud of his accomplishments they “don’t avoid the hard questions.” He 1 in the academic area, but Simpson’s record in emphasizes the importance of honesty, argu- Sease Award 1988

91 D ownrig h t D evoted to S ervice

By A. James Fuller and Rebecca Blair ’80

A Frederick D. Hill A natural storyteller recounting the tales of generations past— complete with names, dates, and a plethora of interesting con- textual details that mark the historian—the Rev. Dr. Frederick D. Hill warms quickly to the task as he imparts his knowledge of the topic at hand. Engaged by his gentlemanly manner complimented with a ready laugh, one can’t help but share in his inner joy as he recalls another story of Indiana Central or the Evangelical United Brethren Church. Not surprisingly, Dr. Hill has formally served as the University’s historian since 1988, publishing the fascinating history in 2002, ‘Downright Devotion to the Cause’: A History of the Uni- versity of Indianapolis and Its Legacy of Service, a text like- ly to remain the definitive institutional study for many years to come. In his capacity as a history professor at Indiana Central, beginning

92 in 1958, he experienced and recorded thirty years of institutional history firsthand. Hill’s sharp mind has even catalogued the names, desk assignments, and personal histories of virtually all of his students over these three decades. In his extensive career as a professor and beyond, Hill has personified the very spirit that he identified as the theme unifying the University’s history: he has been “downright devoted to the cause” of service. Born in 1922, the fourth son of Josiah and Stella Hill, Fred Hill was raised on a farm in Miami County, Ohio. His father gave up on farming during the Great Depression to take a job with the Ohio B State Highway Department in 1930. In the constrained economic climate, he lost that job after only a couple of years and could But the war also brought a steel shortage to Camp Atterbury, Indiana, for discharge not find another one until 1939. During and, instead of flush times, that summer from military service. In another fortuitous the intervening seven years, he worked brought an increasing number of layoffs, turn of events, Vesta, then serving in the at day labor jobs as the family struggled particularly at factories in the Midwest. Sud- Army Nurse Corps, was stationed at Camp along. Those early years of financial crisis denly, the young man looking for a summer Atterbury. After Hill’s official discharge on shaped young Fred’s life view, as he directly job found himself out of luck. So, he traveled November 21, 1945, he and Vesta were observed how a family could overcome to Pleasant Hill, Ohio, to stay with his brother, married on November 26, in a small, private difficulties only through sacrifice. Moreover, Joe, and his wife, who provided Hill a job ceremony at her parents’ home in Ohio. he learned the value of education in those tearing down an old shed in their backyard After traveling to Fort Sheridan to childhood years, walking one mile each day and building a garage, a surprisingly crucial obtain Vesta’s discharge from the nursing to attend a one-room elementary school. As event in his life since their home was located corps, the couple returned to Ohio and his education progressed, he moved on to just around the corner from that of a young spent several months settling into married attend the larger schools in nearby towns. As woman studying to be a nurse. Her name was life. Hill enrolled at Ohio State University, evidenced by his earning the spot as eighth Vesta, and the two soon began a courtship. where after one semester, he changed his grade valedictorian, Hill dedicated himself The idyllic autumn days soon ended major from pre-engineering to teacher edu- to his studies. His efforts helped him to win with the December 1941 attack on Pearl cation with a major in history and minors in a college scholarship by placing second in Harbor, prompting the entry of the United mathematics and physical sciences. With the the county on a state test. States into the war. Hill left Miami Univer- aid of the G. I. Bill, he earned his degree in In 1940, Hill entered Miami University sity in 1942 to enlist in the U.S. Army Air education, graduating in 1948, and started in Oxford, Ohio, where he became a pre- Force at Dayton, Ohio. Dispatched almost teaching. He spent his summers working engineering student. He chose that major immediately to bombsight school in Colo- on his master’s degree in history at Ohio because his oldest brother had been an rado, he was trained to repair bombsights, State University. After a couple of years, he engineering student at Ohio State Univer- though he never saw another bombsight returned to Columbus as newspaper librar- sity, and the profession seemed glamorous. until he visited the American Legion ian at the Ohio State Museum where he had In the spring of 1941, he began searching Museum in downtown Indianapolis more worked part-time as an undergraduate. Then for a job for the upcoming summer break. than forty years later. Instead, he spent his he was able to pursue his master’s degree Like most college students at the time, Hill time in the military as a certified instrument year round, one course per quarter. When confidently assumed he would find a sum- mechanic, working on B-25, B-17, and B-24 he met historian Dwight Smith, a graduate mer job because of the booming economic bombers. While on furlough in 1943, he of Indiana Central College who was doing climate, due in large part to the still-neutral spent as much time with Vesta as possible, research in the library, it was the first time United States supplying arms and goods to then shipped out to Sydney, Australia, before Hill learned of the college where he would countries engaged in World War II. being transferred to New Guinea, the East eventually come to work. Indies, and the Philippines during the war. When the conflict formally ended in 1945, Hill traveled to Japan, eventually returning

93 service. Hill had been pondering whether Despite his full professional life, Hill to continue teaching in the inner city, look prioritized family and church commitments. for something in a mission field, or perhaps He and his wife became charter members go to seminary, and he had been praying for of Rosedale Hills EUB Church where he guidance in making his decision. As he knelt sang in the choir, taught Sunday school, at the altar that Sunday, he distinctly heard and frequently preached as a substitute. He the Lord urging him to “go to seminary.” also temporarily filled pulpits in other EUB Following further prayer and discussions churches around the state and sometimes with Vesta, he readied himself to pursue in Illinois as he was needed. Somehow, Hill God’s call to the ministry. also found time to start working on a PhD After completing his master’s thesis at Indiana University in 1960, where he C while teaching one more year at Everette studied under Dr. Don Carmony, a highly Junior High School and working with the respected historian who also was an Indiana Youth for Christ Club there, he enrolled Central alumnus. Juggling professional and at United Theological Seminary (formerly personal responsibilities, Hill earned his de- Bonebrake Seminary) in Dayton in 1955 at gree in twelve years. When he defended his the age of 33. By this time, the couple had dissertation—a study of a leading political two daughters, whom Fred cared for in the figure in early Indiana history—he was just evenings while Vesta worked as an evening two weeks shy of his fiftieth birthday. Finish- shift nurse at a local hospital. He earned ing the degree demonstrated his tenacity his master of divinity degree in three years, and determination, but the way the process receiving ordination as a minister in the unfolded also reflected his conception of Evangelical United Brethren Church in the his professorial role. Fred saw himself as a summer of 1958. During his time in semi- teacher first, a scholar second. nary, Fred discerned that, while he was called His three decades of teaching brought to “go to seminary” and serve God in some many memorable experiences, as he taught sort of ministry, he was not meant to be a classes, served on college committees, and church pastor. His seminary professors helped witnessed the college transform over time him apprehend his vocational calling to teach. into a university. In each course he taught, D Upon his graduation from seminary, he Hill mentored his students in non-intrusive accepted a faculty position in the Department ways, as he explains, “being available” and During this same time period, he of History and Political Science at Indiana “intentional about it” in little ways, such as experienced a religious conversion. Though Central College, where he remained for thirty “always being the last person out of the class- his family had baptized and raised the years as a full-time professor. room.” Such measures were small and prob- children in the Presbyterian Church, Hill “I was teaching at a Christian Liberal ably not significant to the casual observer, had not developed a devout faith of his own. Arts College,” he remembers, which meant but they allowed students to have access to Rededicating himself to Christ during an that professors had to be versatile. In the him when they needed it. And they often altar call at the North Linden Evangelical History Department alone, Dr. Hill taught responded to his availability. Obviously, United Brethren Church that he and Vesta Western Civilization, Non-Western Civiliza- there were those who wanted help with the attended marked the moment of Hill’s deep tions, American National Government, State course or a particular assignment. But, over spiritual commitment. After three years at and Local Government, Concepts of the the years, Dr. Hill found that there were the museum, he gave up that position in Liberal Arts, 20th-Century Russian History, many who just needed someone to listen to favor of teaching mathematics at a biracial History of Indiana, and Church History, them as they recounted their problems. junior high school in the inner city of along with several graduate courses. Yet, Hill His mentoring role also included Columbus. A few years later, he experienced often taught non-history courses, such as involvement with student organizations on another religious turning point at that same Old and New Testament, while also leading campus, such as serving as the faculty advisor altar in the little EUB Church on the north classes on various religious topics. Such a for the Student Christian Association and side of Columbus. The pastor of the church schedule required many hours in the class- freshman class and working with the Sunday sometimes invited the congregation to “go room, since faculty were required to teach evening college youth group at the University home by way of the altar,” which meant that 15 credit hours per semester. In addition, Heights Evangelical United Brethren Church. everyone would gather around the front of Hill often taught an overload of evening The history professor was actively involved the sanctuary for prayer at the close of the classes to supplement the low faculty salary. with convocation, which was held three days

94 a week in the early years of his tenure at the school. He preached in chapel and served as chair of the Chapel and Convocation Committee for a time, scheduling speakers and programs, all on a shoestring budget of $1,200 for the year. Hill also represented the University E F in a variety of ways. For awhile he repre- sented the University in the United Campus and administrators who brought positive Leone, West Africa. For the next ten years, Christian Fellowship, a four-denomination changes to the campus community while he and Vesta worked each year as United consortium created to promote cooperative retaining and strengthening its heritage. Methodist Volunteers in Mission. Typically campus ministries aimed at their college From 1981 until his retirement in during the winter months, they worked one students. At the same time he chaired the 1988, Hill served as chair of the Department or two three-week projects in the Southern Council of Campus Christian Life, which of History and Political Science. Yet, despite USA; more often than not, they served as was supported by both Indiana area Evan- his administrative talents, teaching remained team leaders. While on their last assignment gelical United Brethren Conferences and was his primary emphasis. It is as a professor in 1999, which was at Rust College in Holly charged with allocating funds to churches inside and outside of the classroom that Springs, Mississippi, team members and near colleges and thus facilitating their Dr. Hill served best. Even in retirement, he students helped Fred celebrate his seventy- ministries to Evangelical United Brethren joyfully accepted the invitation to create a seventh birthday. students. In the 1970s, he also made himself new faculty handbook and then to com- Fred Hill harbors a wealth of carefully available for television interviews and spoke pile the history of the University, a service researched stories about the University and to various church groups about his travels commitment that still allowed him to teach, its past. Some are contained in his book, to China and Europe, and in these ways this time as a scholar and writer. When his others he has related in lectures and conver- contributed to the effort to raise the profile history of the school was published in 2002, sations, and still more have been included in of Indiana Central University. it was his first book. About two months the notes compiled during interviews for this Other institutional service included later, he celebrated his eightieth birthday. piece. He has debunked persistent institu- working on and chairing various standing While not a prolific scholar, his devotion to tional myths; a quick read of an appendix to and ad hoc faculty committees, including teaching reflected both his own calling to the his book reveals Hill’s scholarly analysis of the committee that created the first formal ministry and the context of the institution many of the untrue stories about President faculty evaluation system, the International- when he was in his prime. I. J. Good, for example. Conversely, he has Intercultural Studies Committee, and the But the faculty handbook and the also created legends—one comes away from Affirmative Action Committee. One area of centennial history of the University did not his book with a renewed respect for the men service that gives him the greatest sense of exhaust Fred’s commitment to service. In and women whom Hill portrays as giants satisfaction now was serving on search com- the spring of 1989, during his first year in towering over the campus, casting long lega- mittees. Hill reflects proudly on this work retirement, he joined Dr. Charles Guthrie’s cies into the present. since it resulted in the hiring of new faculty spring term class for a work project in Sierra A thorough incisiveness and compre- hensive synthetic process mark the genera- tion of historians to which Dr. Hill belongs. G These scholars aim to contextualize and explain our human and cultural past in order to inform the present with rich meaning. Not only has he provided such a read- ing of the University’s institutional past, but also, as a teacher, mentor, and guiding presence, Hill has identified this same rich context for living for his students and col- leagues. Truly meaningful service requires a persistent dedication to what matters—the people, the ideas, and the histories of how they relate. In this respect, Dr. Frederick Hill’s life of service has reflected a “down- right devotion to the cause.”

95 I n t h e ser V ice of t h e muse

Rebecca Blair ’80

A Alice Friman “Would Mozart have served us better if he had quit composing to give piano lessons?” Such is the question posed by Alice Friman, Professor Emerita of English and creative writing at the University of Indianapolis, to describe the requirements of vocation in service. Friman approaches the concept of service skeptically. She notes that the term, by its very nature, im- plies altruism—a disposition that, for her, smacks of self-righteousness, or, at best, a sacrifice merely prescribed externally. On the other hand, real service may be attained, she posits, only when the individual expresses his or her self and when one’s sense of self and one’s vocation align. Indeed, teaching, for Friman, becomes the highest form of service when the teacher “exemplifies someone who loves the material, the ideas,” that is, when the impetus for engagement originates from within. Both inside and outside the college classroom, pro- fessor Alice Friman serves in just this way, through her intense love of ideas and the process of sharing them with others.

96 Born in New York City and raised in The educational process has long Washington Heights on the northern tip of been understood as the process by which Manhattan, Friman was educated in the New knowledge is passed from one individual to York public schools and in the diverse bustle another. More significant, however, is the of the surrounding metropolitan culture. The work of evoking the desire to acquire such profusion of museums, skyscrapers, music, knowledge within the individual. If the task and theater, set within an exotic assortment of higher education—specifically a liberal of languages, races, and cultures, composed arts education—concerns helping students a rich palette of real-world educational identify their abilities and their values in experience. Little Italy, the lower east side, order to gain a sense of direction and Harlem, Brooklyn, the Bronx, and the Staten purpose in life, then, according to Friman, Island Ferry—Friman imbibed the nuances of the passion for intellectual, spiritual, and words and cultures, ways of living and being, personal engagement drives such an inquiry. especially on the daily three-hour commute In such a setting, college teachers, function- to and from Brooklyn College, from which ing as mentors, serve as models for what it she graduated at the age of twenty. As Friman means to discern and live out such an inner recalls, “New York was a place filled with calling, even if, in the living out, one must energy, and I was its child.” choose a singular or unconventional path. Never one to embrace unquestioningly Friman’s vocational journey com- the regularity of formal systems, Friman menced in earnest when, married and notes that she “was good in school, but pregnant, she moved with her husband to B never worked too hard at it until college,” Dayton, OH, and then, four years later, to preferring her passions for dancing and, she Indianapolis. Unprepared for the culture says with a smile, falling in love. In fact, shock of living in the relatively homog- passion has been and continues to be a key enous Midwest, Friman would later seek element in Friman’s life, the essence of the out diverse experience, traveling to Greece, link between self and service. Her father England, Kenya, Tanzania, Scotland, and mother ran a small business, and the Ireland, and Italy, and for a brief time, living family inhabited a four-room apartment, and working in Australia. But in those first which Friman describes as “nothing fancy.” years in the midwest, busy with diapers and Though she is Jewish, she never partici- earaches, she realized the need to continue pated conventionally in any congregation, her formal education in search of answers emphasizing “life and its living” over formal to the intellectual and existential questions religious practice. To her religion was “going that plagued her. What she found as a result to Grandma’s for the high holidays,” in of this reflective process was not the answers contrast to faith, which for her is “a highly but, “more importantly—the questions.” private affair,” an internal process of intense questioning and discernment.

97 monly at the College appeared to value conformity and the use of knowledge to affirm a more restricted set of pietistic values. Such experience placed in sharp relief the inner calling to service that Friman had earlier taken for granted. She realized with a deeper urgency the need to teach processes of intellectual and spiritual inquiry to students who sought to journey down paths outside denominational dogma or institutional expectations, paths more familiar to the humane tradition of the liberal arts as the channel to discover what it means to be truly human. “Wherever I sat, there I might live, and the landscape radiated from me C D accordingly.”1 This dictum from Henry David Thoreau captures the spirit of living deliberately and passionately from a steady internal center that drives Alice Friman’s Having identified a set of impor- life as a poet and teacher. Adherence to tant life questions, Friman headed to the rules and values systems for their own Indiana University annex in Indianapolis sake, she posits, doesn’t advance educa- (before the creation of IUPUI), and later tion, generate self-understanding, or to Butler University, earning an MA in essentially serve others. Rather, careful English in 1971. She selected English and intentional reflection enriched by because in language, she discovered a rich immersion in a cacophony of competing tapestry of meaning and emotion, a way of ideas, which one tests and chooses, often knowing that speaks to both the mind and in conversation with others, furthers one’s the passions. true education. In this context, one takes Indiana Central College hired Fri- ultimate responsibility for oneself and man to teach, first as an adjunct, and then one’s ideas. in 1974 as a full-time faculty member. Yet Professor Friman comments that, she experienced a climate not entirely wel- for the most part, she ignored the college coming for a Jewish woman with a New motto, “Education for Service,” as it was York accent. While she had valued books commonly defined during her tenure, and intellectual systems as instruments because it seemed that its true purpose was of intellectual inquiry and challenge, the to create conformists, not only in the stu- means to internal discernment, the value dent body, but compliance and conformity system which she confronted most com- in the faculty. At that time, the faculty was vastly overworked and understood the real meaning of “Education for Service” because “we were sure doing it.” Within the emergence of a more liberated institu-

98 tional and educational context, this phrase Alice Friman has received fellowships from acquires a more radical, or essential, the Indiana Arts Council and the Arts nature. In this larger context, faculty serve Council of Indianapolis. In addition, she by demonstrating how they have arrived been invited to teach at Curtin University at the present moment in their continu- in Australia, and had writer-in-residence ing journeys of spiritual and intellectual appointments at such artist colonies as discovery, by showing how to inhabit the Yaddo and the MacDowell Colony. She is present while bringing experience from now the poetry editor of Arts & Letters, a their individual pasts and anticipating the literary journal published by Georgia Col- divergent leadings of their futures. Such a lege & State University in Milledgeville, process, for Friman, embodies both voca- Georgia, where she lives with her husband, tion and service. Bruce Gentry. Among her numerous In addition to teaching, Friman iden- awards are three prizes from the Poetry tifies writing poetry as her true passion, Society of America and the 2002 James her “sweet hell,” as she calls it. Though her Boatwright Prize for Poetry. Yet, despite all teaching skills have been recognized with of these accolades, Alice Friman views the a teaching award from the Council for the true measure of her poetry as the expres- E Advancement and Support of Education sion of an essential gift that speaks its in Washington, DC, as well as by the unique language to the world at large. praise offered from numerous current and If the measure of one’s vocation is former students, writing poetry com- the ability to demonstrate the process of pletely fulfills her vocation as a different discernment and its workings in one’s life, form of service. She has published eight then we have only to read Friman’s poetry collections of poetry, most recently The to witness her vocation as service. By slicing Book of the Rotten Daughter and Inverted into the realities of human existence, the Fire, from the BkMk Press of the Univer- mutability of human relationships, the sity of Missouri in Kansas City, and Zoo, inexplicable violence of nature, the dazzling from the University of Arkansas Press, capacity of language to reveal and conceal, which won both Truman State University’s she presents for her readers an honest Ezra Pound Poetry Award and the New instructive model of inquiry, the journey England Poetry Club’s Sheila Margaret of self both passionate and intellectual, Motton Prize. Individual poems by Fri- seeking and questioning. By faithfully man have appeared in such prestigious serving the Muse of inquiry and experience, American literary magazines as Poetry, professor Alice Friman embodies the liberal Georgia Review, Boulevard, Southern ideal of education and fulfills her vocation Review, and Gettysburg Review, as well of service in the process. as the British magazines Poetry Review and

London Review of Books. Her poems have Honorary Degree 2002 also been reprinted in anthologies from St. Martin’s, Prentice–Hall, Longman, Beacon Press, the University of Minnesota Press, and the University of Iowa Press.

99 M A K I N G S H A D E F O R O T H ERS: T H E SERVICE OF DR. C H A R L E S G U T H RIE

Rebecca Blair ’80

A Charles Guthrie The office door in Good Hall, papered with the usual academic graffiti of pictures and pithy comments, appears similar to many located in the same hallway. Yet this office door reveals much about Dr. Charles (Charlie) Guthrie as a professor passionately devoted to service, an impulse that comes naturally to him. One quotation, printed in italic script over a graphic representation of a leafy, green tree, reads “True service is the planting of a tree under whose shade you know you will never sit.” Charlie Guthrie’s sense of service as a vocation embodies just such an approach to teaching and serving others.

100 Guthrie, raised in the 1950s and early 1960s in a small community of the rural South, identifies service to others as a basic expecta- tion woven into the social fabric. This expec- tation acquired more immediacy during his undergraduate years at Emory University. Guthrie’s experience in mid-1960s Atlanta impressed upon him that “there was a lot to do, particularly in the inner cities.” After graduation, prompted by this recognition of need, Guthrie enrolled in a B C master’s degree program at Columbia Uni- versity, through which students returned two years of service to an East African country, courses on Africa when I went through and opportunities for service without such living and teaching in Tanzania for two years school, but I wanted to serve and experi- openness can border on arrogance and and Uganda for an additional year. At the ence an exciting adventure.” insensitivity, because in such instances, one’s conclusion of the program, Guthrie had While journeying through this adven- own intention and agenda limit one’s vision. earned an MEd from Makerere University, ture, Guthrie developed what would become In short, though Guthrie resists pat Uganda, but more significantly, his approach a lifelong interest in African society, culture, definitions, he defines service as “an aware- to vocation and service had become utterly life, and history—an interest that would lead ness and then the willingness to act upon transformed. him back to Africa for his doctoral work, that awareness. One can’t happen without Brian Mahan, in Forgetting Ourselves and an interest that would spark the surpris- the other, though there’s a complex mecha- on Purpose, asserts that our understanding ing revelation of his vocation as a teacher. nism at work here.” and pursuit of vocation is less a matter of When Charlie Guthrie talks about Such a fundamental process of recogni- intention, preparation, and occupation—the teaching and service, he can’t help but be tion and response mirrors that recalled by elements of an envisioned self—and more passionate. “What I like best about teaching Dorothy Day, cofounder of the Catho- a question of our openness to follow our is making a breakthrough with a student, lic Worker Movement, who, as a child, preoccupations. “We can leave our work not anything dramatic, just when they ‘get’ experienced the revelation that she was at the office, but our preoccupations ride it, when I see a measure of engagement so fortunate as to have a doughnut, while home with us. They sleep with us too and with what I’m trying to do in the teaching other children weren’t as fortunate: “I just they dream with us.” 1 Such preoccupations, context. Teaching is a very clear vocation remember holding that doughnut up [to my when pursued, may coalesce into a vocation, for me. Everything I do has a component of mother] and hoping she’d take it and give a sense of life purpose that “speaks of a gra- teaching. I’m clearly a teacher.” it to some child. I just kept talking about cious discovery of a kind of interior conso- This love of teaching meshes quite nat- God and Jesus and feeding the hungry with nance between our deepest desires and hopes urally with his desire to serve others in the doughnuts.” 3 and our unique gifts, as they are summoned developing world. As Guthrie observes, “If Guthrie’s professional life revolves forth by the needs of others and realized in you have a career in the developing world, around just this kind of process. As he notes, response to that summons.” 2 it’s pretty hard not to be service-oriented. At “The things I do are closely connected with Guthrie notes that his experience in the very least, it’s hard not to be sensitive to service. I spend a large portion of my time Africa affirmed just such a larger sense of the needs of others.” thinking about and teaching about what vocation. “I had no intention of teaching,” Indeed, one of the most valuable rea- needs are there in the world in relation to Guthrie observes. “I didn’t know what I sons for engaging in service to others, in his the rest of us. It is putting ‘feet’ on these wanted to do. That’s why I went to Africa view, is the recognition that one may owe needs that is important to me.” in the first place. I couldn’t even find Africa something to others, or that one may not on a map at that time. They didn’t teach quite understand something about oneself. One must enter into service with openness and vulnerability. Searching for meaning

101 The opportunity to teach about such Within a year of his arrival at ICU, needs led him to Indiana Central University Guthrie, now coordinator of International in 1981. After receiving his PhD in African Programs, found himself planning his first Studies at Indiana University and working service project—and the first overseas stu- for three years in an academic appointment dent project in the University’s history—to at the University of Florida, Guthrie came Azpitia, Peru. South America served as the to the attention of Dr. Fred Hill, then chair secondary disciplinary focus for Guthrie, of the ICU History Department, who was who persuaded Chaplain David Owen to searching for a colleague to teach about join the group on the church construction/ Third World cultures and develop an inter- medical project. national studies program. “The whole approach to the D Guthrie knew of Indiana Central’s development of international programs,” reputation as a teaching institution, but he Guthrie observed, “was ‘build it and they thought at the outset of his appointment will come.’ When Fred Hill handed the that he would not stay because he “was not program over to me, that’s exactly what I a city person. I grew up in the mountains, tried to do. At this point, service was just and there are no mountains around here.” emerging in the field of higher education as Yet the lack of state university bureaucracy, a study focus, not as a part of the curricu- the personal warmth of colleagues, and the lum, but as an expectation.” professional flexibility to develop programs, Students interested in international organize and conduct workshops and con- service received the “Passport to Interna- ferences, and teach in a broad range of topic tional Programs,” a small booklet describing areas won him over. the course and travel offerings available in “Education for service”—Guthrie read any given year. This publication included E and countenanced the institutional motto, comments from students in the Peru project but, in his words, it was the “putting” about the transformative possibilities of rather than the “saying” that became most international service. important. At Indiana Central, he found Following the Peru project came two a number of service-oriented, altruistic peo- trips to Sierra Leone. In 1986, a group ple who, in their personal and professional traveled to Bo to construct a school, and in lives, quietly lived the model of service. The 1989, another group returned to Freetown, old EUB habit of keeping the story rather accompanied by a medical team, to provide than telling the story is witnessed in the clinical services and build a church. These innumerable acts of service among faculty and subsequent trips were codirected by and staff, Guthrie notes—acts that are not Guthrie and the Rev. John Young, the registered anywhere. University chaplain for many years (see In those days, he remembers, service photo top left). functioned as a common focus for conversa- From the beginning, Guthrie and oth- tion and work. There were shared expecta- ers envisioned these trips as experiential and tions about the world and society, and, more transformative for those who served as well particularly, about the academic mission as for those who received the service. They of the University—expectations located in intentionally sought the involvement of the the faith-based influences and humanistic community, the United Methodist Church, impulses present on campus. and interested faculty along the way.

102 After the Peru trip, an article detail- been wrapped up in trying to count up and ing its scope and purpose appeared in the figure percentages of service activity. And University’s magazine. This article sparked so, although the commitment to service faculty and student interest in travel experi- continues, we have diminished the sponta- ences containing a service component. neity of service.” Guthrie called faculty colleagues, urging It is this spontaneity—that “doughnut” them to develop such international impulse to recognize and directly respond to opportunities, with the aim of providing as need—that lives at the heart of service for wide an array of travel/service experiences Guthrie. He affirms that there are still many as possible. persons who engage in service projects for For all the overseas service the “right” reasons. One of the most positive opportunities Guthrie sponsors, students developments at the University is the Com- who wish to participate are screened munity Programs Center and the commu- for an openness to others and a willing- nity outreach to Laurelwood and Fountain ness to learn. Thus, he tends to “prefer Square. These positive initiatives represent a definition of service that includes an for him the University in the community, educational component. If one doesn’t working with neighbors as a partner rather learn something out of the experience,” he than as a directive source of expertise or an F “question[s] the motives for service.” uncaring institution. Four house construction trips in Indeed, the dynamics in academic conjunction with Habitat for Humanity— institutions generally have changed over to Bluefields and Pearl Lagoon, Nicaragua, the last ten or fifteen years concerning For Guthrie, reading widely about a in 1991; Cuzco, Peru, in 1996; Ichilo and recruitment, preparation, involvement, culture is the best preparation, along with Santa Fe, Bolivia, in 1999; and Jacaltenango, and motivation levels of students. The training oneself to see clearly what is impor- Guatemala in 2003—succeeded the trips to major shift that Guthrie observes concerns tant in the context through a less subjective Sierra Leone. the increasing popularity of service as a lens. Service is not about “fixing things,” Guthrie observes that, for a variety of component of a student’s academic experi- and good intentions may not be adequate. complicated reasons, people who are inter- ence—and an accompanying lack of reflec- The world is more complicated than many ested in service and try to make it work in tion on the part of some students concern- Americans conceive. A recognition of the an academic setting end up looking at ways ing their motivations for service. Students real and perceived power differentials present to institutionalize it, a “damned-if-you-do, tend to focus more on extrinsic (class credit in cultural exchange becomes imperative. damned-if-you-don’t” impulse. While such or stipends) and intrinsic (feeling good) As Guthrie affirms, the best outcomes a view springs from the sixties generation’s rewards, in his view, rather than focus- happen one-on-one in service and in discovery of the rest of the world through ing more intently on the condition of the teaching. “Education comes from the new institutions such as the Peace Corps and civil “Other” in whose midst they serve. stuff that happens outside and inside the rights initiatives, such an impulse contains a Students in the programs Guth- individual in a kind of dialogue between counterproductive aspect for Guthrie. rie sponsors undergo reflective, mental, knowledge acquisition and experience. This In his view, in the early years of his academic, and cultural preparation prior to kind of experience is rich and priceless, and tenure when Indiana Central was a small- departing for the international destination. leads to an evolution of different types of sized university, “service had not yet been Such preparation becomes crucial because questions to ask.” institutionalized and was an integral part of of the risk of unintentionally offending or As a small card affixed in the corner of the community atmosphere. The University damaging those in the foreign culture. his office door proclaims, “You are fulfilling is different now than it was a number of your significance when you convert all your years ago. For the last few years, we have experience to the highest advantage of oth- ers.” Professor Charlie Guthrie does just that.

“basin & towel” recognition 2004

103 “L essons L earned ” P h i A lp h a E psilon I nduction U niversit y of I ndianapolis J o A n n D o m b Chair, Music Department November 3, 2002

It is an honor for me to imitate sounds that were definitely foreign to my ears. I stand before this audience remember Myrtle Thornton—a tall, beautiful girl who had today—before you who have one of the most stunning soprano voices I had ever heard. earned the invitation to be We got to know each other in the college choir. I had never inducted into this honor before had a friend my age that was black. It seemed that society after your first year of everyone at college had come from a background different college, before your parents from mine. People came from different family units, different who have given you the sup- parts of the country, different religious ideology, different port and guidance for some races, etc. I had incredible lessons in diversity. These lessons 18 years that has led you served to give me a curiosity about people and cultures and a A here, and finally, before your valuing of differences that led my husband to teach in a black professors and my colleagues university for two years after we were married, and later for of this University who have dedicated their lives to students me to study traditional music in the Middle East (in Muscat, in higher education and to your success. Congratulations to Oman), and in the Far East (in China and Taiwan). These all of you for your part in this special honor. experiences not only informed my teaching, but also led to A couple years ago I was invited to return to my under- wonderful friendships that continue to enrich my life. graduate alma mater to speak in my field of music education, Secondly, I had never worked harder in my life to that but it became also an occasion for me to reflect on my experi- point than I did during my undergraduate study. I had ence at that school. I was amazed at the lessons learned both learned discipline early in my life from practicing the piano in and beyond the classroom that returned so vividly to my for many years, but college seemed to take much more time mind. I would like to share four of my lessons learned with for studying than I had needed in high school. I recall the you today. panic sitting in front of a Jackson Pollack painting literally for To begin—I came from a rural area in Eastern North hours trying to figure out what to write about it for my Mod- Carolina to attend a liberal arts college and music conservato- ern Painting class. Finally, I had an idea, and was able, after ry in the Midwest. My first roommate was from Washington, several revisions, to write a respectable paper. I would listen D.C. I found out that people raised in the city have had very to my music history professor read an essay exam written by different experiences from those raised in a small town. We a particularly brilliant student and wonder how I would ever found commonalities, however, in our music experiences and pass. I discovered, however, that if I worked diligently— our church background, and remain friends yet today. My always striving for excellence and certainly my best— next best friend was from Minneapolis, Minn. She laughed then everything turned out OK. at my southern accent, and she really laughed when I tried to learn German. It hurt a little, but she did help me to hear and In Her Own Words: Jo Ann Domb

104 B

Third lesson. I was raised in a Christian home, and descriptions of the locations for the creation of so much glori- was taught “right from wrong.” However, when I was a high ous music—polychoral music in Venice, Gregorian Chants in school senior, I found myself looking briefly at an English the great Gothic cathedrals of France, England, and Germany, test that someone passed to me in another class. Before I and the huge Wagnerian operas produced in a building cre- knew what had happened, I was accused with several of my ated especially for these music dramas in Bayreuth. The desire classmates of cheating on an English test. I was an honest to experience music in these places has led to a lifetime of person caught in the wrong place at the wrong time, but my travel—with students, with retired teachers, with friends— National Honor Society membership and pin were taken and always resulting in new knowledge and new friends. away from me. I remember my geometry teacher saying, “Jo So I pass on to you my lessons learned that have stood Ann, I know that over time you will prove to others that you me in good stead throughout my life: 1) valuing diversity— are an honest person.” I’ve never forgotten those words. At valuing people and ideas different from my own and the Oberlin College, we had an honor system. At the end of every importance of treating all individuals with dignity and “Bluebook”—those blue test booklets that were used for essay respect; 2) valuing the practice of honesty and integrity in exams—we were required to write “I did not give or receive myself and in others; 3) understanding the value of hard help on this exam.” I am grateful that honesty and integrity work and determination to complete a task to the best of were not treated casually in my education. my ability; and 4) recognizing that education and lifelong Finally, I became acutely aware that education was a learning are keys to an open mind, and, therefore, to window to unbelievable opportunities through the awakening unlimited possibilities. of the mind to new subjects and new ideas. The first day of Eleanor Roosevelt wrote, “It requires effort to use your the Modern Painting class I referred to above, the instruc- potentialities to the best of your ability, to stretch your tor asked the students to write down the names of the art horizon, to grasp every opportunity as it comes, but it is museums that we had visited. As I looked around, it seemed certainly more interesting than holding off timidly, afraid to that everyone was furiously writing, except me. I had never take a chance, afraid to fail.” Eleanor Roosevelt was one of visited an art museum. That class (which was not in my the foremost leaders of the 20th century. You who are being major, of course) opened my eyes to a world that would bring inducted into this honor society today have the potential to incredible joy to me for a lifetime. Now when visiting a new be the leaders of tomorrow—be it in the community, in the city (be it Anchorage, Chicago, Paris, or Taipei) art galleries classroom, in the family, in business, or in the church. You and museums are always standard fare. I couldn’t begin to have succeeded in this first step in college. The road will get tell you the pleasure I have received from the original art my much tougher. You, however, have chosen a university for husband and I have chosen to purchase—including a Navaho your undergraduate education that is founded on Christian Indian headdress, a hand loomed rug, a brass rubbing, origi- ideals. It is a caring and supportive environment. I employ nal prints, and jewelry designed and created by my niece. I’ll you to seek the values that will help you overcome the dif- give just one last example of the opportunities that grew out ficult times, and to persist with a passion toward the things of my education. Majoring in music, I was required to take in which you believe. In Her Own Words: Jo Ann Domb numerous courses in music history. I was fascinated by the Thank you.

105 Matt Brock ’04

with their special education programs. “There are so many service learning oppor- tunities in Indy,” he said. “I like differ- ent things for different reasons, so it just depends on what I want to do at the time.” As a member of Circle K, a student volunteer group on campus, Matt partici- pated and planned many service opportun- ties. “Volunteering definitely shaped my college experience and was a big part of it. Our Circle K group spent time working at the Horizon House—a homeless shelter downtown—and we helped to raise money Service is not a choice for Matt. He doesn’t for the Julian Center—a place for women feel obligated to volunteer, nor does he say his and children who are victims of domestic schedule is just too full. Even during his final violence. Every place you volunteer kind of semester on campus with full days of student changes you,” he said. “But I believe there teaching, Matt still managed to find time to is something for everyone out there. If you serve others. “People use not having enough want to get involved, there’s a way you can time as an excuse not to volunteer, so I show do it and have fun.” them my schedule,” he says. “I tell them, As Matt looks ahead to his life after ‘Look—if I can find time, you can find time.’ college, he’s not sure where it will lead. “I’m You can always find time if you want to.” glad I came to UIndy” he said, “and I’m From his days growing up in Fountain surprised that it’s gone by this fast. It doesn’t City, Indiana, to his four years spent at the feel like I should be done.” University of Indianapolis, Matt Brock has One of the hardest service opportuni- always found time for service. “Through ties for him to leave is his relationship with volunteering I’ve met so many different Camp Riley and Isanogel, a camp in Mun- types of people, and it’s really helped to open cie, Ind., for kids with special needs. “I love my eyes,” he said. An elementary education meeting kids from all over the Midwest, and major, Matt originally came to the Univer- you get to meet a lot of cool kids. Working sity because of its physical therapy program. at those camps is one of the neatest things But after spending time during the summer I’ve ever done, and I hope I can volunteer working at Camp Riley with special-needs there again someday.” kids, Matt realized that he wanted to be What is certain is that Matt will find in the classroom. new ways to serve others and to help those “I always thought about teaching spe- in need. “I think volunteering should be cial education,” he said. “I think that chil- something everyone does,” he said. “Society dren with special needs are often not served doesn’t work unless people give back, so you as well as they could be. I want to make have to. It’s not really a choice for me; it’s sure that when I’m teaching, I’m thinking just the way people should do things.” about their individual needs and making the —Jennifer Huber school work for them, not making them fit into the school.” Harvey Showalter Future Alumni Before his semester of student teaching, Award 2004

Profile: Matt BrockMatt atoften workeda withglance kids in tutoring programs and at schools that needed help

101066 Laura Steed ’08

Service-learning can be a life-changing experience. In the summer of 2005, Laura Steed received monetary assistance from the University of Indianapolis Greyhound Adventures fund and went to work with the Appalachia Service Project doing emergency home repair. “We worked on homes in rural Appalachia to make them warmer, safer, and dryer,” she said. She loved the experience be- cause she was able to help people live more comfortably. “I created and enjoyed many friendships with the homeowners,” she said, “and I still keep in touch with them.” When Laura returned home, she realized that she wanted to change how she lived. She trimmed down her possessions, began to think twice before spending money on material goods, and became a vegetar- ian. “Throughout the summer,” she said, “I observed how simply others lived. People were living without running water! I started looking at my own life and realized how as an example to how we should live. It is much unneeded ‘stuff’ I had. I believe I’ve also important because there are so many simplified my life since this summer, but I people who need help. You don’t need to go also know I have more to go.” to the Appalachia Mountains to help people, Laura is a member of the Peace and either. There are many homeless and hungry Social Justice group at the University, an right here in Indianapolis.” organization that focuses on service-related As Laura continues her studies at the activities. “Last semester we raised money University, she will also continue to serve for hurricane relief and collected clothes on others. She spends time at the Boys and campus for a women’s shelter,” she said. “I’ll Girls Club of Indianapolis working as an be going on a mission trip to New Orleans after-school tutor. “It’s amazing to see how during spring break to help with hurricane much you can cheer up a child’s day when relief. We’ll be removing carpet, walls, and you help them finish their homework,” she floors, as well as rebuilding, and I’m really said. Laura hopes that people take time to eager to help.” help others and make time to volunteer. “I Laura, a youth ministry major and a want to encourage others to volunteer and United Methodist Youth Leader Scholarship understand that no matter how small the recipient, feels called to go into ministry act, it never goes unnoticed,” she said. “By after college and to continue to volunteer. uniting together, we can change the world. ”Volunteering is important to me because I By showing someone just a little love, we can feel that we are all called to serve others,” she change their world.” —Jennifer Huber said. “Jesus helped the poor and the lame Profile: Laura Steed at a glance

101077 Kristina Russell ’03 ’04

and participate as part of a team,” she said. “We hope to continue this with other sports throughout the year.” Kristina also serves on the program committee and volunteers as a counselor for CHAMP Camp, a summer camp for children with respiratory needs. “My little sister, the kids at camp, and the kids I work with each day teach me more about life that I could ever learn on my own,” she said. “They are so carefree, fun- loving, accepting, and trusting, yet they’ve been through so much. They keep a smile on their faces and are the first to cheer for their friends’ successes. They’re not worried about how to get ahead or what the future holds. They take each day as it comes and live life to its fullest.” Sharing her gifts with others—whether it is through lending a hand, comforting others, or just “being crazy,” as she puts it—is her passion. “The Lord has blessed my life in ways I can’t even believe,” she said. “I feel the need to share this with others. We all deserve happiness and blessings, and if I can help others experience this joy, why Kristina Russell’s passion for life is obvious. shouldn’t I?” A 2003 and 2004 graduate of the University She hopes that more people will of Indianapolis, Kristina works as an occupa- become involved with volunteering. “It can tional therapist and has dedicated herself be intimidating to get started, especially to helping others. “Most of my volunteer when you’re unsure of your own abilities activities involve children,” she said. “The and comfort levels,” she said. “But if you children are our future, and they deserve get to know yourself and your values, you’ll nothing but the best as they grow and be able to jump in somewhere. The ideal figure out who they are.” place to volunteer is somewhere that you feel As an undergraduate, Kristina worked comfortable and already fit in.” with College Mentors for Kids at the Volunteering has helped Kristina to University and was paired with a little sister understand that her time is one of the most through Big Brothers/Big Sisters of Central valuable gifts she can give. “God did not Indiana. “My little sister and I had such put me here for me to be alone and self- a great time and really connected, so we centered. He wants me to enjoy life and to continued our match after I graduated,” live it! For me, living life means spending Kristina said. time with other people. I know that my time Through her work with occupa- with other people is more important to me tional therapy, Kristina has helped to start that how much money I make or what car a basketball league for children with special I drive,” she said. “I can only hope that my

Profile: Kristina Russell needs.at a“It hasglance been fun volunteering each outlook on life will be reflected to others who Saturday to help the kids learn new skills can make a difference.”—Jennifer Huber

101088 Caregivers & Professionals

109 T h e S ervice of N ursing M inistr y

By Michael G. Cartwright & Rebecca Blair ’80

A Cheryl Catlin Larson ’66 ’71

As the daughter of an Evangelical United Brethren pastor, Cheryl Larson grew up in a welcoming home in which care and hospitality were frequently provided for missionaries. Indeed, Larson, impressed by their sense of dedication to calling, seriously considered the prospect of serving as a missionary through the United Methodist Church, the descendent of the EUB denomination. In the summer of 1972, Larson traveled to Zaire, working for two months as a short-term replacement for a nurse on leave for the summer. One year before this experience, L. Cheryl Catlin Larson had received her bachelor of science degree in nursing from Indiana Central College, completing an educational journey which had

110 commenced in 1964 when she matriculated Indianapolis develop a program specifically to the institution to study for the associate to train parish nurses through the School of science degree in nursing, graduating in of Nursing. This program was initiated in 1966. Animated by the deep desire to care 1996–1997. In Larson’s conception, the pro- for the essential needs of fellow human gram would embody the values embedded beings, Larson discerned the particular in the University’s motto, “Education for nature of her vocational calling while in Service,” as well as those consonant with the Zaire. She learned that, while she was not United Methodist denomination’s mission. called to missionary service, her talents and Students who seek to enroll in the caring heart fitted her well for teaching and parish nursing program must be registered ministry in the nursing profession. nurses, have completed three years of Particularly in the period from the experience in the nursing profession, and 1970s to the present, Indiana Central Col- possess spiritual engagement and maturity. lege, now the University of Indianapolis, Over the course of six intensive sessions, earned a reputation for the superior quality these individuals study and reflect upon of its educational and experiential programs the facets of nursing conjoined with the in nursing, occupational therapy, physical issues of congregational care. The Inter- therapy, and related healthcare professions. national Parish Nursing Resource Center B As these programs developed, intensive affirms that courses prepare parish nurses short-term certification and continuing to perform seven essential functions within education initiatives enriched their range the congregation: integrator of faith and and quality. The parish nursing program, health issues, health educator, personal one exemplar of these program initiatives, health counselor, health referral agent, owes its existence, quality, and longevity to trainer of health care volunteers, developer the efforts of Cheryl Larson. A forerunner of health support groups, and congrega- of civic and community engagement curri- tional health advocate.1 Flexibility exists cula, the parish nursing program intention- within the conception of the parish nurse ally offers collaboration with community role for individuals to assume formal offices partners in churches, hospitals, and other of ministry, such as deacon or deaconess, such community institutions. In return, eucharistic or diaconal minister, or other these community organizations agree to lay ministry roles, in conjunction with provide tuition, books, and other necessary parish nursing. materials for nurses who serve in these con- It is this integrative character of texts to learn more about the importance parish nursing that forms its central of hospitality, the roles of communities and feature, despite the range of particular job congregations, the theological significance descriptions apparent across congregations of healing, health, and wholeness, and the and denominations. In fact, it is precisely practical dimensions of parish nursing. this integration of nursing and ministry Larson herself discerned her particular that frequently leads to a transformative Cheryl Catlin Larson ’66 ’71 calling in the context of teaching and serv- understanding of vocation and identity for ing for four years as the parish nurse at the each parish nurse. As a part of the com- Honey Creek United Methodist Church in missioning ceremonies, each parish nurse Greenwood, Indiana. Her experience in this is invited to offer his or her own statement congregation infused Larson with a passion in which to articulate a renewed under- for parish nursing. After joining the faculty standing of identity in relation to parish of the University of Indianapolis in 1994, nursing ministry as a calling. Following her interest in teaching parish nursing and health ministries merged, and in 1996, Larson proposed that the University of

111 the commitment statements, candidates are anointed with the sign of the cross in oil on their foreheads along with the words, “I commission you to a ministry of healing and wholeness, in the name of the Father, and of the Son, and of the Holy Spirit.” This ancient practice of anointing marks the affirmation of the vocational task informed by the educational process, an overt recognition of the ethic of education for service. From the inception of the program in 1996 to the present, more than two-hun- dred fifty individuals, most of them wom- en, have completed the UIndy parish nurse course to enact their vocational callings within congregations. In fact, six are nurses who are currently—or who have been at an earlier point in their lives—members of the C University of Indianapolis nursing faculty: Judy Bryan, Karen Hirsch, Margie Porter, Leslie Oleck, Lou Ellen Sears, and Ann Stahl. For each of these women, infected by the vision, enthusiasm and passion of their colleague, Cheryl Larson, the ministerial aspect of parish nursing completes a voca- tion dedicated to teaching and caring for others. Indeed, when Lou Ellen Sears re- tired in 2001, she continued her education- al service as a parish nurse at the Southport United Methodist Church on the southside of Indianapolis. Approximately twenty-five percent of the persons who have been commissioned D E to date hold United Methodist affiliation, while fifteen percent serve within the Roman Catholic Church. The remaining sixty percent are spread among Lutheran, Presbyterian, Baptist, Disciples of Christ and United Church of Christ congrega- tions. Indeed, though Christian congre- gations make up the majority of parish nursing settings, Rabbi Geoffrey Dennis of Indianapolis Hebrew Congregation, the Reformed Jewish Synagogue in Indianapolis, pronounced a special berakah or blessing for Patricia Calderon in December 1998 as she took up the task of parish ministry to this congregation, demonstrating the ecumenical and interfaith dimension of this initiative.

112 Thanks to the dedicated and persistent leadership of Cheryl Catlin Larson to her vocational calling and her alma mater, the Parish Nursing Program has thrived over the years. As a part of this growth, Larson has incorporated curricular revisions and partnership programs within the School of Nursing to facilitate student nurse reflection on the vocational development of parish nurses in the congregational con- text of their particular ministries. She cur- rently coordinates the Parish Nursing Vo- cational Initiative of the Crossings Project, a vocational discernment program at the University of Indianapolis funded by the Religion Division of the Lilly Endowment. In addition, Cheryl Larson has sought F further community connections, working with parish nursing coordinators and their institutions across the state to bring her vision of an “Indiana Center for Parish Nursing” to fruition. Recently, Clarian Health Partners donated office space for the center which is located at 1815 N. Capitol in Indianapolis. The collaborative model of nursing within parish settings extends the possibilities for the enactment of education for service within the community. As parish nurse Jeanne Brownlee observed in her Statement of Commitment: “God gives to each of us a mission in life. Once we start living our lives with that conviction, we soon know what we are sent to do . . . .The image of cupped hands is important to me. It symbolizes our ability G to hold what is offered to us as a gift, or to open our hands to give to others. As I begin this new mission as a parish nurse, I am aware that the power of our hands also involves healing and being healed, as well as giving and receiving.”2 As she retires in 2006, Cheryl Larson can positively reflect upon the lasting, meaningful ministries made possible through her leadership in the parish nursing program, the embodiment of her willing and passionate assumption of a teaching vocation rooted in service.

Lantz Center Medallion for Christian Service 2006

113 T h e fabric of service — a natural weave

By Rebecca Blair ’80

A Toni Peabody “The making or designing of servants is not what we’re about,” asserts Toni Peabody, sitting in her Good Hall office. The walls are lined with pictures of students, colleagues, and commu- nity residents, working and laughing together in scores of service-learning projects, the servants largely indistinguishable from those being served. Such a statement may sound ironic or perplexing coming from the faculty coordinator of so many community-based initiatives and someone who has mentored students in countless service projects over fifteen years at the University of Indianapolis. These include an eleven-year partnership with BaxterY MCA, Laurelwood Housing Community, and UIndy. Yet, for Peabody, service must emerge as part of the natural weave of one’s life fabric to be genuine and effective, a point often missed in academic settings. In academe, she observes, we think we are going to compel or encourage students to engage in service through the process of academic inquiry, but, in Peabody’s view, we’ve missed the point. For her, the University functions as a kind of portal. Students who participate in service learning are already engaged and involved with social concerns, cultural issues, and human needs. The University provides human and financial resources as instruments to empower students to serve by empowering

114 B C others. Her gaze fixed on a photo showing a One of six children—all first-genera- In fact, Peabody’s experience as a group of young adults in brightly-colored T- tion college students who were raised on first-generation college student led her from shirts, pausing in the midst of working on a a Michigan apple orchard—Peabody has positions at IUPUI, Indiana University at construction project to smile at the camera. always inhabited and understood the warp Bloomington, and Butler, to the Univer- Peabody offered the following example: and weave of service. Her father became sity of Indianapolis, where she discerned “It’s a little like saying you’re going heavily involved in Kiwanis, the service a greater opportunity to mentor students, to make someone smart. It’s a little late at club whose motto, “We Build,” has inspired particularly first-generation college students 19. Now, they might catch on fire about educational and community-focused service like herself. “That’s what I like about service an academic topic they didn’t know much projects nationwide. “A pillar of the com- learning,” she notes. “It’s the ultimate about before, but to think that intelligence munity” in his daughter’s eyes, her father socioeconomic equalizer.” She explains that is not already present is erroneous. This is a modeled community service for his children, “what commonly happens with service in a very traditional academic notion—that we providing resources and services to the local university context is that the students who can teach them what they need to know in schools as he identified need. As she remem- win the volunteer awards and leadership four years. Undergraduate education is really bers, “Dad was always generous with what positions in student government do so a launching pad.” we had.” He also employed those persons in because they can afford socioeconomically to Peabody contextualizes her definition the community generally labeled as volunteer.” In contrast, Peabody thinks the of service by referencing her own discipline, unemployable. Peabody’s mother also premise of volunteering for most students social work, noting that her professional worked tirelessly in support of civic and who come to the University of Indianapolis focus encompasses the whole person, “the political causes, organizing numerous fund- springs from a sense of personal rather than sum of all of his or her emotional, spiritual, raising events at the family’s home. As she socioeconomic investment. Students come physical, intellectual, and social character- considers the role of her family in her profes- with their own wonderful stories of church, istics,” all of which constitute an “intake sional and personal orientation to service, school, or mission service into an educa- inventory” that she uses to figure out the Peabody has realized that “our parents were tional milieu that fosters or illuminates best way to empower that individual com- raising us to get educated for service.” what’s already inside—the impulse to relate prehensively. This process of empowerment This model of service bore fruit in with and serve fellow human beings. Toni first recognizes how the social categories that the lives of Peabody and her siblings. Her and her family have hosted international culturally define each person’s identity can brother, a PhD in sociology, works as an guests from all over the world for periods of also stigmatize that individual. Once these agricultural consultant in “third world” time ranging from six weeks to six months. stigmas are identified, the individual can countries to develop irrigation systems, In so doing, they have had the opportunity then be “assisted to develop and increase two sisters work in nursing, one other to learn from their experiences of extending skills in the exercise of interpersonal influ- sister holds an MSW degree and works in hospitality to strangers. ence and the performance of valued roles” to social service settings, and yet another sister It is this essential impulse that fosters break through the stigma and exert personal volunteers with the Rotary Club and Horse genuine service, an impulse that often comes power. It is empowerment of this sort that Association of Michigan in community ser- to fruition in spontaneous and unplanned functions for Peabody as the prime gesture vice projects. Peabody also holds an MSW, ways rather than as the deliberate outcome of of service, forging a deep interpersonal training students in university and field set- academic enterprise or formal social service connection in which power can be shared, a tings for work in the social service sector. programming. Peabody recounts an example rudimentary interweaving of service. 115 our skills and suggest that we would be well- course experienced a taste of service “on the suited to take on a particular task on behalf ground” in real-life urban settings in which of a larger group of people. Sometimes we they encountered real-life human needs. are “promoted” to leadership roles in service That offering led to the enrollment for because the organization needs our skills two sections of the course the next year with even if this was not our original intent or four or five students placed in field experi- motivation for service. ence sites within the community, primarily More particularly, we may experience a in Fountain Square. Barb Lucas then devel- sense of vocation, a calling to life service of oped a service learning Spring Term course some sort, which we identify for ourselves in which students lived and worked at the In or which is revealed or affirmed for us by Pursuit Christian Camp in Seymour, Indi- others. Though Peabody comments that she ana, serving low income, at risk and special D cannot claim a “clear sense of Christian call- needs children. These programs continued ing,” she provides one instance in which her to mushroom in enrollment and options for calling has been pointed up for her. Clyde service, leading to Dr. Tim Maher’s develop- Fields, an administrator at the University ment of the minor in service learning, one of of Indianapolis, had learned of Peabody’s two such programs in Indiana. The eighteen- father’s involvement in Kiwanis. Sensing hour minor is designed to accommodate her dedication through this connection to those students who choose to pursue service the Kiwanis service principles, Fields asked learning later in their academic experience. her to serve as the advisor to Circle K, the Such experiences come with an added bonus college Kiwanis club, at the University. Pea- of unexpected employment for students after body observes that, as a result, she has been graduation. For example, one student work- privileged over a period of years to mentor a ing with the SEND program during Spring number of talented young women in leader- Term received a job offer to direct inner city ship activities, an undertaking that has truly youth activities program. Today, the Social E emerged as her calling. Several Circle K lead- Work program, directed by Jeff Bryant, ers were awarded outstanding volunteer rec- offers a wide array of service learning and ognitions at the University’s annual Honors community engagement opportunities with from her tenure in Juneau, Alaska, as a mem- Convocation. Whatever the motivations to field practica in a range of urban settings. ber of the Jesuit Volunteer Corps. She lived service, however, it is the choices we make as The essence of service learning speaks to with other college students in the midst of an we serve others that count most. As Peabody the University’s core values, all of which are impoverished community of native Alaskans. quips, “some of the women I have known centered in relationships. As Toni Peabody While the Volunteer Corps had planned who have been the best mothers didn’t plan affirms, most of the faculty at the University service activities, those unplanned tasks which to get pregnant.” are focused upon and ready to engage in Peabody was invited to take on to meet a In her work at the University, Toni transformative learning relationships with community need proved the most meaningful Peabody seeks to equip students to make students as individuals: “It’s not as much for her and those she served. the most meaningful choices as they serve about producing a product as it is about Conversely, she observes that each others. The service learning offerings in the process.” She reminisces about her own mo- of our own motivations to service may be University curriculum—now largely institu- tivations for becoming a teacher. “I borrowed unexamined, unclear, or complex as well. tionalized—began with Peabody’s develop- tens of thousands of dollars to get a college We may be required to engage in some form ment of a Spring Term course called “Service degree,” she said, “and I made it a mission to of service as a part of our employment. Pea- Learning in the City” seven years ago. She be the best teacher I could be.” It is the gen- body offers the example of the University of offered one section to twenty traditional erative process of engaging others that forms Indianapolis, where service to the University and non-traditional students. Two of the the essential basis of service learning. The and Indianapolis communities is expected students, older single mothers, commented institution’s founders, the United Brethren of employees, who are rewarded by the that they had always wanted to find an in Christ, developed a similarly committed institution for outstanding service. Alterna- avenue of service and learning, but the de- “faith of the warm heart” that privileged the tively, we may be “good worker bees” in an mands of working, attending college classes, grace located in personal relationships organization in which others take notice of and caring for children left them with no accented by higher intellectual development. time to pursue this interest. Students in this

116 F G

Indeed, the impetus for service here is She evaluates her two years of volunteer ser- faith-based in part as well as rural and fam- vice in the Jesuit Volunteer Corps as a period ily-oriented. Echoing the statements of insti- during which service became a confirmed tutional ethos from earlier decades, Peabody way of life for her. “Service is a philosophical comments: “If you are a couple from rural decision,” she asserts. “It doesn’t mean that Indiana who wants to send your daughter profit is a dirty word, but rather that the away to college, wouldn’t you want to send premise of what you do is really about others her here? Such parents wouldn’t worry and making or leaving the world a better that they have given their most important place for other people.” Awards & R ecognition package to us because we offer the kind of The Spiritual Exercises of St. Ignatius Recognized for her work with background, commitment, and values that Loyola, founder of the Jesuits (Society of student volunteers by Fletcher Place are significant for them.” This points to the Jesus), invites participants to reflect upon Ministries (2004) importance of reflecting on vocation and the specific elements of their lives that Medal of Honor, Mary Bryan discerning one’s internal and external calling represent the presence of human brokenness Chapter, Daughters of the American when choosing an educational experience in and the gifts of divine grace, to correlate Revolution (2005) preparation for engagement in service. these elements with particular scriptural pas- Similarly, for Peabody, social work sages, and then to apply the insight gained is a vocation, a “feeling that what [she is] in this exercise to the service of others in doing is significant, not artificial, and not the contemporary world of the participants. everyone or anyone in the world can do Such a practice becomes an intention, a it.” Always keenly interested in sociology, habit, and then a part of one’s identity. As Peabody trained to be a teacher at Ball State Toni Peabody describes it, “by intentionally University and was encouraged to pursue aiming to do something daily—like wearing social work by a professor who discerned a seat belt—that [decision to act] becomes a more specific gifts in her. Initially, Peabody part of you. For our students, that decision pursued the sociology/social work track to act should be service because those who because she thought she would be more have [received] the most also have the most employable, a viewpoint she labels as “very to give.” For Peabody and her students at the blue collar.” Reflecting upon her Catholic University of Indianapolis, such service is Jesuit roots, however, she recognized a larger only natural. calling to work for social justice and social change through her professional vocation.

117 “TAKING INITIATIVE TO SERVE IN AN ‘UNFINIS H E D W O R L D ’ ”

Michael G. Cartwright

A Jennifer Eaton Fogo ’85 ’87

Jenny Eaton ’85, from Burlington, Indiana, could have graduated without taking the time to do service projects in the hills of Appalachia and Azpitia in 1983 to 1984. After all, service was not a requirement at Indiana Central University when she was an undergraduate any more than UIndy students are required to engage in service twenty years later. In retrospect, however, Jennifer realizes that her undergraduate education would have been incomplete had she not taken advantage of her opportunities to participate in the Appalachia Service Project (ASP) and the Peru Project from 1982 to 1985.

118 Actually, the previous sentence is Evans had developed an eight-point misleading to the degree that it suggests that theology of evangelism that urged college Jenny and her peers elected to participate in students to “see all persons as our broth- ventures that faculty and staff organized for ers and sisters, made in the image of God, them. Truth to tell, in addition to partici- having intelligence, a will, freedom, a sense pating in projects organized by Dr. Charles of beauty, compassion, a sense of values, Guthrie, Jenny Eaton and her friends created and creativity!” Instead of going into the some of their own opportunities for service. lives of the poor people of the Appalachians The first Appalachia Service Project trip presuming to know how to “fix” their lives, (Dec. 1983–Jan.1984) happened because Evans challenged the students always to B Jenny and her friends took the initiative to keep the dignity of these neighbors in view. make it happen. Every summer, young women and men The story of how the first ASP work- went into the poverty-stricken counties of team came about is but one example of how eastern Kentucky, Tennessee, and South- students at this University have seized the western Virginia with Evans’s mandate: moment to make things happen in order “We go to our brothers [and sisters] and we to make a difference in the lives of others, accept them right where they are, just the little knowing that they would be initiating way they are!” something that two decades later would be Evans and the college students who referred to as a “University tradition.” served as summer staff at the various sites At the time that she had her memo- where youth groups came to help with rable conversation with Paul Coats, Jenny home repair and construction projects saw Eaton could have done without the kind themselves acting according to the example C of intellectual and moral challenge that of Jesus of Nazareth, who had proclaimed this upperclassman religion major posed in his first public sermon that “The Spirit for her as a first-year student at Indiana of the Lord is upon me, because He has They provided their own leadership Central University. appointed me to preach good news to the and raised their own funds, asking only Paul was an active participant in poor. He has sent me to proclaim release to for permission to use one of the University Christian activities at ICU, including serv- the captives and recovering of sight to the vans for the trip to and from Virginia. This ing on the Ambassadors deputation team blind, to set at liberty those who are request might have caused concern, but that traveled to various United Methodist oppressed, to proclaim the acceptable year University officials knew that it was not the congregations in Indiana. Paul Coats had of the Lord” (Luke 4:14-18). first time that Jenny and her friends had already been a member of the ASP summer Paul Coats spoke to his college peers stepped forward to engage in service. In the staff for a couple of years. Later that same about the ministry of ASP with a sense of early 1980s, Jenny and a group of students year, Jenny was present when Paul spoke conviction. His commitment was infec- would go every Saturday to a nursing home about his experiences with the Appalachia tious. Jennifer applied for a position on across the street from ICU to “hang out Service Project at one of the Wednesday the summer staff and served in the summer with the elderly residents” and sing hymns evening “Midweek Worship” services held in of ’83. When she returned to campus that and other songs, accompanied by their the University Chapel. Jennifer recalls that fall, she began talking with her friends guitarist, Paul Coats. Paul read a couple of stories from Glen “Tex” about organizing an ASP trip during In January 1984, Jenny and a group Evans’ little book Life Is Like That (1975) the Christmas break. Once Jenny had of students from Indiana Central took what about the work of ASP. Evans had inspired a persuaded some of her friends that they would be the first weeklong trip to Jones- generation of young United Methodists really could take this project on, everyone ville, Virginia. While there, they worked to go into the world with a mission of “dem- pitched in to organize the trip. on home repair projects for impoverished onstrating evangelism in action,” extending a families in the Appalachian region, and they “helping hand” to the people of the also had the opportunity to reflect on the Appalachian region. importance of service.

119 Jennifer Eaton was one of nine students who made that first trip with Guthrie and Chaplain David V. W. Owen to the village of Azpitia, Peru, in 1983. Guthrie designed this opportunity so that students could receive academic credit in history and non-Western studies while combining personal service with travel and learning in the developing world. The first three weeks were to be spent in the rural village of almost 500 people. Some of the students would help the vil- lagers build a regional agricultural training center; other members of the team would provide healthcare and health education to hundreds of Peruvians in the Mala River valley. The fourth week of the trip gave the students an opportunity to travel to places like Cuzco, the ancient capital of the Inca empire, and the “Lost City,” Macchu Pichu. D This part of the trip was designed to give students the opportunity “to study the rich heritage of Peru’s early civilizations and to Many of the students enjoyed the As a pre-physical therapy major at experience the excitement of her cities.” 1 experience so much that they wanted to go ICU, Jenny had thought that her own voca- As the students met during the spring back again. Some applied to be members tional path would be fairly straightforward, months to study and learn in preparation of the summer staff for the Appalachia but it did not turn out quite the way that for the work they would do, some of them Service Project, and others began thinking she had scripted her life story. were not sure that they wanted to have to about putting together another Christmas Originally, Jennifer Eaton had planned learn as much about the history of Peru and break service trip. In fact, the first ASP to be a physical therapist, but when she ap- its contemporary social struggles as Guthrie work-team experience was so successful plied to graduate school, she was stunned to thought they needed to know. But even that they formed another ASP work-team discover that she was not accepted for when they did not quite grasp the details of in 1985, this time with the active help admission. Receiving that rejection letter Peruvian culture, the students began to real- and organizational support of the new from the PT school at ICU in the spring of ize that for the intense young history profes- University chaplain, United Methodist 1985 was a big disappointment for her, but sor, this trip was about much more than pastor John Young. the letter also suggested that she might want academic inquiry—it was about taking the By 1986, Jenny and her friends to consider seeking admission in social work time to consider the needs of people in other began to realize that they had founded a or occupational therapy, since it was very places in the world, and, where possible, to “tradition,” and so it became part of the clear to the admissions committee that she respond by offering themselves in service. expectation of students associated with the had a deep faith and a passion for service. Jennifer recalls that during one of the Christian Life Committee of the Campus A year later Jenny celebrated with her sessions that spring, Dr. Guthrie talked with Program Board. Over the past two decades, friends upon learning that she had been them about a stanza from a poem that she many students have participated in ASP accepted into the occupational therapy will never forget: trips, and more than a few have been program at Indiana Central. Jenny smiles Earth is crammed with heaven, part of two or more work-teams. Jennifer as she recalls the different paths that she And every common bush afire with believes that one of the reasons why this and her classmates have taken as compared God; And only he who sees takes off venture worked so well was that “It wasn’t to the paths that they thought their lives his shoes; the rest sit around and pluck top down—an initiative created by the ICU would take. blackberries.2 faculty and staff. It was really bottom up, because students were taking initiative to make something happen.”

120 The point of this stanza by Elizabeth Barrett Browning is that what we choose to notice will shape the kinds of activities that we take time to do. Jennifer and the other eight students understood that Guthrie was one of those people who was not content to sit around and pluck blackberries. Instead, he challenged students to serve in ways that might make a difference in a world in which social inequalities were more and more evident. The opportunity to participate in the Peru Project proved to be “pivotal” in Jenny’s life experience. She went on the trip with the instinct that she was “going to see a different part of the world than where I was raised.” Jenny and her friends stayed with a family in that village for the three weeks that they participated in the Peru Project. E She recalls, “Their houses did not have roofs like we have. The ceiling of the family’s house was made out of straw. I remember lying there and thinking: ‘These people Having made this connection also Dr. Guthrie wisely did not attempt to have very few possessions but they have made it possible for Jennifer to begin to rec- control what Jennifer and other students everything that they need.’” 3 In contrast, ognize her privileged status in a world where learned as part of the Peru Project. What he she realized that she and her friends from she didn’t have to wonder if she would have did do, however, was to make it possible for Indiana had so much “stuff” that they access to medical care or medications for students to engage in their own conversa- didn’t really need. herself or those that she loved. tions with the people and cultures they She recalls going to a health clinic These experiences in service in the encountered during the trip. near Azpitia one day where she saw a parent context of a cross-cultural study-travel Another of the conversations that attempting to care for a child who was course helped Jennifer realize the need began at Indiana Central was with an enthu- suffering from a large growth around his to be involved in service. When the ICU siastic student named Scott. Jennifer recalls mouth (infintigo). 4 The man was frantic students had completed their part of the with fondness the quotation that provided and very upset about his son’s condition, Peru Project, they received a standing ova- the occasion for her and Scott to connect which not only looked horrible but could tion from the youth of the village. Jennifer during one of the Midweek Worship services be life-threatening if not treated. She could recalls: “I remember standing there in awe hosted by Chaplain John Young and the tell that the man felt helpless and was fear- of the life I have led in comfort. I thought Christian Life Committee. Scott was a new ful for his son’s life. That day Jenny realized to myself, ‘they are praising us for nothing.’ student at ICU, having transferred the previ- something important about herself and the The people of that village had very little, ous fall, and at the time he was beginning to people she was attempting to serve. but they were faithful.” think about whether he might be called into As she would later say, “I realized that Jennifer recalls that she came away Christian ministry. these people in Peru love and care for their from this experience having learned the Scott began his talk with the statement: children just as we do. They try to do every- difference between “what people have and “Nothing great was ever achieved without thing for their children, just as we would try what people really need.” 6 At the same enthusiasm.” Scott asked if anyone knew to do for our children, but they don’t have time, she realized she was in a position to the meaning of this quotation from Ralph what we have.” 5 do things that might really help persons Waldo Emerson. Jenny did, and proceeded in need, like the little boy with infintigo to tell those assembled about the Greek root whose father had felt so helpless and dis- of enthusiasm—En-theos, meaning “one traught about his son’s needs. who is filled with the spirit of God”—and then explained why great things required enthusiastic commitment.

121 homeless people of Indianapolis. And where school class raised money to buy Beanie one is in a position to serve others, one Babies to give to children at IHN so that should do so. That conviction has stayed they would not be scared as they moved with Jennifer in the years since that memo- from hostel to hostel. Such a gesture hardly rable evening with Scott Fogo, the man who “fixes” the plight of the homeless, but it became her husband in 1988. does affirm their human dignity. Sharing this conviction that they Jenny and Scott share the same daily should serve in ways that contribute to struggles that many families face in the building up the “unfinished world” has fast-paced world of the twenty-first century. been one of the things that has sustained Both parents commute to work—one to the Jennifer and Scott in the midst of career northside and the other to the southside of changes and shifting roles and responsibili- Indy. They share responsibility for such tasks F ties. Jenny is an occupational therapist and as getting the kids to softball practice on Scott is a trained social worker. Scott is now Thursdays and to the soccer game on Satur- an administrator at St. Vincent’s Pediatric days. In addition to Jenny’s responsibilities Without realizing it, Jenny had stolen Rehabilitation Center, a context in which at the University, she is also completing a Scott’s thunder, leaving the young pre-the- he encounters the suffering of children on PhD in Occupational Therapy at Purdue ology student in the awkward position of a daily basis. Some days, the children cared University, another role that has its own having to find something else to say, since for in the clinic are jubilant with the news stresses. They also continue to wrestle with he had just been upstaged by this graduate that their recovery is going well. There are the vexing questions about how their family student. Somehow this pair managed to also times, however, when Scott and his can best serve the needs of the world in the survive that awkward beginning, and began colleagues share the agonizing reality of a midst of their various activities and work dating one another. child’s death. responsibilities. 14 Over the next couple of years, Scott Jennifer and Scott Fogo have not tried As a mother-professor-spouse-gradu- and Jenny had the opportunity to talk about to shield their children from the “unfinished ate student-softball coach, Jennifer does their aspirations and commitments. Both world” in which they are growing up. The not have the same kinds of opportunities to had strong Christian convictions, but they Fogo children have accompanied their serve that she did when she was a student struggled at times to know exactly how they parents when their church serves in the soup at ICU, but she has found new ways to might be called to serve in the world. For a kitchen at Dayspring or when they partici- serve that fit with her busy life. For the past time, Scott served as a student pastor of a pate in other acts of voluntary service with thirteen summers, she has volunteered as rural church outside of Indianapolis, but he the Interfaith Hospitality Network (IHN), a member of the staff of CHAMP Camp, ultimately concluded he was not called to a group of churches and synagogues that a week-long experience for children with ordained ministry as an itinerating pastor in assist homeless families by housing them for special needs founded by Dave Carter and the United Methodist Church. a week at a time and providing meals and Nancy McCurdy. 15 A few years after their first encounter, other forms of hospitality (see photo CHAMP stands for “Children Have Jennifer and Scott attended a concert where of Fogo family on page 123). a Lot of Motivation and Potential,” and the they heard the song “It’s an Unfinished Scott and Jenny think it is impor- camp makes it possible for children of all World.” The song brought back memories tant for their children to understand the abilities to play like other children. Jennifer of what Jennifer had experienced in Peru and reality of homelessness and how it affects is able to use her professional skills to make ASP. She realized that “None of the buildings children like them. As the Fogo children a difference in the lives of children. were finished. There is so much that we can have met children who are homeless, they She recalls an experience that took do to help finish it.”13 have had the opportunity to talk with their place during the pilot weekend of CHAMP Knowing that you live in an “unfin- parents about how difficult it must be to Camp in 1990. One of the participants that ished world” serves as a daily reminder that, go from one place to another week after summer was a seven-year-old girl who had while it may not yet be possible to eliminate week. The children quickly recognized how been involved in a car accident five years homelessness, neither can one ignore the frightening it must be for these children before. She had a high-level spinal cord to be homeless, and they identified with these fears. The children in Jenny’s Sunday

122 injury, which left her bound to a wheelchair and dependent on a ventilator. She had lived in the hospital since she was two-years-old. During the weekend, the staffers took the children out into the open air so that they could experience what it is like to enjoy a night out in the woods. As Jenny was wheeling this girl down a hill along a path, she expressed her amazement, saying “Jenny, Jenny, stop. Look! I have never seen stars before.” Jenny understands all too well that an evening out under the stars is not sufficient, but she also knows that a life without the privilege of enjoying the wonders of the G natural world is tragically limited. Twenty years after that first ASP trip, Jennifer Fogo is now a member of the facul- ty in the School of Occupational Therapy at and treatment without taking an interest As a teacher, sometimes Jenny finds her alma mater. In that capacity, she teaches in the lives of the persons being assessed. herself in a conversation with a student in courses like Occupational Behavior 1, a She also understands that while making it which the student articulates discoveries course in which students have the opportu- possible for people to learn “skills for the not unlike the ones that she had when she nity to be involved with children at different job of living,” an OT can play a key role in was a student. Students may approach the stages of development as they are oriented to restoring and/or sustaining the human dig- observation of children in developmental the occupational needs that children have at nity of those in her care. An experienced OT preschool with unconscious assumptions particular ages. has the wisdom not to be overwhelmed by about why they have the problems that they Occupational therapy is typically the challenges that a particular patient faces do, but after a semester of working with defined as “skilled treatment that helps indi- while also being able to use skills to shape them, they begin to recognize the humanity viduals achieve independence in all facets of solutions to these vexing concerns. of these children and cease to perceive them their lives.” 16 Because particular persons face The profession of occupational therapy, as problems. different kinds of challenges, the therapy has then, is a “hands-on” way of caring for the When that happens, Jenny smiles with to be adapted to each individual patient. needs of persons who struggle with the fond recollection of her own discoveries As an occupational therapist (OT), Jen- kinds of disabilities that prevent them from when she was a student. Like her colleague nifer is trained to pay attention to the social, enjoying activities that many of us take for Dr. Charles Guthrie, who once served as emotional, and physiological effects of illness granted. Jennifer draws upon her skills as one of her mentors when she was a student and injury on the growth and development an occupational therapist to devise ways two decades ago, she has the self-discipline of children and adults. As a teacher of OTs- to make it possible for children to play, as to remind herself that each person has to in-training, Jennifer also has to pay attention well as engage in other activities that enable learn these things in the context of his or to the way her students see the patients that them to thrive. When Jenny describes all her own journey. they encounter in the context of observing that is involved in making it possible for a developmental preschool. She knows it is children at CHAMP Camp to experience Peters “Good Neighbor” Award 1987 possible to do performance skills assessments what it is like to go canoeing, her face lights “basin & towel” recognition 2004 up with a combination of compassion and delight. Clearly, she has found ways to serve within and beyond her profession that fit her particular passion for service.

123 “ and t h e greatest of t h ese is . . . ”

Sam Kegerreis ms , pt, at, c ( l )

teac h er of t h e y ear 2 0 0 0

Honored guests, distin- Hyde, who retired this fall after a career as a human blessing guished faculty, devoted to our faculty and students, has honored us with her pres- friends and family, and, most ence—and by the way, she’s still just as beautiful as ever. significantly, the Krannert Just recently I’ve taken the opportunity to review that School of Physical Therapy original talk and was pleased to realize that while much of graduating class of 2002: the world has turned upside down in the last 20 years, some Before beginning, I things truly are timeless. have to take just a moment I hope you listened closely to Clint’s reading. The same to express my gratitude to passage that was read by Clint today was also read 20 years this class for the opportunity ago, and it’s perhaps even more appropriate than ever before. to address you one last time. I’m embarrassed to say that at its taken almost 50 years When Nichole approached for me to just begin to have the least bit of understanding as me about speaking at this commencement almost a year ago, to the significance and power of love. This is what I’d like to I have to admit that my heart was warmed to think that a share with you today, in our last class together. group I’d spent two and a half years with would choose to I’m aware that when I speak of something as abstract invest their last moments as student PTs listening to some- as love that there will be those who will be restrained from thing I might have to say. What could I possibly share that rolling their eyes and checking their watches only by good would justify your faith? old Midwestern common courtesy. The economy is a bust, I need to confess, though, that this isn’t the first time I’ve there are terrorists at our door, corporate leaders appear to be experienced this dilemma. On December 12, 1982, twenty out for themselves, and our warm and fuzzy speaker is talking years and two days ago, I was asked to give the commence- about flower power. But, you see, that’s the point . . . and the ment address to the first graduating class of the Krannert thing that is so hard for us to grasp. When we perceive love as School of Physical Therapy. warm and fuzzy or as anything remotely less than the hardest Beth Domholdt and Clyde Killian were junior members thing we’ll ever try to do, we just don’t get it! of our faculty at that time. My text was typed by a beautiful It’s critical that you comprehend what I’m talking about young secretary named Sally Hyde on a technological marvel when I refer to love. Please understand that “You make me called an electric typewriter, which was really pretty amazing. feel so good / I think I’ll have that inscribed as a tattoo / Pro It even came with a delete button in the form of a plastic bono looks good on my vitae / Oh, well, it’s tax deductible” bottle (more commonly referred to as “whiteout”). love is not what I’m talking about! Beth now serves admirably as our dean and grace has Love is a decision. Love is behavior. Love is not a feeling, returned Clyde to us after much too long an absence. Sally and it’s got nothing to do with personal gain.

In His Own Words: Sam Kegerreis

124 What Clint read in I Corinthians is “Caring for an ailing What I’d like to warn you about, though, before you parent or child when your energy is exhausted / confronting a leave, is a more subtle and insidious danger: the phenomena resistant patient (or your employer) when necessary / planting of distraction. a tree where you’ll never see the shade / unconditional, collec- In the way of a metaphor, my mind drifts back to a time tive-soul / how can I help even when it feels uncomfortable” many years ago when playing the board game Monopoly. Do love. Love is a tough gig, but as we watch news reports and any of you remember Monopoly? Well, the goal of the game read the daily headlines, it’s obvious that the stakes are just is just as it is entitled: to accumulate sufficient paper wealth too high to continue with business as usual. to eventually dominate the opposition. Kind of a cardboard The days of using whiteout to solve our problems are version of today’s socially redeeming “Survivor Series.” rapidly dwindling. History has taught us that we-win/you- My recollection involves being fortunate enough to have lose strategies eventually become circular firing squads with purchased Indiana and Illinois avenues early in the game and devastating consequences. We have to do better. being in a position to dominate the Midwestern corner of the Mahatma Gandhi said that the following things have the board by putting houses and even hotels on my properties! potential to destroy us: “politics without principle; pleasure The only thing I needed was Kentucky Avenue. The problem without conscience; wealth without work; knowledge without was that all my opponents knew that also, and one of them character; business without morality; science without human- already owned it. ity; and worship without sacrifice.” Well, you know how the game goes. Everyone makes I think he was describing a world without love. deals and attempts to improve their position without becom- “Love bears all things, believes all things, hopes all ing vulnerable—behavior said to be common in board rooms things, endures all things. Love never fails.” and cocktail parties, and some committee meetings. As young parents, Karen and I used to grow frustrated Skillful players think several deals ahead, much like in by the squabbling of our three sons. I have to admit to once chess. Joe, who owns Kentucky Avenue, won’t trade with me in a while, at the end of a long day, grabbing the three of but needs Atlantic Avenue, which might be acquired by Bob them by the scruff of the neck and tossing them into a room for Reading Railroad, which is presently owned by Jean, who with the instructions, “And don’t come out until you love really needs Boardwalk, which I own and under the right one another.” circumstances might part with. Now, if I can just manipulate It sounds simple, doesn’t it? Well, one day it occurred this scenario by confusing these people into a multitrader deal to me: Could it be that God is sitting somewhere in an . . . well, you get the idea. armchair, grieving over the inability of his children to obey You might also be able to guess what happened. After the single commandment that, if followed, could turn a hell about an hour of deft trading, I managed to mortgaged my into a heaven? Will mankind as we know it ever make it out fortune for Kentucky Avenue, only to realize five minutes of the room? later that somewhere during the transaction I had traded both “When I was a child I used to speak as a child, think as Indiana and Illinois! Crap! I simply got distracted and lost a child, reason as a child. When I became a man I did away sight of what it was that was so important to me. Have you with childish things.” With respect to that analogy, mankind ever done that? is way past growing up. I don’t think love is warm and fuzzy; Well, I still do, and I think that good, well-intended I think it’s the only hope of humanity in an increasingly people get distracted all the time. complex world. Scott Peck, in his book The People of the Lie coined a Without real love, all our knowledge, all our technology, term I find interesting: “fragmentation of consciousness.” all our blustering and moral posturing, is but a gong. I’d contend that fragmentation of consciousness is alive and The problem is that we have the capacity to love, but no thriving among the well-intended people who make our one can make us love. laws, care for our sick, educate our children, and sign our Before dismissing you for the last time with the chal- paychecks. lenge to love, it seems only fair that I address some of the In many ways “fragmentation of consciousness” is complications and ramifications of that instruction. an elaboration of Martin Buber’s concept that in today’s There are many reasons that mankind fails to love— society, even the best-intended of us are under great pressure greed and idolatry among them—but, you know, I seldom to treat each other as objects, goals to be met, outcomes to worry about those temptations with our students. One of be achieved. the blessings of teaching at the University of Indianapolis The secular distractions that fragment our conscious- is that our students as a whole are invariably more altruistic ness aren’t board pieces, but rather the illusion of power and than I am. My students, patients, and family have been and productivity too often rooted in intellectual arrogance, rigid continue to be my greatest teachers, and I’m grateful for your ideology, and a win-lose mentality that states that we’re right In His Own Words: Sam Kegerreis influence on my life. and everyone else is wrong and the ends justify the means.

125 B

I shared with you during our first week together that It’s a wonderful thing to be able to rest your head each you’ve entered the profession of physical therapy because you evening knowing your partner understands the real meaning wanted to help people, and I also warned you that day not to of love and is dedicated to making your life richer, even if you let your education diminish your compassion. You’ve done a haven’t been particularly loveable today. Compare that peace good job of that. Now, as you leave here to begin your first to the restless sleep that occurs when a couple fails to invest real paying jobs, to raise your families, conduct the business the time and energy to come to a consensus on child rearing, of healthcare, and contribute to the world, I need to remind the budget, the color of the new sofa, or a thousand other dis- you more specifically: you are going to be exposed to perva- tractions that have destroyed relationships. When two people sive, persistant, and powerful distractions—distractions that recognize the distinction between infatuation and love—real have the potential to seriously threaten your capacity to love, love—and commit themselves to the latter, this is the precious the very purpose of your existence. gift they give to one another. But it takes time. “So, Sam, you want us to love everybody and change the Two: Love the lonely—and by lonely I refer to those world. Can you be a little more specific, while remembering who are troubled, estranged, widowed, divorced, abandoned, that my diploma is somewhere over there on a table growing disadvantaged, physically or mentally ill, or simply different. mold? So what? Cut to the chase . . . What’s on the test? The We all assume these roles at one time or another, and often horses are smelling the barn!” Well, here you go. more so than we allow ourselves to admit. Take the time to One: If in your travels you are fortunate enough to find look closely into the eyes of your patients, your coworkers, a mate, love them very well. And by this I’m referring to the your friends, and your family, and you’ll soon recognize that old-fashioned idea about long-term, committed, monoga- loneliness is the predominant epidemic of our modern world. mous relationships that command the dedication of more It seems so ironic in the present information age that our than a trial treatment. daily headlines cry out for people to take the time and effort There comes a time in every relationship when you’ll to communicate with one another. We’ve bookmarked Web awaken beside a snoring, foul-breathed, stressed-out partner sites to stay in touch with our stock holdings, our fantasy who at that moment just doesn’t make your heart flutter like football teams, and our professional organizations, but too it once did. When that happens you’ll have a simple choice to often in doing so our farsightedness is at the expense of the make. Will I or will I not love this person? It’s a choice, and people standing in front us. Is there anyone here who hasn’t there won’t be anything warm and fuzzy about it. Will I be been irritated by the discourteous behavior of someone on a patient? Will I be kind? Will I be understanding? It won’t be cell phone who is oblivious to everyone around them? Now easy, and some days it will be very, very difficult. The decision there’s a metaphor to describe the relationship of distraction to love under these circumstances will enable you to do the and love if I’ve ever heard one—and what’s even worse is the work that can save you endless heartbreak. fact that we’re teaching these values to our children. In His Own Words: Sam Kegerreis

126 Technology has a tremendous upside, but the limitation friend, to reach out to someone in need, to invest in personal we often fail to realize is that instant information, even of the spiritual rejuvenation, or simply to take a deep, satisfying best kind, is not knowledge. And knowledge is not com- breath? Well, do you remember that schedule that you’ve been munication. And communication is not understanding. And devoted to for the last two and a half years? The next event on understanding, which takes time, is critical to love. it is the rest of your life—and for the first time in a long time, Roderick Haig-Brown said, “Understanding, whether you’ll be the one filling out that schedule. instinctive and immediate or developing naturally through In doing so you’re going to face lots of distractions. time or grown of conscious effort, is a necessary preliminary Many of you drive cars that are breaking down, your sofas to love. Understanding of another human being can never be have beer stains on them, and some of your clothes still smell complete, but as it grows toward completeness, it becomes like cadavers. love almost inevitably.” On the other hand, you’re about to graduate from one Long before I ever heard of the terms biopsychosocial or of the finest physical therapy schools in the country. Many of patient-centered approach, I learned that if I took the time you are soon going to have a regular paycheck coming in that to attempt to understand my patients I would be a more will represent more money than you’ve ever earned in your effective therapist. Not because of a technical skill I had to lives, and the world will be at your door with the sweetest offer them, but rather by attempting to understand them, I deals you’ve ever seen. empowered them to understand themselves and the healing Well, purchase a car that runs, buy a clean sofa, and they needed to accomplish. throw out your smelly clothes, but don’t forget that there’s a In recent years I’ve attempted to apply this concept in big difference between making a living and having a life—and the rest of my life, but I have to admit that I all too often fail how you invest your time in doing so will be critical. miserably. I am repeatedly distracted by the allure of produc- Fame and riches will come to many of you and those are tivity and the recognition and societal approval it represents. fine things, but be vigilantly conscious of their cost. If you My inherent mode of operation dwells on the most find yourself continually distracted in pursuit of that perfect efficient way to get the job done, but Steven Covey’s words job, that notoriety that you deserve, that stuff you crave, haunt me when he states, “While you can be efficient with you’ll awake one morning with a terrible emptiness in your things, you can’t be efficient effectively with people.” stomach and you’ll realize you’ve lost sight of what was really Do you remember the trouble many of you experi- important to you. enced the first time you had to work together on group You need time to love. Manage it well. Robert Fulghum, tests? I shared some time ago with Francina that you were the author of Everything I Ever Needed To Know I Learned In not my all-time favorite class during your first semester. Kindergarten, simply stated, “Whenever you have a choice, But sometime during your second semester, most of you let always choose time over money.” go of your individual insecurities and found a way to work Oh, and by the way: I do expect you to change the together: a symptom of love. It was inspirational for me to world. Mother Teresa said, “We can do no great things—only witness that behavior. small things with great love.” Every selfless loving thing you The students, again, teaching the teacher. I’m sure that do, not out of emotion, but rather via conscious decision, process was time consuming, but in my mind, the results it does make a difference. Let me assure you when your maker created were priceless. finally calls you home, your level of significance won’t be Three (and this is the tricky one): Love yourselves. calibrated statistically. Too often in secular society, when we speak of loving “Love bears all things, believes all things, hopes all ourselves we do so with a trickle-down mentality that suggests things, endures all things. Love never fails.” that after I’ve got mine I’ll share what’s left over with you. So this is it: two and a half years! Leave here today and This mindset is most evidenced as it relates to money, but become societal leaders. Publish research that will solidify believe it or not, material wealth is only a secondary issue. your profession. Become financially independent and contrib- In order to love yourself, the currency I’d like you to be ute to charitable causes. Treat your patients, raise your babies, most attentive to, the currency most vulnerable to distrac- and be a blessing to those you meet. tions, the currency most vital to your ability to love, is the Whatever you do—whatever you do—will be more than currency that we’ve already alluded to: your time—the cur- enough, as long as you remember that whatever you do will rency of your life. be a vehicle for love. And all these things will eventually pass How often in recent months have you felt disappointed away, but your love—your love will last forever. because you didn’t have the time to listen closely to a troubled God bless you. In His Own Words: Sam Kegerreis

127 Diouheratou Traore ’08

Looking back on her years at UIndy, Era recalls her times at Fountain Square as among her best memories. “My favorite volunteer activity was being with the elderly at Fountain Square,” she said. “I learned a lot from them, and they were so grateful and happy to have someone to talk to. I had a wonderful time.” Era’s interest in serving others started her freshman year at UIndy when she was a pre-med and economics major. “In my hometown,” she said, “we did not have many opportunities for community service in school. But doing service projects here at the University has instilled in me a strong Graduation from the University of Indianap- desire to help others.” olis is still two years away for nursing student Era feels fortunate to have been raised Diouheratou “Era” Traore, but that hasn’t in a loving environment. “I am blessed to stopped her from planning for her future. have the things that I have, and to have had After she goes on to earn a master’s degree good experiences growing up,” she said. “We and a PhD, she then plans to return to her sometimes take things for granted such as native Guinea in West Africa to open a chain the ability to go to college, to be raised in of nonprofit hospitals with the help of the a loving home with two parents in a safe United Nations and other nongovernmental environment, and to always have enough agencies. “As a nursing major,” she said, “I to eat. Many people are not able to satisfy really believe that helping others is my calling. their basic needs such as having three meals It is through volunteering that I learned what a day, a place to live, enough money to go I really wanted to do with my life.” to college, or someone to guide them in the During her time at the University, Era right direction. I want to help those in need has spent much of it involved with service as much as I can; it gives more meaning and activities both on and off campus. She a purpose to my life.” helped serve food to the homeless at Fletcher After leaving UIndy, Era will continue Place Community Center. She helped plan to help the community here in Indianapo- activities for children at the Laurelwood lis before eventually going back home to Community complex. She worked with Guinea. “Helping someone does not have Circle K to help demolish old houses. On to be significant,” she said. “It can be as top of all that, she took time to visit the simple as helping an older lady carry her elderly at Fountain Square to play games, groceries, or helping a child with homework, talk, or just listen. or working a few hours for agencies whose Her on-campus activities are just as main purpose is to help the needy. There are numerous: Campus Program Board member, so many ways one can help; it just involves orientation assistant, and intramural sports becoming aware.” —Jennifer Huber player. Not one to sit around and be bored, Era is currently in the process of filling out an application to be a volunteer at the Boys

Profile: Diouheratou Traore at a glanceand Girls Club in Indianapolis.

121288 Stewards & Trustees

129 T h e P ast in S ervice to t h e P resen T

A. James Fuller & Michael G. Cartwright

with the assistance of Lowell Carmony & Frederick D. H i l l

A Don Carmony ’29

As the publicly-acclaimed dean of Indiana history, Dr. Don- ald Carmony’s role as a public scholar and teacher at Indiana University allowed him to influence a generation of historians. A graduate of the Indiana Central class of 1929, Carmony’s life was dedicated to the study of the past as well as to the present and future lives of his students. Known as “Mr. Indiana History” for much of his life, during his 51 years of teaching—10 years at Indiana Central College and 41 at Indiana University— Donald began teaching at age 19. Don Carmony exempli- fied the best characteristics of what it means to be a teacher, guiding and encouraging others to share his passion for history and to learn its lessons for use in their own lives.

130 classmates, and most were older than he. Their respect and appreciation for his knowl- edge and teaching style earned him a devoted student following. Of this group, one female student in particular—Edith Hagelskamp of Indianapolis—attracted his attention, and in 1934, he ended up marrying the pretty sophomore co-ed a year and a half following her graduation. They would be married for 57 years before Edith’s death in 1991. In addition to teaching at ICC, Car- B C mony continued his studies in the gradu- ate program at Indiana University during the mid-1930s, earning his PhD in 1940. 2 Born in 1910 in Shelby County, the Ku Klux Klan.” Carmony’s father had Financially pressured as a result of the Great Indiana, Carmony’s parents, Bert and opened the Carmony Funeral Home by the Depression, the young professor and his wife Golda, wanted all four of their children time of the rise of the Klan in Indiana in struggled to make ends meet and, in 1938- to have a formal education, because they the 1920s. Because Bert Carmony refused 39, he took a leave of absence from teaching realized the value of education. Although to join, the Klan cost him business, so his at the college. Though he planned to return not formally educated, in addition to dislike for the Klan was deeply principled to the Indiana Central campus in the serving as a farmer and undertaker, Bert and helps to explain Donald’s deep devotion subsequent academic year, Carmony instead Carmony taught grades 1–8 for 33 years in to the cause of better race relations. received an offer to teach at the Indiana a one-room schoolhouse and read avidly. According to a much-loved story from University extension campus in Fort Wayne. Bert Carmony taught many subjects that the 1920s at Indiana Central College, Donald This position included a higher salary and th were controversial in the early 20 century Carmony arrived on campus in knee pants lighter teaching load. Clearly, it was a smart in rural Indiana such as the “roundness” of —a matter of historical fact that has been move for him to make, yet Carmony and his the earth, that the earth orbits the sun, and verified by eyewitness accounts. This story wife, Edith, agonized over what to do. As Darwin’s Theory of Evolution, for example. underscores his tender age, even in an era they struggled with the decision, Carmony Donald’s parents encouraged him to study, when students commonly entered college at discussed this prospect with several col- planning for him and his three siblings to a younger age than did later generations. The leagues, commenting that President Good’s go to college someday. According to Uni- fifteen-year-old performed well, working in rather autocratic leadership style constituted versity historian Fred Hill, the elder Car- the college dining room, excelling in his stud- one factor in his decision. Apparently one mony ensured that his son grew up seeking ies, and participating in campus social life. of his friends shared this appraisal with the 1 an “adventure in learning.” Donald’s only He graduated cum laude in 1929, intent of college president. teacher for grades 1–8, which he completed finding a job as a high school teacher. As Fred Hill details it in his history in 7 years, was his own father. He began In August, with the academic year rap- of the University, Good wrote to Profes- school at age 4, entered high school at age idly approaching, Carmony still searched for sor Carmony, advising him as follows: “I 11, and came to ICC at age 15. He never employment. Meeting President I. J. Good’s certainly do not want you to feel under missed a single day of school from grade 1 son, Lowell, a friend from campus, Lowell restraint to take your place here at Indiana through grade 12. explained that his father had sent him to Central, nor do I want you to do so unless When Donald graduated from high tell Carmony that the president wanted to you can come with some enthusiasm and school in Rush County at age fifteen, his see him. When Carmony arrived for the reasonable confidence in the management parents took him to visit three different meeting, President Good offered him a job of the college.”3 Carmony’s trust in at least colleges. Together with his folks, he chose teaching history and supervising a dormitory one of his colleagues appears to have been Indiana Central, a school with a warm, at the college and suggested that Carmony unwarranted, demonstrating for him a friendly atmosphere that was close to home. begin graduate school at Indiana University useful lesson of academe. Moreover, the In the years to come, Donald’s siblings (Indianapolis campus) in his spare time. As tone of President Good’s response reveals —Lucy Carmony Irons ’29, Irene Carmony a result of this brief interview, the nineteen- Carmony’s insightfulness concerning the Ross ’31, and Gerald Carmony ’38—would year-old had become a college professor. College’s leader. Despite the lure of a better also attend Indiana Central. As Fred Hill Thankfully for Carmony, his reputation for offer, the young couple decided that they tells the story, the college particularly intelligence in the current student body aided should stay at ICC. Their roots in the area impressed Carmony’s father since he shared his first semesters in the classroom, since his and their loyalty to the College trumped the the college administration’s “distaste for students had only recently been his college

131 Indiana University position and the haughty sity professor James Madison notes that suspicions of the college president.4 Carmony “became a ‘public historian’ long But before they could make their before the label was created,”5 articulating decision official, Good, as was characteris- the state’s history to thousands of Hoosiers tic, made it for them. The president called in disparate contexts. For example, he Carmony and told him that since the chaired the Indiana sesquicentennial com- professor was dissatisfied with the state of mittee, served on the state’s committee for affairs at Central, he should take the job in the national bicentennial in 1976, and led Fort Wayne. Face-to-face with Good’s bitter the campaign to assemble a definitive history attitude, Carmony reversed his decision on of the Indiana General Assembly. the spot, and Indiana Central’s loss became True to his father’s example, Don Car- Indiana University’s gain. Over the follow- mony used his scholarly and public forum ing decade, Dr. Carmony taught history to advance the cause of civil rights. At the courses at the Fort Wayne and South Bend- start of his professional career, he spoke at Mishawaka state university’s extension the 1930 conference of the Indiana NAACP campuses, moving to the main campus in chapter held in French Lick, the only white D Bloomington in 1950. speaker on the program during the era in For nearly thirty years, he worked as Indiana of popular adherence to the Ku Klux a professor of history, writing and teaching Klan for their anti-immigrant, isolationist United States and Indiana history. During views. Lowell Carmony recalls: “Donald was While this recommendation, imple- twenty-one of those years, beginning in also called on the carpet by the ICC admin- mented by President Ryan in 1972, appeared 1955, he edited the State Historical Society’s istration for making this talk. Speaking at constrictive to the librarians at the time, it journal, the Indiana Magazine of History, the state NAACP chapter in 1930 was more served to affirm their status as professionals in which is owned by Indiana University and radical than one can imagine. But, then, this the field and open the way to continuing dis- published by the IU Department of History was nearly 25 years before Brown vs. Board cussion of library science as a vital academic in cooperation with the Indiana Historical of Education.” He continued to advocate for discipline and librarians as scholars of the Society. Fascinated with the history and cul- such progressive social and cultural issues discipline. In this sense, the debates contained ture of Indiana’s pioneer settlers, Carmony throughout his life, addressing the crucial in the Carmony Report progressively chart embarked on exhaustive historical research role of public education in the formation new ground. Carmony’s role in this high- of this era, producing two excellent texts of a knowledgeable, responsible citizenry. profile issue also led, quite unexpectedly, to regarded as the standards in the field,Indi - Professor Carmony also took up issues his seriously being considered for a college ana: From Frontier to Industrial Common- of equality in the IU campus community, presidency at Otterbein College in Ohio. He wealth, coauthored with John Barnhart in chairing a controversial 1970 committee declined the invitation, preferring his role as a 1954 and Indiana,1816-1850: The Pioneer to redefine the status of Indiana University full-time teacher and historian, observing that Era, published in 1998. Moreover, his librarians as professionals with some sort of the demands of college administration did perpetually over-enrolled courses on Indiana faculty status. This issue had been debated not fit his personality well. history at both the undergraduate and informally on the Bloomington campus In both his professional and personal graduate levels contributed to his students’ since 1950. A decade later, Chancellor life, Dr. Carmony maintained a rigorous greater understanding of the place in which Byrum Carter and the Faculty Council schedule, writing numerous articles and they lived, and thus, of their own identities. deemed the issue ready for formal action. essays on Indiana history, lecturing in the Dr. Carmony’s teaching even spilled Though the Faculty Council had formally public arena, and advising students, all while over into the community, as he often proposed that librarians be recognized as traveling frequently to care for his parents in lectured to service clubs, community groups, faculty, the Carmony Committee could not Shelby County and devoting his attention to and teachers’ workshops. Indiana Univer- reach such unanimous resolution. Their Edith and his own growing family. (Several report, aimed toward an equitable solution, years after Edith’s death, Donald married recommended a status system parallel to the Mary Hiatt ’29 to whom he was married teaching/research faculty ranking system. for more than eleven years. Fred Hill, who studied history under Carmony at Indiana University, presided at Edith’s funeral and celebrated the marriage of Don and Mary.)

132 Dr. Carmony was also well-known for the way he cared for his graduate students, a crucial constituency at Indiana University, a leading institution for historical research. He taught a host of the brightest minds in the field, the majority of whom entered the profession themselves as scholars and profes- sors. Beyond mentoring graduate students individually, he fostered a community of history graduate students, inviting them to his home, where he fired up the grill to cook dinner for these hungry scholars. On top of these responsibilities, he often helped Indiana Central College, serv- ing as an alumni member of various college committees, including the accreditation E F committee in addition to his service as a member of the board of trustees from 1943 to 1981. His legacy in the History Depart- ment has been acknowledged with the By the time of his retirement in 1980, Arthur Franklin Mapes. One line from this creation of the Carmony Award, presented Don Carmony was widely recognized as the work aptly sums up Dr. Donald Carmony’s annually to the best student in the History ultimate authority on Indiana History. Yet, lifelong passion for service in his home state: and Political Science Department. He also he remained modest about his accomplish- “I must learn more of my homeland/For it is established awards in honor of his parents ments, preferring a love of learning to a paradise for me.” as well as Mary Hiatt Carmony, ’29, his love of acclaim. At age 95, Dr. Carmony Over the course of his long and second wife, whom he first met as a student passed away on February 14, 2005. Two of distinguished life, Donald Carmony made at Indiana Central where they attended their Carmony’s former graduate students, Dr. significant contributions to his alma mater. senior prom together in 1929. Fred Hill, Professor Emeritus of History at At times he offered his perspectives, includ- Moreover, Carmony’s contributions the University of Indianapolis as well as Dr. ing—on those occasions that required such to the historical community at large have James H. Madison, Thomas and Kathryn action—straightforward criticism intended garnered several awards as well. In 1994, Miller Professor of History at Indiana to strengthen the University. At other times, Indiana University presented him with the University, paid tribute to their teacher, he contributed his own remarkable gifts as a Distinguished Alumni Service award. An colleague, and friend. As Fred Hill observed leader and scholar. As Carmony’s son Lowell endowed faculty chair in his name has also at the memorial service, Donald Carmony would later remark, “The Indiana Central been established in the Indiana University “would not be labeled a ‘self-made man.’ College/UIndy connection ran through out History Department. Dr. Carmony has also Those around him, such as his wife and his Donald’s life, four years as a student, ten twice been included in that special roll of father, whom he looked to for wisdom, were years as a professor, thirty-eight years as a 6 outstanding Hoosiers designated as Saga- those whom he gave credit to.” trustee, and seventy-six years as a devoted mores of the Wabash, and in 2000, he was University of Indianapolis President alumnus.” In all these capacities, Donald given the Dstinguished Service award by the Jerry Israel, who presided at the service, also Carmony displayed a historian’s wisdom, Indiana Pioneer Society, a recognition that expressed Carmony’s deep relationship with discerning how to interpret the past in has only been given on six occasions in the his alma mater. Noted Israel, “Don was a service to the present. student, alumnus and benefactor of the history of that group. U of I. He was special to it, because of his Distinguished Alumnus Award 1969 love for humanity.”7 At the close of the Sease Award 8 1999 memorial service, Carmony’s two grand- daughters read the poem, “Indiana,” by

133 t h e romance of service

By A. James Fuller and Michael G. Cartwright

A Harold & Ann Cory Bretz ’48

Their eyes gleam as they look at one another and even a casual observer of the elderly couple can sense their deep love for each other. As they talk about their lives, they reveal another romance, one that has spanned as many decades as their own love. In their long careers as scholars and educators, Harold and Ann Cory Bretz discovered the romance of service. When asked about why they did so much for others, Harold’s eyes twinkle, his smile broadens, and he exclaims, “It feels good!” They do not believe that the motto “Education for Service” is a very accurate slogan. “You’ve got the cart before the horse,” Harold says, as Ann chimes in, “Service is not planned. Education is the foundation and service is the result.” In their minds, the motto should be something like “Service Because of Education.” Rather than being an end, service was an extension of their work in other areas. It was something they loved doing, not something they planned for, not something they felt obligated to do.

134 B C

Ann Cory was born and raised in She was very interested in teaching, and She also married Harold Bretz. He had Indianapolis, the oldest of five children. Her she excelled in her college studies and enjoyed grown up in Indianapolis and worked at parents were firm Christians and members her student teaching at Southport High the State Board of Health after graduating of the Baptist church and they supported School. Her specialization was in English and from high school. He went to Purdue and Ann’s intellectual bent. She remembers that History, and she knew she wanted to teach. eventually earned his doctorate in 1957. The she was always “interested in learning,” but But Ann worried that she might not be a couple met at Manual High School and she after graduated from Manual High School, good teacher. Yet she believed she had to do visited him on the Purdue campus later and she got a job and worked for four years. She something to help others because the “idea they soon fell in love. They married not long was interested in going to college, but was of service was so strong” at the school. She after she graduated from Indiana Central hesitant to do it. She managed to take some believes this came from the Christian nature and she worked as an English teacher in correspondence courses at the University of of the college, “as a Christian, you had certain Lafayette while he continued studying for Chicago, but was still unsure about actually responsibilities” to those around you. Several his doctorate. When he earned his degree, going to school. Finally, her father made professors influenced her and helped give her they moved to Chicago, and Ann worked at the decision for her. She remembers that, confidence in her abilities, including Professor a variety of jobs before ending up teaching “he took me by the hand,” and took his St. Clair in history and Professor Meckley, at Vander Cook College of Music. The daughter to Indiana Central College for a the orchestra director. She graduated in 1948 school was dedicated to the instruction of visit. They met with a professor, sitting on and began teaching English. music teachers, and Ann was professor of the front of his home in University Heights Humanities. She was drawn to the school to discuss the situation, and Ann was soon in part because she was interested in music persuaded to enroll. Her correspondence and she played piano and violin and sang. credits transferred to Central, so she had She taught English and other subjects at the a good start. college, but music was an important part of

135 taught literature while serving as chair of academic studies at Vander Cook College. They both were active in professional organizations and often attended conferences in each other’s disciplines. They enjoyed the cross-fertilization that came from such connections between them. Harold was the pragmatic realist and Ann was the romantic idealist. They allowed their differences to complement and fulfill one another rather than making them points of conflict. They had no children and threw themselves into teaching. They were always helping others.

D E This was most obvious in two areas. First, they were active in their service to the professional organizations to which they belonged. They volunteered many long hours of effort to these organizations, working as officers in them. Second, they were great friends to the University of Indianapolis, her alma mater. Over the years, they gave liberally to the school. While their gifts were usually not as large as those given by more wealthy donors, they gave consistently. To take but one example, when Ann learned that the Lantz Center for Christian Vocations was beginning a scholarship for students in 2000, she immediately wrote a check to provide the initial gift for the student scholarship. When asked about their financial contributions to the University, they insist that their gifts “were not sacrifices!” They were both raised in Christian families and carried on the tradition of tithing. This F helped instill discipline in their family economy and they tried to live by Harold’s financial philosophy to “live on a third, save her giving to others. As Ann puts it, “there her doctorate in Religion and Literature a third, give a third.” They had no children really was a lot of service connected to music in 1973. Her director was the highly and they adopted the school. As Ann puts because so much of it was in church and in respected religious historian Martin E. it, “the University has become our child. It education.” She performed during church Marty, and she wrote her dissertation on is our family.” In addition to giving money, services and taught music to young people. religious experience in the poetry of Emily Ann also served on the University’s Board Over the years, she also led Bible studies and Dickinson. Marty was a mentor, friend, of Trustees, giving many hours of labor and led women’s prayer meetings. and advisor, as were other professors at care to the support of the institution. During this time, she also began Chicago. Together, Harold and Ann In June 1990, Ann and Harold were working on a PhD at the University of Cory Bretz embarked upon long careers honored as the inaugural recipients of the Chicago. It took her ten years of part- as professors, as he taught biology at the “Gene and Joanne Sease Award” in honor of time study, but she eventually earned Illinois Institute of Technology and she those couples who have given of their time,

136 H

G Whereas Ann Cory Bretz has enjoyed a distinguished career as a scholar, writer, talent and treasure to the University as a teacher and reminds today’s educators professor, and college administrator and of Indianapolis. In 1995, Harold was named that it “is more than a job. A teacher has to garnered numerous honors in recognition an Honorary Alumnus of the University. love teaching. You have to have a passion for of her service to the community, to As part of the University’s centennial it; it can’t be just a job.” She believes that education, and to the church; and celebration in 2002, the University’s trustees a teacher has to have a love for people and Whereas Harold Bretz has distinguished honored Ann Cory Bretz for her lifetime of must have a “respect and love for students himself as a scholar, professor, and admin- service by naming the newest residence hall as people” to succeed. istrator in higher education and has been “Cory Bretz” in her honor Today, they are retired and Ann’s recognized by the Alumni Association for Ann and Harold believe that “service is health is declining. They live in a retirement his devotion and service to this institution; an attitude. It is an approach.” They refuse community in Greenwood, Indiana. He has to accept the notion that people are here a small apartment in one wing of a building The University of Indianapolis Institutional to earn money. But they also believe that and she is in a room in the medical wing. Advancement Committee therefore recom- “service is a dynamic thing. It is not a goal.” They see each other every day and hold mended to the Board of Trustees in this They do it for a number of reasons, but the hands as they walk along the corridors. Of Centennial year that North Hall be renamed most obvious is because it brings them joy. course, Harold helps her when she needs it, Harold urges others to engage in service. but they hold hands like a young couple in Cory Bretz Hall “Try it, you’ll like it,” he says, and he argues love. The romance, the spark, is still there. in honor of that no gift, no action is too small. It is like They gaze in admiration at one another Distinguished Trustee Ann Cory Bretz ’48 & casting “bread upon the waters,” he says, as each listens to the other speak. As Ann Honorary Alumnus Harold W. Bretz ’95. and the two of them sincerely believe that puts it, “there has been something special people are given the ability to earn money about our love for each other.” They have Motion seconded and passed unanimously and the skills to do things so that they complemented each other personally and by Board of Trustees. will be able “to do more than just live for professionally and have shared the romance themselves.” They emphasize the importance of service over the course of a lifetime. of holding positions in the community and in organizations. Harold advises today’s Inaugural Recipients 1 students to “get involved. Do something!” Sease Award 1990 Being thrust into a position of responsibility Harold—Honorary Alumnus 1995 requires one to make decisions and take action. Ann remembers her own service

137 elemental S ervice

By Rebecca Blair ’80

A Robert Brooker In the winter of 1934, inside his bedroom in the Munro place in southern Illinois, sixteen- year-old Robert Brooker shivered in the -20 degree cold. The traditional methods the family had employed to warm the beds had not produced lasting results, and Brooker was experi- menting to find a more effective alternative. Seized by an inspiration, he ran a wire from the light fixture in the center of the room, attached a receptacle, and screwed in a light bulb. Leaving the lighted bulb to warm the bed, he went to the barn to milk the cows. On returning to the house, he found his mother and sisters beating out ashes from the bedding. In his book, Charting the Elements: My Life and Times, Dr. Robert Brooker draws a larger point from this anecdote: “I thus learned another valuable lesson. Light bulbs do indeed warm a bed. Now, all I needed to do was to find some way to control the energy.”1 The need to control his energy forms the central theme of Brooker’s approach to life and prompts a career of exemplary service in military, industrial, and academic environments. Service, in his view, requires the individual first to inventory the self in order to identify his or her strengths and abilities. Then, the individual must focus this life’s energy, his/her willpower,

138 to accomplish that which is essential and necessary in any situation or environment to meet the needs of others. Such service may stretch the individual beyond what he or she thinks possible, but it is this very process of stretching and reshaping that Brooker defines as education. The functional outcome of meeting human need through service, then, is education, which informs future service. Brooker accumulates in his book the anecdotes that embody his life story as a B C means of allowing his reader to dwell in time with him, and thus, to experience and learn from his story the essential lessons of service that statement for many years” (85) and took the format of the contemporary youth in the human community as he has derived remembered the strength of its impact as he group, convening each Sunday with Bible them, an effective instructional process that made the same comment to others through- study and discussion before planning a social he also used in his chemistry classroom. out his life. or recreational activity for later in the week. Such stories have a potent moral dimension Indeed, “neighborliness,” the complex By coupling Biblical example with situations that frames the narrative structure, and it of values including hospitality, loyalty, and in daily life, Anderson led members of the is this moral component of the impulse to selfless concern for the wellbeing of others class to reflect upon and construct mean- service that Brooker foregrounds since, as as a gesture to mark their worth as fellow ingful responses to human need within a the writer Scott Sanders observes, “moral humans, serves as a concrete representa- larger Christian context, to make theological judgment relies as narrative does on a belief tion of service for Brooker. But in Brooker’s precepts real in human life. in cause and effect. Stories teach us that conception, the process relies on the recipro- Anderson’s life ethos focused on the every gesture, every act, every choice we cated understanding or expectations of both idea that one should attend to Christ’s work make sends ripples of influence into the parties. For example, he relates the story, on earth and, if one did so, the Lord would future.”2 Just as every chemical or physical told often by his father, of the neighbor take care of the rest. action produces a reaction, so every human who, having recently moved in, inquired In her memoir, The Pilgrim Circuit response becomes an opportunity for posi- if the neighborhood was any good. His Rider,3 Anderson details how, after earning tive service. father replied by asking how good the old her PhD at the University of Chicago, she Born on January 4, 1918, in Troy neighborhood was. “The answer was that the followed her calling to missionary service Grove, Illinois, Robert Brooker, as the old neighborhood was not any good at all,” abroad, first traveling to Iberia Junior middle child and youngest boy in a family of Brooker relates, “that they were poor neigh- College in Iberia, Missouri, to work as the five children, expected a life of farming as his bors and he was glad to be leaving. Pop told registrar. It was during her tenure at Iberia future. From the dilapidated house on the him that this neighborhood was exactly the that she recommended that the Brooker narrow dirt road that the family called “The same, that he would not get along with this boys attend the college to develop the latent Shanty” to the relatively more prosperous one either.” Brooker concludes this anecdote intellectual gifts that she had discerned in “Whalen Place” on the gravel road where the by noting, “It took a little while for me to each of them. Anderson took a similar active family moved in 1928, Brooker apprenticed figure out some of Pop’s wise sayings” (85). interest in a number of such students from in livestock and grain farming under his One particular neighbor who crucially Depression-era families whom she met dur- father’s tutelage. Early on, his father incul- channeled the energy of Brooker’s life into ing her career. cated the expectation that his sons would a path of education and service is the Rev. In 1934, the two older boys, Francis move immediately to accomplish each task Dr. Leila Anderson. A member of Arlington and Donald, accepted the work study posi- as it was assigned and would complete the Presbyterian Church in Arlington, Illinois, tions she had arranged as a means to pay task to perfection. Since this way of being along with the Brooker children, Anderson their tuition, and Robert followed a year functioned so essentially in the working of founded and taught the “Young People’s later, chiefly to assuage a deep homesickness the farm, Brooker comments that when his Class” at the church for several years. he felt while living and working full-time at neighbor, Roy Keutzer, paid him extra for Brooker remembers the class fondly, observ- a gas station and as a hired hand seven miles his labor as a hired hand because he was ing that “you joined the class when you got from home. He figured that his homesick- “worth it,” this new notion of his own worth into high school and left when you decided ness would abate with his brothers nearby. impressed him so much that he “lived off that you were no longer young. I don’t think The room and board at the school cost three I’ve ever left that class” (133). The class

139 D E F

dollars per week, but the work study jobs with the three boys and the hired hands. that would lead him to follow her to the paid just enough to cover the cost. To make The boys maintained the household and University of Missouri in Columbia to ends meet, Anderson herself paid for the continued their farm chores while their complete their bachelor’s degrees, and later cost of incidentals, transportation, and other father cooked for the entire group. After his PhD after service in WWII. From the necessary expenses. Each of the Brooker his mother recovered, Brooker reminisces, beginning of their tenure in Indianapolis, boys made sure to pay back to Anderson his father refused to return to church, the Brookers, who built and lived in the the financial debt he had incurred. Brooker complaining that “the good Christians of small house at 1431 Windermire Avenue notes that “she told us that we were among the church had been of no help” (6). Later, adjoining the campus for nearly 45 years, the few that had paid back their debt,” Brooker comments that the women of the assisted countless students in need over Dr. and his brother, Donald, commented to church worked to save the world at large, Brooker’s thirty-eight year career. From Anderson in reply, “‘We did indeed pay you but lacked the perceptive abilities to see the providing basic needs—food, shelter, cloth- back the money, but we will never repay the needs in the immediate world around them. ing, transportation—to providing medical debt’” (132). The selfless model of service provided by and spiritual care, the Brookers, including Anderson’s functional, active care, and Leila Anderson, contrasted with the negative children Russell and Roberta, quietly yet concern impressed Brooker, but it was her example of the church ladies, reinforced unfailingly acted as caring and concerned modeling of a selfless, hospitable, Christian Brooker’s conception of the educated servant neighbors, enacting the practical ethos of ethos of service which marked his life most as one who orders the will to meet the needs servanthood cultivated over Brooker’s life. deeply. In his memoir, he sketches this of others at a basic level, and of service The man with the gruff exterior whom many portrait of Anderson: as active and functional. In fact, Brooker students feared possessed a heart drawn “Andy was the perfect Christian. She established the Peters Award at the Univer- fundamentally to nurture human need. lived her religion and did not demand that you sity of Indianapolis, presented annually to a Brooker’s approach to academic life also live as she did. She always practiced Christi- junior student exemplifying these neighborly embodied a consonant ethos. In fact, the anity to everyone and made no demands in Biblical qualities, to mark the kindness and story of his receiving the endowed chair in return. Nobody could ask for more.” generosity of two other neighbors, Hobart chemistry reveals much about his approach “The modern-day preachers try to make and Ella Peters, who lived down the road to service. A frail, elderly man, slightly deaf, us all follow their rules and then preach and shared their resources freely with the enrolled in a short course on thin-layer chro- against us if we don’t. Andy never did. She Brooker family. matography that Brooker offered to students accepted us for what we were, loved us with Dr. Brooker, along with his wife, Ruth, and the public. The man attended several all our faults, and let us know it” (133). amply lived out this imperative in his per- such courses as well as the American Chemi- Brooker contrasts this embodiment of sonal life, an expression of service to those cal Society meetings at which Brooker was Christian love with the brand of hospitality around them that naturally flowed into present. The man’s deafness caused him to extended to his family from the Presbyterian his academic life as chair of the Chemistry interrupt the person speaking frequently for Church during one of his mother’s extended Department and the Herbert G. Bohn Chair clarification and to monopolize the speaker’s hospitalizations with heart disease in 1925. of Chemistry at Indiana Central College, time afterwards to extend the discussion of His father, left to care for five children and later the University of Indianapolis. Indeed, ideas that had occurred to him during the to continue the work of farming, struggled he credits his wife as being the essential session. By all appearances, he was penniless to keep up. Some relatives cared for the two guiding force in his life. During his first and friendless, so Brooker made a point to girls, leaving the elder Brooker to manage week in college at Iberia, he met Ruth Gott sit next to him, conversing and joking before at a party, starting a tumultuous romance and after the presentations.

140 Candidate School to earn a commission as a second lieutenant in the Corps of Engineers shortly thereafter. As the role of the United States in the war intensified, Brooker shipped out to England and then France as part of an advance reconnaissance party. Landing on the beaches of Normandy in October, Brooker’s unit, Company C, moved inland to Bastogne, where they found themselves encircled by enemy forces. The enemy was dispersed by U.S. air support and Company C, after a week’s rest, moved on to engage in a challenging campaign, H attacking across the Roer River near Aachen, Germany. As Brooker dispassionately relates, G “We went through Stadt Mechanheim to the Remagen Bridge where our jeep was blown up on the bridge. My driver was killed, and One morning, Brooker received a both the sergeant and I were wounded. After telephone call from the man, who an- getting a new corporal, a new sergeant, and a nounced that he would like to endow a chair new jeep, we went on.” in chemistry, and he needed to know the As many of his former students know, name of the college official with whom he Brooker related this story to teach a larger should speak. Brooker referred him to Dr. principle. Both life experience and formal I Lynn Youngblood, then director of develop- knowledge are valuable, and it was both ment, cautioning Youngblood to treat the in concert that kept him alive during the man with kindness and dignity, even though tumult of WWII, and which also made he was obviously poor. As it turns out, the it possible for him to develop chemical man, Dr. Herbert Bohn, was not poor. compounds and pharmaceuticals during his Dr. Brooker was the author of two books Having earned a degree in pharmacy from service as a consultant and pharmaceuti- of memoirs and reflections including the Pharmacy College of Philadelphia, Bohn cal chemist at Pitman-Moore and Dow Charting The Elements: My Life and had engaged in pharmacologic research over Chemical Company, earning 10 patents. Times (Ames, IA: Prairie Harvest Press, a distinguished career, and now wanted to For Brooker, mastering and using the basics 1997) and What I Know Now: Reflec- endow a chair in chemistry to provide the comprehensively meant there was no limit to tions on Living a Long Time ed. Russell opportunity for young people to prepare what one could do—in war, in the chemistry Brooker (privately published, 2000). themselves academically for similar lives of lab, in service, in life. service to humanity—provided the chair was In his story, one catches the sense of filled by Brooker, the man who understood servanthood stripped of rhetoric and piety. the essence of service to others. Grounded in practicality, he saw clearly the “Education for Service” was elemental world around him, endeavoring to meet to the identity of Dr. Robert Brooker. each individual need with care and dignity, In countless classroom stories, not only hope and hospitality. Through his model did the attentive student learn the building of his active service, we may be educated to blocks of chemistry, but also the essential live out vocation elementally, yet richly as features of human existence. neighbors, as Christians, as humans. One particularly instructive classroom Honorary Alumnus 1981 narrative detailed his experiences in WWII at the Remagen Bridge. Brooker had been drafted into the Army in May 1941, train- ing to be a surveyor and entering Officer

141 L ife I s L ike a S avings A ccount

By A. James Fuller

A William Kiesel ’63

His office on the twenty-third floor of the Bank One Building in downtown Indianapolis offers a panoramic view of the city. From this lofty position, one can take in the spectacle of the city spread out below along with the distant vistas. It is a fitting point of observation for William Kiesel, a senior vice president at Smith Barney which is a division of Citicorp, a major financial service company. But it is also an appropriate view for Bill Kiesel, the servant philanthropist. A 1963 graduate of Indiana Central College, Kiesel applies his financial and planning skills in effective ways to help guide a university, a church, a hospital, and a community into the future. His personal philosophy reflects his life of service: “Life is like a savings account; the more you put in, the more your interest pays, and then there is more to take out at the other end.” As

142 the vice president of the Board of Trustees time. Kiesel’s first reaction was to say, “But for the University of Indianapolis, the chair they don’t have a basketball team!” Yet, the of the Development Committee for the St. evening division classes caught his interest to Francis Hospital Foundation, a member of the point that he soon enrolled as a business the Board for Behavior Corporation, and major. This was not his first experience with an active member of the United Church of Indiana Central, however. Sometime before, Christ, Bill Kiesel lives out his alma mater’s he had gone with a friend to play basketball motto, “Education for Service.” at the college. The two young men joined in Kiesel traveled a long way to get to that a game and were enjoying the chance to play office in the downtown skyscraper. Born in indoors during the winter. Before very long, 1938 in Madison, Indiana, he experienced however, the police arrived, led by professor a difficult childhood. While his paternal Robert Brooker, who announced that the grandfather was the president of a small- basketball players were not supposed to be in town bank, his maternal grandfather always the gym. When it was discovered that Kiesel listed his profession as “painter/wallpaper was not a student at the College, he was hanger.” In reality, he was a gambler who ran arrested and taken to jail, where his parents a regular poker game in Madison. Kiesel’s were called. He found himself in trouble father worked as a truck driver and, when with his father as well as the school and B the boy was about six years old, the family the law. That was his first experience with moved to Indianapolis, where they lived in Indiana Central and professor Brooker, who the Fountain Square area in a rough neigh- later became a good friend and client. borhood. In the midst of these financially- Later on, enrolled at Indiana Central, er when he enrolled in the graduate program challenging times, Kiesel spent many months Bill Kiesel fell in love with the campus at Butler University. He quickly came to living with his grandparents in southern atmosphere and the academic values of the miss the way that Indiana Central professors Indiana. When his father was about sixty school. He discovered that “education was would sit down and talk with him about his years old, the trucking company for which not the horrible monster that [he] thought life and his progress. The personal touch was he worked went bankrupt, and he found out it was.” Enrollment in the evening division extremely valuable, encouraging learning in that he had no retirement savings. So, he allowed him to work full-time and still earn ways that only individualized attention can went to work driving the delivery truck for his degree. There was almost no interaction provide. He remembers fondly the classes he Madison Avenue Florists. During this time between the day and evening students, how- took with economics professor Bob Coker, period, Bill’s father worked in the mainte- ever, which did not allow him to become including a small, advanced class that often nance department at Indiana Central College. fully immersed in campus life. But he thinks met in the professor’s back yard. There, they Kiesel attended the Indianapolis Public that he got “the perfect education,” as the discussed the subject while professor Coker’s Schools, progressing to Manual High School liberal arts core gave him a broad spectrum wife served cold drinks and cookies. before transferring to Southport High School of learning and taught him value skills, How differently academic enterprise as junior. He graduated from high school in while the business courses he took at night proceeded at Butler! There, professors were 1956, got a job, and got married. were often taught by business people who not sympathetic to the life demands of This was the traditional route to take provided real-world experience as well as working adults, and one instructor dressed in his family. But Kiesel, a Hoosier through textbook knowledge. down Kiesel in a humiliating fashion when and through, loved to play basketball, so he Several professors from his college days he approached the faculty member about a took a few classes at the Purdue extension stand out for Kiesel as exemplary, includ- minor problem. By that time, the combined campus in Indianapolis, mostly so he could ing historian Fred Hill, English professor stresses of work, home, and college were play on their team. He also worked at Eli Virginia Cravens, and sociologist Marvin wearing on him and marking more sig- Lilly in the shipping department and hoped Henricks. These and other instructors posi- nificantly what he saw as the stark contrast to move up in the company someday. In tively influenced the young man, who was between the warm friendliness of Indiana 1958, a friend called to tell him about the greatly impressed by the fact that they took Central and the cold, unbending nature new evening division at Indiana Central an interest in him. Although he didn’t realize of Butler. He eventually earned a gradu- College. This program offered night courses the importance of the individual attention for working adults, an innovative idea at the and friendly atmosphere at the time, he experienced it more palpably a few years lat-

143 a quantum leap up the personnel chain, yet Kiesel accepted the challenge, working in this position for about a year. Then, in 1963, he moved to the investment area of the bank, a service offered as a perk for good clients. At that time, the seven employees in the small investments office made invest- ments as a favor to certain clients, not as profit-making venture. Kiesel soon changed the department’s status, turning the service into a retail operation with sixty-five employees and a more intentional invest- ment process, making the investments division an important profit center. His experience at Indiana National Bank led to a new opportunity in 1970. A group of stockbrokers, who had left City Securities to start their own brokerage firm, asked Kiesel to help them with this venture C by serving as manager of the bond depart- ment. He took the job and stayed with them for ten years, helping to grow the company ate certificate from the popular American needed. He was thankful to find a job, and set up five branches that employed a Institute of Banking program at the Indiana though at a substantial pay cut. At Lilly, total of sixty-five people. His job amounted University extension campus, and later he had been paid $65 per week while his to approximately 80 percent administrative returned to Indiana Central to teach as an bank salary amounted to only $62 a week. work and 20 percent sales work. He realized adjunct professor in the evening division for The decrease in pay hurt the family finances that most of his income was coming from about five years. to the point that Kiesel was forced to sell sales. The experience he gained in this posi- Kiesel continued to work in the ship- his 1957 Chevy convertible to pay for tion led to another career change in 1980, ping department at Lilly during the first the medical care needed during his when he became a broker at Merrill Lynch, couple of years he attended Indiana Central. wife’s pregnancy. working mainly on institutional sales. The One day, Harold Jennings, the head of the Despite the loss of his beloved car, the skills requisite for the brokerage position shipping department, inquired about Kiesel’s young man excelled in his new position at brought together those acquired in his past academic progress and his future career the bank. Not long after he started, the per- experiences, since he sold mostly to banks. plans. When the young man mentioned that sonnel director, Don Edwards, asked Kiesel Later in his ten years at Merrill Lynch, he he hoped to move up at Lilly, his supervisor for his thoughts about the training program. moved to retail sales. told him, frankly, that progress would be This was a routine procedure, but the young In 1990, Bill Kiesel changed offices very slow for someone without a baccalaure- relief teller surprised his superiors by sug- again, this time moving to Smith Barney, ate degree and pointed out that many of gesting a new style of training. Based on the where he has worked as a broker for the past his supervisors in the shipping department methods he had experienced at Lilly, Kiesel fifteen years. Problems with another broker had BS and BA degrees. Kiesel had gone to suggested that the bank adopt a plan that at Merrill Lynch led to his move. By the college because he thought the education moved trainees around the bank, working 1980s, Kiesel was deeply involved in work and degree credentials were necessary to get in different jobs as they did so. This system on behalf of the United Church of Christ, ahead in his career, but now his hopes for allowed the new personnel to become more traveling frequently on church business. He promotion and a long-term career at Eli familiar with the overall operation and arranged for the other broker to cover for Lilly were dashed. And, as a married man offered supervisors a chance to observe the him while he was away, but soon discovered with a child on the way, he needed to find newcomers and make better decisions to that this procedure resulted in Kiesel losing a new job right away. A relative arranged an match employees’ skills with the job require- commissioned dollars that were due to him. interview for him at the Indiana National ments in each department. The new plan Although he eventually recovered the money, Bank where Bill accepted a position as a impressed the bank officials so much that Kiesel disapproved of the office manager’s relief teller, substituting wherever he was they offered Kiesel a new job as Training handling of the situation, so he decided to Director. This appointment represented leave the firm.

144 As a Financial Consultant, Bill Kiesel assists others on a daily basis in planning their financial futures. His clients trust him and take his advice on what to do with their money. His success has helped many indi- viduals make money, his advice and plan- ning paving the way to their security and prosperity. In addition to his professional endeavors, Bill Kiesel is also a philanthro- pist. Along with donating money to various community initiatives, he gives generously of his time and talent, especially to several 4 institutions that are very dear to him, such as the United Church of Christ, the University of Indianapolis, Eden Theologi- cal Seminary, and the St. Francis Hospital Foundation. He serves on the governing boards of all four institutions and is usually involved in development, where his skills enable him to raise money for the institu- D tions. Kiesel has supported other significant projects as well, for example, spending many years working for BehaviorCorps. Because ing.” He has a “passion and an energy for While he was not aware of the school’s of the nature of his career, he is “not afraid things I get involved in” and he throws him- motto when he was a student, Bill believes to talk about money or ask for it,” and he self into the job. Bill is a high-energy person, that “Education for Service” is “the ethos, is has helped raise millions of dollars for a wide “running 120 miles an hour, 26 hours a the focus” at the University of Indianapo- range of philanthropic endeavors. day,” and, on occasion, he has responded to lis. And he is convinced that it shapes the Church, school, and hospital all benefit requests for help by saying, “Don’t ask me University’s graduates: “I think I can tell greatly from his leadership and money-rais- unless you want me involved.” In addition who the University of Indianapolis people ing abilities. His conviction that “faith is to his faith, he thinks that his service comes are when I walk into an office or hospital.” important to service” underscores his essen- from being an optimistic person. He is not He thinks that they “haven’t learned just a tial commitment to Christ as a foundational one to be discouraged and jokes: “I tried discipline—they’ve learned a lifestyle, and element of his philanthropy. Bill has served being down and depressed once, but they’re more caring, more courteous, and on the Board of Trustees of his alma mater, I didn’t like it and I’m not going to do they are not so self-centered.” Bill smiles the University of Indianapolis, since 1976, that anymore.” as he reflects on today’s students and says, and he chairs the Development Committee As he reflects upon meaningful advice “They don’t yet, but will one day appreci- for the St. Francis Hospital Foundation. He to share with today’s students, Kiesel offers ate what the University of Indianapolis has sees service as an extension of his faith, his this recommendation: “Don’t worry yourself done in their lives—not only in training for Christianity functioning as a catalyst for to death about what it is you’re going to a discipline, but in a larger sense—preparing his charity work. Personally, his faith has do.” He believes that, while “we all need them for the world.” And he is confident helped him in many ways, and, as he looks focus and direction in our lives, people wear that they “will be beneficial to the com- back over the course of his life, reflecting themselves out trying to put themselves into munity and society as a whole.” With such on growing up in a rough neighborhood, a neat package.” And, he looks at himself convictions, Bill Kiesel invests in the lives with family problems, and seeing where he as an example of how life changes, and we of others, believing that his work is another is now, he says, “God has had a hand in it.” often end up in a different place than we deposit into the “savings account” called life. He remains dedicated to serving the larger imagined, having come to be there in ways 1 Indianapolis community, observing that we never dreamed possible. Kiesel urges Sease Award 1992 “because I’ve been blessed, I try to be a bless- students to remember that there is “a higher authority who helps us along the way.”

145 M ike S old M e

By A. James Fuller

A Mike Watkins ’68 The ubiquitous bright red signs in Indianapolis lawns proclaim, “Mike Sold Me!”, an indication of just how successful the Mike Watkins Real Estate Group has become. One of the nation’s leaders in real estate sales, Mike Watkins, a 1968 graduate, relies on the genuine concern for others and team cooperation skills that he learned at Indiana Central coupled with his own infectious enthusiasm as the foundations for a thriving business. From his years at his alma mater to his return there in administration to a second career in real estate, Watkins’ enthusiasm has energized others and made him a dynamic leader. Beyond his career, he lives out the school motto, “Education for Service,” in his efforts as a member of the University’s Board of Trustees and in other charitable civic activities. His passion continues to motivate others, so that in service as well as business, there are many people who say, “Mike Sold Me!”

146 Watkins points to his preparation at ICC as a formative time in his life. He had the opportunity to serve as student government president as well as a residence hall assistant. He was instilled with the values and integrity of the campus ethos. He also learned valuable people skills in his interaction with others as a student leader and in the classroom. And his experience on athletic teams taught him important les- sons in team values and helped him build a belief system based on those values. In ad- dition to a desire to win, the student athlete

B C learned to “never quit” and to “thrive on competition.” Such values easily translated into his work as administrator and busi- Watkins chose to attend Indiana Cen- as learn more than he imagined he could. nessman and have helped in his success. tral College because of the people. Born in Professor Miller, he recalls, was “so caring,” Although Watkins did not possess any Crawfordsville, Indiana, his family lived in an example of the warm sense of commu- kind of religious calling, he found a natural Michigan for a short time, before returning nity that had drawn the young man to the career path in teaching and coaching. He to the Hoosier state. He grew up in Green- school in the first place. Beyond athletics, observes that academics and athletics have field and was the first member of his family Mike was most aware of the college motto, served as an “outlet” for him, a young to go to college. All set to go to Wabash “Education for Service,” as he saw it being man from a broken home and poor family. College, Watkins changed his mind after lived out by the faculty. He saw them as Teaching and coaching, he realized, could visiting the campus of Indiana Central. examples of how to live a fulfilled life and provide “a way out” and a way up in soci- He felt drawn by the sense of community believed that most of them were there ety. Having “grown as a person at Indiana and remembers that “it was the people” because of a calling to the profession. As a Central,” Mike Watkins became a teacher who made the school “feel like home.” At poor boy from a family that often faced fi- upon his graduation in 1968. The first ICC, he majored in education and minored nancial hardship, he empathized with what year, he taught business at New Palestine in business. Moreover, Watkins found seemed to be the eternal plight of university High School and helped his family when an extracurricular passion in athletics as professors: low pay. But he was impressed his stepfather was dying. The next year, he a member of the wrestling team. He was with the way that his teachers worked so moved to Franklin High School, where he much influenced by his coach, Paul Velez, hard and were so dedicated to teaching. taught Physical Education and coached who not only trained him about wrestling, Indeed, it seemed that they had “taken a wrestling and football. He loved teaching but also “taught [him] about life.” vow of poverty” as a part of their calling. and threw himself into it with his trade- Watkins recalls other faculty who Watkins borrowed money to live on mark enthusiastic energy. Yet, he could not influenced his future, in particular, campus so that he could be integrated into remain content with the status quo. “I’ve professor George Humbarger in Business the social fabric of campus life. He believes always got to be growing or creating or I’m and professor Alberta Miller in Business. that this process was made easier for com- dissatisfied,” he says today as he thinks back Professor Humbarger “demanded a lot,” muter students by the tradition of to the 1970s and his brief teaching career. but taught in such a way that he enabled upperclassmen serving as mentors to He decided that he needed something more his students to meet his high expectations. younger students and by the absence of and, in 1978, now married, he accepted an His teaching stretched Watkins’ abilities a fraternity system to fragment students. offer to work as an admissions representa- and allowed him to grow as a person as well Since many students lacked transportation tive on behalf of his alma mater. and discretionary funds, they were com- pelled to collaborate in planning activities. Thus, the campus culture could not help but build a sense of community.

147 Dr. Lynn Youngblood, who was then While working as an administrator at serving as assistant to the president, made the college, Watkins’ interest turned to real the offer. Youngblood remembers, in an estate. Seeing the way the process worked interview with Evan Gottschalk for an when he and his wife sold their house to article about Watkins in the Spring 2003 build a new one sparked Mike’s curiosity issue of the Portico alumni magazine, that and his desire always to be moving forward, he “saw in Mike a dynamism that was learning and growing as a person. He began infectious to everyone and his personality to ask himself, “Where do we go from fit perfectly for an admissions representa- here?” This question contained not only tive, which is what we were looking for at financial consequences—although he was that time.” Indeed, his sales skills and gen- concerned about his family’s economic situ- uine belief in the college served Watkins ation—but also intellectual and personal well as he began “selling” Indiana Central ones as well. He wanted to know, “What to prospective students. A year later he else is out there?” was promoted to director of Financial Initially, Watkins worked with a friend Aid. He enjoyed immediate success, which to start a traditional real estate company. brought him to the attention of President He worked closely with Bill Bright, a teach- Gene Sease, who offered him the job of er and coach of his at ICC. Since Bright dean of students. In that same Portico had many years of experience in real estate, D article, Sease recalled that he liked the way Watkins hired him to serve as his mentor. Mike “related to people.” The president As he remembered in the Portico article, was sure that Mike would “be successful “Bill taught me the way to succeed in real at the college level” because of his “warm estate. He was the best professor I ever had personality,” and ability to establish “great in graduate and undergraduate studies.” He relationships with people.” In his overall sold the old company in 1980 and went assessment of Watkins, Sease observes that into commercial development until 1983, “he’s a good listener, and he related very, when he went back to residential real estate very well to students. They saw in him a with a traditional company. real friend and ally.” In the mid-1990s, Watkins perceived And so, Mike Watkins became the coming changes in the real estate indus- dean of students at the age of 29. He try and decided to leave the traditional remembers that the job meant “lots of company he had been working with to sleepless nights.” Although he had to create his own business. In 1995, he started enforce the rules, he tried to take a bal- the Mike Watkins Real Estate Group, anced approach to discipline problems. His which was built on the team concept he own “policy manual” called for using both had learned as a student athlete, teacher, the “head and heart” when it came to deal- coach, and administrator. For decades, he ing with students. He tried to use “com- explains, “real estate was not taken as a mon sense” and always emphasized that he profession,” but was seen as a part-time job cared deeply for the students as individuals. for housewives or for people who needed extra money. The stereotypical image was not very positive, as most people thought of real estate agents as part-timers who

148 wanted to drive a Cadillac or full-timers harder to please” today than it used to be ing action, a state of affairs that he who couldn’t succeed in other fields. Many since we live in a “microwave world where describes with this oft-quoted business folks considered real estate agents akin to people want it NOW and in which loyalty axiom, “Don’t over promise and under used-car salesmen or get-rich-quick schem- is a rare thing.” These conditions some- deliver.” He maintains that what holds true ers out to make a quick buck. times make it hard for a Realtor who is in the business world can be applied in By the 1990s, this image, which had trying to sell a house for an impatient regard to service, since too many people never been entirely true, was beginning individual who has important plans for don’t deliver the compassion they promise. to change, and Mike Watkins wanted to the future. In each instance, Watkins When thinking about the influences help in the transition. He joined with strives to be empathetic and compassion- among service, life, and business, Watkins others who wanted to run real estate “like ate in his work, but occasionally wonders advises today’s students, “Don’t ever let a profession,” emphasizing education and if he “cares too much,” as he gets so anybody tell you what you can’t do!” He training. Instead of thrusting agents into involved emotionally with the process of urges them to consider fields that demand competitive commission sales, Mike pays buying and selling houses. Surely, this is that they “cross over” into something new, his employees salaries, and they all work not just a financial or business venture, pointing to his own career as an example of as a team on each sale. Days at the office but also a career of deeper service. how success can come from such changes. include meetings that remind one of pre- Watkins also cares for his community He reminds students that there is a lot game pep talks by a coach in which Wat- through other avenues. He had served on more to life than “what you’ll learn in a kins uses the personal touch to encourage the Board of Trustees for Marian College, book,” and encourages them to make a his employees to excel. When a house sells, but later became a member of the Univer- habit of “learning about people and life.” the whole office celebrates like an athletic sity of Indianapolis Board. He is “honored He hopes that they will be “interactive with team after a victory. When times are hard, to be on the Board,” which allows him to faculty and fellow students” and that they they pull together, share ideas, develop new work with “exceptional, brilliant people.” will “always go above and beyond” their strategies, and work all the harder. In fact, He sees his work for the college as one of expectations. As he talks about the Univer- Watkins does see himself as the coach and the most important parts of his life and is sity, his growing enthusiasm animates his his company as the team, a concept that has sure that he “could never give back to the speech. One can see that he is sold on the paid off. The Indianapolis Business Journal University what it gave to [him].” Beyond importance of education at the University has ranked the Mike Watkins Group as the University, he also serves through his of Indianapolis and wants to share how the the #1 real estate agent in the city for five church, the St. Francis Hospital Founda- school made such a difference in his own consecutive years and, this past year, Realtor tion and other charitable organizations. life. In his life, Mike Watkins serves others Magazine listed the group as #22 of some Another important service has been his with the same kind of energy and passion 800,000 realtors in the nation. financial support for college students. that he applies to selling real estate. And in In his business, Mike Watkins With money raised through book sales living out his ethos of service, he produces provides a valuable service to people daily. and speaking tours promoting his team meaningful results. No wonder those whose Selling a house for someone or helping concept, Watkins has created a program lives have been enriched can say, “Mike them to find the right home to buy is that provides money for eleven students to Sold Me!” an important matter, and hundreds of attain higher education each year. 1 families can thank him for a professional Mike Watkins asserts that “service is Sease Award 1995 job well done. He sees the business as caring” and believes such care is becoming a service, but knows that the “public is a lost art. Even though there is a lot of talk about service, he does not see correspond-

149 B loom W h ere y O U A re P lanted E v a n H ill, Class of 2006 & President, Indianapolis Student Government 2005–2006 Academic Ye a r

I remember the moment, A parable exists in the Christian religious tradition that almost to the day, when I says a seed sown in rocky soil never takes root, and although realized that I wanted to be it endures for a while, it eventually falls away. As for a seed at the University of India- grown in good soil, it bears fruit and yields (Gospel of Mark napolis. It was during a cool, 4:41–9, 13–20). Perhaps, if roots resemble our connection late-September morning that or union with our University, then, for me, Purdue was an I came to that conclusion. example of rocky soil. If that is the case, and our University I had just gotten back from represents the soil in which we are sown, then the University my first morning class. The of Indianapolis is most certainly some of the most fruitful twenty-minute walk across around. Pick up a copy of the alumni magazine, Portico, and A the confusion of one-way you’ll find successful teachers, preachers, military officers, streets, looking at Greek CEOs, writers, researchers, lawyers, doctors, mothers, and rush propaganda and playful squirrels, had given me time to fathers. Although each of these graduates has bloomed think. It was barely a full month into my first semester, but I differently, their roots grew in the same soil. already knew that I would never feel like a Boilermaker. The One might ask, what are some properties of a Grey- classes were not the problem—although I’ve yet to master the hound? To me, a Greyhound is open-minded, willing to skills needed to properly balance a chemistry equation. My accept new ideas and respect those of others while not forget- roommate and I got along well enough, and I missed home ting where he or she came from. True Greyhounds embrace only enough to call once a week. The problem had nothing to multiculturalism. Greyhounds are proactive trailblazers who do with academics or homesickness, but rather had everything know that opportunities can await them around every turn, if to do, it seemed, with connectivity. I felt like one of 30,000— they will just put forth the effort to seek them. Unlike flowers and, as the theme song to “Cheers” tells us, “Sometimes you that bloom only in the spring, students at the University want to go where everybody knows your name.” of Indianapolis are ever-changing, always adapting to new challenges, and are in search of ways to improve the academic, spiritual, and social lives of their peers. If you feel as if you might have a lot to live up to, don’t fret. In His Own Words: Evan Hill Mr. Hill delivered these remarks at the President’s Convocation at the University of Indianapolis on September 8, 2005.

150 The University of Indianapolis boasts more than fifty Last week, a friend of mine said that “True maturity comes registered student organizations in which to cultivate one’s when one realizes it is better to give than to receive, and leadership skills. Extracurricular involvement and proof that then acts upon that statement.” Service should not feel like one can work with a team are all things that employers look a daunting task. Just this week, during a group discussion, for in potential employees. Aside from boosting your resume, another fellow Greyhound pointed out that service can be getting involved on campus can have more immediate effects as subtle as holding open a door, or being there for a friend. on your college experience. Imagine writing home and telling Whether you are participating in a service project with one of of how you helped coordinate a successful event on campus, the University’s service organizations, working with children or better yet, that the event you planned all by yourself went at a day care facility, or just answering the phone, do it with off without a hitch. Speaking from personal experience, I can a smile. For—according to an unknown author—“there are tell you that there is nothing more satisfying than knowing a hundred languages in the world, but a smile speaks them that a policy you’re enacting now will play a role in the lives of all.” Enrich your lives, and the lives of others, and as blossoms the students to follow. Next week, a seed of an idea that was share their fragrance with the world, you too must share your sewn in a student organization office in the Schwitzer Student happiness with those you meet. Center will materialize, and hourly chimes will once again be Ladies and gentlemen, my words cannot express to you heard on the University’s campus. Other ideas like this one how important I think feeling connected to your University are blossoming all across the University, from Good Hall to is. If we ever expect to bloom into the truly amazing people the Ruth Lilly Fitness Center, in weekly organization and class we are intended to be, we must start nurturing our roots meetings—ideas that are waiting only for proactive students today. It is easy to wake up every day, go to class, and then such as you to cultivate. head back to our homes to study, only to sleep and do it all Likewise, in various locations throughout the southside over again. However, it is just as easy to search the bulletin of Indianapolis, members of the University community are board or the Intranet for a club or organization, athletic helping enrich the lives of others. Fulfilling the University’s team, or campus job that helps fuel your passions in life. motto of “Education for Service,” students, staff and faculty Seize the moment; take the time to step out of your comfort members continue to find ways to contribute to the lives of zone. Look around. The opportunities are endless, and it is others to ensure a healthy today and a brighter tomorrow. only the second week of class. In His Own Words: Evan Hill

151 E x emplars of S ervice : A wards & R ecognitions for S ervice

Another way that the tradition of “Education for Service” can be tracked is to follow the lists of names of persons who have been recognized for exemplary service over the years. The following recognitions are announced annually at the University.

STUDENT AWARDS psychologist, an active researcher, and a The Lantz Center Medallion & RECOGNITIONS dedicated social activist. As a tribute to her for Christian Service contributions, the Kate Ratliff Award for (Established in 1999). Students outstanding community service was estab- who complete the sequence of coursework lished. The award is presented annually to a in the Christian Vocation and Formation student in Psychology who exemplifies Dr. curriculum offered by the Lantz Center are Ratliff’s commitment to academic excellence eligible to be commissioned for Christian and social activism. service. At the commissioning service, they receive the Lantz Medallion following their individual presentation of commitment A statements and their respective rules of life. T h e P h y l i s L a n L i n Scholarship in Social Work The Outstanding Student (Established in 2000) . This award Volunteer Award. Nominations are is provided annually by Dr. Phylis Lan Lin solicited from faculty for the presentation of for the purpose of promoting social work this award based on the following criteria: values and encouraging diversity among social Students who demonstrate service without C work students. It is presented to social work monetary reward, who are committed to students, chosen by the program faculty, who Leila Anderson Christian volunteerism, who have an impact on the have demonstrated commitment to the social Service Award (Established community, and who display qualities work profession through community service, i n 1 9 8 2 ) . Given by Dr. Robert Brooker of leadership. leadership in the community, strong grade in memory of the woman who made it point average, and academic achievements. possible for him and his brothers to go to The Student Affairs Award college, this annual award is given to the for Outstanding Student student who displays excellence in Christian Leadership. This award is presented service. This award is administered by the annually to outstanding students who have Lantz Center for Christian Vocations. excelled outside the classroom. Nominations are solicited from Student Affairs staff and The Peters “Good Neighbor” student organization leaders. In addition Award (Established in 1984). to academic achievement and campus This award was instituted by Dr. Robert citizenship, particular consideration in the Brooker in honor of Hobart and Etta Peters selection process is given to students whose B to recognize the person (faculty, staff or exceptional leadership in volunteer, elected, T h e K ate Ratliff Award in student) at the University of Indianapolis or appointed positions has contributed Psychology (Established in who best exhibits by word, deed, and significantly and positively to the mission 1 9 9 0 ) . Kate Ratliff was a professional attitude the qualities of neighborliness. This of the University and to the quality of life psychologist and a member of the Behavioral award is administered by the Lantz Center for its students. Sciences faculty until her untimely death for Christian Vocations. in 1990. Although only 32-years-old at the time of her death, she was well known for her achievements as a licensed clinical

152 E x emplars of S ervice , c o n t i n u e d

ALUMNI AWARDS Distinguished Faculty/Staff Alumni Award. This award recognizes current faculty or staff who are alumni and who have demonstrated consistent dedica- tion and superior service at the University. Award nominees must be University of Indianapolis alumni currently employed as either faculty or staff (full-time, part-time, or adjunct). They must demonstrate a commit- The Jerry Israel Interfaith D ment to the University’s mission, “Education Service Award (Established in 2 0 0 5 ) . Awarded annually by the Office The Harvey Showalter Award for Service,” and show a record of outstand- of Ecumenical & Interfaith Programs, (Established in 2000). The honor ing contributions to their profession. These this award is named after the seventh recognizes a graduating senior who embod- contributions may or may not have come president of the University of Indianapolis ies the spirit of the late Harvey M. Show- during their University tenure but must (1998–2005), and recalls the ways that Jerry alter ’41, who epitomized the University’s reflect highly on the University. Israel challenged faculty, staff, and students motto “Education for Service” by serving (particularly in the wake of September 11, the University as a student and an alumnus FACULT Y & S T A F F 2001) to dare to engage one another with and by serving the community as an active AWARDS & UNIVERSIT Y - respect and hospitality and to learn to have volunteer and leader. WIDE RECOGNITIONS conversations with one another about their respective religious convictions that would The Distinguished Young yield clarity, understanding, and enjoyment. Alumni Award. This award recognizes and honors an alumnus and/or alumna of the University who, while still relatively young, has made outstanding contributions to his or her community. Nominees for this award shall be graduates of the University, be 35 years of age or younger, demonstrate commitment to the University’s mission of “Education for Service,” be outstanding in The Lantz Center Medallion their profession, and/or have made outstand- for Christian Service ing contributions to their community. (Established in 1999). In addition to the student recipients, selected members The Distinguished Alumni of the Christian Vocations community at E A w a r d . This award recognizes outstanding the University of Indianapolis are given the professional accomplishments or long stand- Lantz Medallion in recognition of their ser- T h e “ b a s i n & t o w e l ” ing devoted service in a chosen occupation or vice as mentors for students in the Christian recognition (Established profession. The level of accomplishment or Vocations program. This ecumenical recog- i n 2 0 0 4 ) . This award, created byThe service must clearly distinguish the alumnus/ nition is named in honor of G. Benjamin Crossings Project, honors outstanding faculty alumna among his or her peers. The indi- Lantz, the sixth president of the University and staff exemplars of “Education for Ser- vidual must have rendered service to others of Indianapolis (1988–1998). vice” whose contributions to service in vari- in such a direct and profound manner as to ous spheres (neighborhood, civic, religious, have materially improved the quality of life state, nation, international) have enriched for others over a significant period of time or the culture of “Education for Service” by achieved and sustained a significant regional imaginative leadership and creative initia- or national reputation for accomplishments tives that have enabled students at and service in a particular profession. the University of Indianapolis to engage in service in transformative ways.

153 S y mbols of S ervice

Over the past century, service has been sym- In retrospect, perhaps we should not bolized in ways that have been meaningful be surprised to discover that participants in in different ways. The earliest generation of that first international service project that students saw their lives in the context of Charles Guthrie led concluded their stay in “senior prophecies” that narrated their collec- Azpitia by inviting the Peru Project team tive commitment to go forth into a war-torn members and villagers to wash one another’s world and make a difference. For students feet. Having worked together day after day, and faculty in recent decades, the simple rite they all could celebrate the achievement of footwashing has become a powerful way to symbolized by the walls that were now image “Education for Service” in both local standing. The students departed from Peru and international contexts. knowing how much work remained to be There is nothing particularly fancy or done in this “unfinished world.” Nor should ornate about the practice of washing one we be surprised to discover that alumni and another’s feet. In fact, the vessels used—the faculty such as Cheryl Larson ’66 ’71 and pitcher of water, the basin, and towel—in Jenny Eaton Fogo ’85, ’87, and Amy Peter- this practice are so ordinary that it would be son ’02 and others associated with UIndy easy to overlook them. Anyone who has ever find the plain and simple image of the basin observed this ancient rite of hospitality will and towel to be the most meaningful way to recognize that the plain and simple gesture think about their own individual commit- of footwashing also can display remark- ments to service. able beauty and grace as particular persons engage in this profoundly personal act of serving one another. Every such gesture is particular to the persons involved and place where it happens, and behind such gestures there are always stories that can be told. This University has had a longstanding

F “tradition of doing the good deeds,” but we have not always taken the time to notice the distinctive patterns of service displayed in the lives of students, faculty, staff, alumni and friends of the University. As the stories collected in this book display, however, there is something remarkable about how well faculty like Charles Guthrie and Jennifer Fogo and students like Francis Kantner and Matt Brock wear the University’s motto of “Education for Service.” The benchmarks of excellence in “Education for Service” are as varied as the hands and feet of the persons who have been associated with this University, but through such simple images as the basin and towel, we are able to discern patterns of excellence in service.

G

154 W riters ’ & E ditors ’ A cknowledgments

Rebecca Blair’s Acknowledgments: As I Interim Provost Mary Moore also were sup- to work. Later, Dr. Blair and I gathered contemplate this book’s completion, I must portive of this effort and offered their own additional narratives, and then copyedited acknowledge and express my appreciation to counsel and suggestions at various points. I the texts that Dr. Fuller had produced. Near my paternal grandmother, Irene E. Hooker would also like to take this opportunity to the end of the process of gathering narra- Blair, whose nurturing presence and deep thank Mary Moore for her earlier support of tives, Kevin Corn and Jim Fuller helped me spiritual grace modeled a United Brethren my efforts to found an ecumenical center for determine that we needed to commission ethos of education for service by women in Christian vocations on this campus. more “first-person narratives,” which made it ministry. From her and those of her U.B. Members of the Steering Committee possible for us to provide a more representa- generation, I learned much about Christian (see list below) of The Crossings Projectbegan tive group of narratives. community and hospitality, an education working on this project in the fall of 2002. We are also grateful to acknowledge the that has informed the writing of this book At that time, we had hoped to complete the contribution of James Brunnemer, who has and the living of a richer life. project in two years. As it has turned out, it permitted us to excerpt material about Dr. has taken the greater part of four years. I am Moses Musa Mahoi, and Dr. Henry Martinez, A. James Fuller’s Acknowledgments: Col- grateful for their perseverance in the midst from Distinction Without Pretension (2003), laborative projects bring many rewards, and it of an evolving adventure. The Steering Com- Brunnemer’s memoir about Indiana Central has been my privilege to work with Michael mittee convened a sub-committee to advise University and the University of Indianapolis. Cartwright in particular. I thank him for me in this venture. I have also been gratified to see how his passion, his patience, and his profound Initially, I sought the counsel of many alumni and current faculty and staff insights on the history of the University. It University historian, Emeritus Professor of the University of Indianapolis have been was a joy to meet, interview, and write about Frederick Hill and Provost Emeritus Lynn R. willing to assist with this project. At the the many individuals whose stories help make Youngblood. Later, I assembled an “Nar- risk of leaving someone out who may have up the life of this institution. Learning about ratives of Education for Service Advisory contributed to this project, I would like to them has deepened my sense of calling to Committee” to help me make judgments as thank the following persons: Lucy (Brown) service at and affection for the University of we proceeded. When it became clear that we Alexander, Paul Alexander, Susan Barhan, Indianapolis. I will let the narratives I wrote would not be able to meet our original dead- Mark Bailey, Sandy Baughn, Everette stand as a humble tribute to each of them. line, this group helped me determined how Beasley, Ann Cory Bretz, Harold Bretz, Finally, I am thankful to my wife, Brenda, to produce a shorter text that would provide Matthew Brock, Robert Brooker, Roberta for her loving support during a project that samples of the kinds of faculty, alumni, and Brooker (daughter of Robert Brooker), Keith coincided with our first years together. student narratives that we were collecting. Brown, Lang Brownlee, Peter Buck, Mary After distributing a “premier issue” of Busch, Donald Carmony, Herb Cassel, Michael G. Cartwright’s Acknowledg- Profiles in Service in August 2004, we received Abuna Elias Chacour, Hilary Conklin, Betty ments: More than perhaps any other project additional suggestions from faculty, staff, and Crowe, Laurel Curts, Phoebe Daroyanni, that I have undertaken, the task of collecting students of the University of Indianapolis, Joann Domb, Nancy Finch, Jennifer Fogo, narratives of “Education for Service” for use at least some of which we have been able to Alice Friman, Charles Guthrie, Frederick in first-year programs at the University of incorporate in this book-length version of D. Hill, Evan Hill, Bruce Hilton, David Indianapolis has generated debts of gratitude Profiles in Service. Although we have not been Hilton, Donald “Sam” Hilton, Bill Howard, that are quite extensive. able to include all the narratives that we have Mary Luke Jones, Frances Kantner, Sam I begin by thanking Christopher collected in this volume, we are grateful for the Kegerreis, Frances Kantner, William Kiesel, Coble, program officer in the Religion wider input that we have received, and we are Cheryl Catlin Larson, Phylis Lan Lin, Gene Division at Lilly Endowment for the $1.49 glad to be able to offer the Online Narratives Lausch, Nancy Meyer, Paul Milhous, Robert million grant that has made The Crossings of Education for Service as a resource for use by and Luella McBride, Marlene O’Dell, Toni Project possible, and in turn has generated the faculty, staff, students and alumni of the Peabody, Patty Poehler, Kristina Russell, the opportunity to work on this book. University of Indianapolis. H. Wayne Smith, Jerry Steadham, Laura President Jerry Israel supported this venture Along the way, we have learned a great Steed, Phil Stenger (grandson of J. T. and even when others questioned the wisdom of deal about the saga of “Education for Ser- Alva Button Roberts), Diouheratou Traore, doing it. During the final year of the project, vice.” Thanks to Dr. Jim Fuller (History & Shirley Turley (daughter-in-law of Roy President Beverley Pitts has expressed her Political Science Department) and Rebecca Turley), Flora Valentine, Pauline Vermillion, appreciation and support for this venture. Blair ’80, we were able to gather an initial set Mike Watkins, John Young and Lynn R. Former Provost Everette Freeman and of narratives that gave us a basis with which Youngblood.

155 Three student assistants—Ms. Laura N arratives of E ducation Maureen Kinney Davies ’07, Ms. Hannah Corbin ’06 and Mr. for S ervice A dvisory First-Year Programs (2003–2005) Joey Beutel ’07—worked on this project over C ommittee : 2003–2005 Cheryl Larson the past three academic years. Although Ms. Parish Nursing Coordinator (2002–2006) Lois Stead’s responsibilities did not directly Laura Davies ’07 pertain to this particular initiative of The Research Assistant and Student Josh Morrison Crossings Project, she contributed a great deal Representative (2003–2004) Residence Life (2002–2003) through her courteous communications and Mark Fritz Lisa Osterman hospitable presence in the Office of Ecumeni- Special Assistant to the President Community Programs (2002–2004) cal & Interfaith Programs. My colleagues, A. James Fuller Greg Smith Co-Chaplain Jennifer Horner O.S.B., and Associate Professor of History Residence Life (2002–2005) Co-Chaplain Lang Brownlee have encouraged me as well as provided helpful advice at key Paul Gabonay Dan Stoker points over the past four years. Director of Career Services Cocurricular Programs (2003–2006) Christine Guyonneau has been very Christine Guyonneau Flora Valentine responsive to the variety of requests that I University Archivist School of Nursing (2002–2005) have made for materials from the University Peter Noot ’77 ’84 Kory Vitangeli Archives at various times over the past three Director, Office of Publications Residence Life (2004–2006) years. Amber Weishaar has helped to set up the Online Narratives of Education for Service Ron Wilks ’87 ’95 as well as provided counsel at various points Director of Admissions A dvisor y B oard about the Web page for The Crossings Project. Monica Woods for t h e C rossings Over the ten years that I have worked Director of Alumni Relations P roject (2002–2006) at the University of Indianapolis, I have Lynn R.Youngblood ’63 Ron Anderson* benefited greatly from the good work that is Provost Emeritus Associate Professor of Christian Worship, done by colleagues throughout the Univer- Garrett-Evangelical Seminary sity. That is perhaps even truer of the staff of Senior Advisor to Committee: the University’s Office of Publications. They Frederick D. Hill Kenda Creasy Dean have worked diligently on this project in the Professor Emeritus of History Associate Professor of Youth Ministry, midst of dealing with many other respon- Princeton Theological Seminary sibilities. I conclude by saying a heartfelt Mike Duffy thanks to Jeannine Allen, Peter Noot, and S teering C ommittee of Associate Professor of Theology, Jen Huber, three colleagues who do a superb t h e C rossings P roject Hanover College Lang Brownlee job in everything that they do for this Alan Kolp University Co-Chaplain (2002–2003) University. Jeannine has done a wonderful Moll Chair in Faith and Life, job of designing the layout of the texts that Kevin Corn Baldwin-Wallace College we have collected. Jen wrote most of the Instructor in Religion (2002–2006) short narratives about students and young Caroline Simon Jennifer Fogo alumni that we have paired with the longer Professor of Philosophy, Hope College Assistant Professor of Occupational Therapy narratives, and she proofread the entire Paul Valliere (2002–2006) manuscript, for which I am very grateful. Professor of Religious Studies, Finally, I am grateful to my coauthors A. James Fuller Butler University Associate Professor of History (2002–2006) who sacrificed their own time at various points David Wood over the past three years to bring this project to Paul Gabonay Director, Transition-in-Ministry Program, creation. Jim Fuller’s energetic work during the Career Services (2002–2006) Foundation for Theological Education first year produced a set of narratives to which Jennifer Horner Rebecca Blair added more texts to complement Karen-Marie Yust* University Co-Chaplain (2003–2006) those initially gathered. I am very grateful to Associate Professor of Christian Education, have had the opportunity to work with these Perry Kea Union Theological Seminary and friends and colleagues. Both of them have Chair of Philosophy & Religion Dept. Presbyterian School of Christian Education provided feedback at several points—including (2002–2006) calling particular errors to my attention. I take *Former faculty members at responsibility for any remaining errors. Christian Theological Seminary

156 I nde x of P h otograp h s : I dentifications & P ermissions

C over p h otos ( from top to bottom ) Laura Steed ’08 holding a copy of the United Methodist Hymnal beneath Jerusalem Cross in McCleary Chapel; photograph by Barnett Photography (2005) used with permission of the Publications office at the University of Indianapolis. “Singing Sisters” of Our Lady of Grace Monastery (early 1970s); photograph used with permission of Our Lady of Grace Monastery. David Hilton ’53 and colleague doing surgery in Nigeria (1950s era); personal photograph of Dr. David Hilton used with his permission. J. T. Roberts (late 19th century) photograph used with permission of the United Methodist Archives at DePauw University.

I . F ounders & P arents —J o h n & A lva B utton R oberts A (p. 11) Faculty and students standing in front of academic building at Indiana Central; photograph used with permission of the Frederick D. Hill Archives at the University of Indianapolis. B (p. 13) President J. T. Roberts (late 19th century); photograph used with permission of the United Methodist Archives at DePauw University. C (p. 14) Rev. Mrs. Alva Button Roberts (late 19th century) ; photograph used with permission of the United Methodist Archives at DePauw University. D (p. 16) Three generations of the Roberts family at University Heights United Methodist Church. Personal photograph of Phil Stenger (son of Olive Roberts Stenger, daughter of J. T. and Alva Roberts) with his wife, children, and grandchildren (March 2005); Phil’s daughter Marsha S. Hart is dressed for portrayal of the life of Rev. Alva Button Roberts. Photograph used with permission of Nancy Finch, University Heights United Methodist Church. E (p. 17) “Life Work Recruits” at Indiana Central College from The Oracle yearbook (1920); photograph used with permission of the Frederick D. Hill Archives of the University of Indianapolis. F (p. 17) Scanned images of the “Senior Prophecy” and related page from The Oracle yearbook (1920); photograph used with permission of the Frederick D. Hill Archives of the University of Indianapolis.

J.T. Roberts—”The Genesis of the College” A (p. 18) Scanned image of portion of the text from page 13 of J. T. Roberts’s 1921 address on the “Genesis of the College.” Text used with permission of the Frederick D. Hill Archives of the University of Indianapolis.

I I . B rot h ers & S isters Hilton Brothers A (p. 21) The three Hilton brothers (Bruce, David, and Don) as children—dressed in overalls, barefoot with no shirts—at the parsonage in Ontario, Wisconsin. Personal photo of Bruce Hilton reprinted with his permission. B (p. 21) Bruce Hilton and Don Hilton hiking with a friend in the Rocky Mountains above Boulder, Colorado. Personal photo of Bruce Hilton reprinted with his permission.

David Hilton ’53 A (p. 22) Dr. David Hilton beside airplane in Nigeria. “This is the airplane that I used to visit a dozen village dispensaries ranging from 30 to 100 miles from the hospital. There were no roads to the hospital, so in the six-month rainy season when rivers were up, it was not possible to drive, even in a jeep.” Personal photograph of Dr. David Hilton used with his permission. B (p. 23) View from airplane of the area in Nigeria where Dr. David Hilton served—the complex of buildings included the 110-bed hospital and had a separate building for each ward: female and male medical, female and male surgical, maternity, pediatric, tuberculosis, and leprosy. It also included an outpatient clinic, surgery, administration, training school, and pharmacy. Personal photograph of Dr. David Hilton used with his permission.

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C (p. 23) Dr. David Hilton and colleague doing surgery in Nigeria. “We averaged six operations a day, six days a week.” Personal photograph of Dr. David Hilton used with his permission. D (p. 24) Dr. David Hilton with group of Nigerian males standing around him while he examines a patient during a “house call.” “Ours was the only medical facility for a quarter-million people, so everywhere that we went, we were asked to to prescribe.” Personal photograph of Dr. David Hilton used with his permission. E (p. 24) Dr. Hilton with Korean officials in 1980s. Personal photograph of Dr. David Hilton used with his permission. F (p. 25) Outpatient Clinic in Nigeria where Dr. David Hilton worked. Hilton notes: “an average of 300 outpatients a day were seen by medical assistants that we trained.” Personal photograph of Dr. David Hilton used with his permission. G (p. 25) Dr. David Hilton with small child in his arms (Seminole Florida Reservations). Personal photograph of Dr. David Hilton used with his permission.

Bruce Hilton ’53 A (p. 26) Bruce Hilton in the aisle of a church playing the tuba (May 25, 1995). Personal photo of Bruce Hilton reprinted with his permission. B (p. 27) Formal Photo of Bruce Hilton (ca. 2002). Personal photo of Bruce Hilton reprinted with his permission. C (p. 28) Class Photo of Bruce Hilton from The Oracleyearbook (1953), p. 70. Photograph used with permission of the Frederick D. Hill Archives of the University of Indianapolis. D (p. 29) Bruce and Virginia Hilton on hill overlooking the ocean (Nov. 7, 1998). Bruce and Virginia were awarded the annual Ball Award, the top honor of the Methodist Federation for Social Action. Personal photo used with permission of Bruce Hilton.

Don Hilton ’54 A (p. 30) Don Hilton against snowy background in Estonia, carrying groceries to their fifth floor apartment (see building in the background). Personal photo from Nov. 1992 used with permission of Don Hilton. B (p. 31) Don Hilton (January 2001). Personal photo used with permission of Don Hilton. C p. 32) Bruce and Don Hilton from The Oracle yearbook (1954); Photograph used with permission of the Frederick D. Hill Archives, Univer- sity of Indianapolis. D (p. 32) Don Hilton with the “School of Tomorrow” Teachers in School #5 in Estonia (1996). Teachers from left: Nina, Yelena, Olga, Tatyana, Irina, and Nadya. Seated: Sergei. Personal photo used with permission of Don Hilton. E (p. 33) First Grade Classroom in Sillamae Estonia where Mary Hilton supervised “School of Tomorrow” Christian/English language program, based in Louisville, Texas (1992–1993). Personal photo used with permission of Don Hilton. F (p. 33) Don and Mary Hilton. Photograph by Olan Mills studios, used with permission of the photographer and Don Hilton.

The Sisters of Our Lady of Grace Monastery Mary Luke Jones O.S.B ’71 A (p. 34) The Singing Sisters fromThe Oracle (1971); Photograph used with permission of the Frederick D. Hill Archives, University of Indianapolis. B (p. 35) Photograph of Sr. Mary Luke Jones ’71, courtesy of Our Lady of Grace Monastery, Beech Grove, Indiana. C (p. 36) Exterior photo of Our Lady of Grace Monastery, courtesy of Our Lady of Grace Monastery, Beech Grove, Indiana. D (p. 37) The Singing Sisters group at Indiana Central College from the 1970s; photo used with permission of Our Lady of Grace Monastery, Beech Grove, Indiana. E (p. 37) Lucien Dipple ’66 (BSN); photo used with permission of Our Lady of Grace Monastery. F (p. 37) Mary Luke Jones ’71 BS; photo used with permission of Our Lady of Grace Monastery. G (p. 37) Sr. Mary Sue Frieberger ’72 BA; photo used with permission of Our Lady of Grace Monastery. H (p. 37) Sr. Rebecca Marie Fitterer ’77 photo used with permission of Our Lady of Grace Monastery. I (p. 37) Sr. Sharon Bierman ’97 MHS; photo used with permission of Our Lady of Grace Monastery. J (p. 37) Sr. Angela Jarboe ’71 BS; photo used with permission of Our Lady of Grace Monastery. K (p. 37) Sr. Anna Marie Megel ’70 BS; photo used with permission of Our Lady of Grace Monastery. L (p. 37) Sr. Heide Marie Krack ’83 MA; photo used with permission of Our Lady of Grace Monastery. M (p. 37) Sr. Julian Babcock ’71’ BS; photo used with permission of Our Lady of Grace Monastery. N (p. 37) Sr. Margaret Ann Dailey ’89 BS; photo used with permission of Our Lady of Grace Monastery.

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Jennifer Horner O.S.B. A (p. 38) Sr. Jennifer Horner O.S.B. University Co-Chaplain (2005). Personal photograph used with permission of Sr. Jennifer Horner. B (p. 40) Sr. Jennifer Horner O.S.B at overlook above city in South Africa. Personal photograph used with permission of Sr. Jennifer Horner.

I I I . G re y h ounds & A mbassadors Paul and Lucille (Brown) Alexander ’49 A (p. 42) Paul & Lucy Alexander at Indiana Central College outside the Administration building (1948). Family photo used with permission of Paul and Lucy Alexander. B (p. 43) Paul Alexander as a lab assistant at ICC with three women looking through microscopes (1948); family photo used with permission of Paul and Lucy Alexander. C (p. 44) Tunghai University Science College (1958). Family photo used with permission of Paul and Lucy Alexander. D (p. 45) Paul and Lucy doing daily Chinese study with tutor (1961-63). Family photo used with permission of Paul and Lucy Alexander. E (p. 46) Tunghai University’s Luce Memorial Chapel (1963). Family photo used with permission of Paul and Lucy Alexander. F (p. 46) Weekly Bible Study with Campus Women (1964). Family photo used with permission of Paul and Lucy Alexander. G (p. 47) Signing ceremony establishing sister relationship with University of Indianapolis President Ben Lantz and wife, Mary Sue, with Tunghai’s President Mei. This event was arranged by Professor Phylis Lan Lin, a former student at Tunghai and current faculty member at UIndy (Nov. 1990). Family photo used with permission of Paul and Lucy Alexander. H (p. 48) Lucy Alexander promoting bilingual Appreciation game at Taichung International Christian Women’s Club (1990s). Family photo used with permission of Paul and Lucy Alexander. I (p. 48) Paul Alexander, Dean of Science College at Tunghai University (1968). Family photo used with permission of Paul and Lucy Alexander. J (p. 49) Paul & Lucy at home in Montreat, North Carolina (2005). Family photo used with permission of Paul and Lucy Alexander.

Moses Musa Mahoi ’50 & Henry Martinez ’51 A (p. 50) Moses Musa Mahoi & Henry Martinez (first row on right side) with classmates at Indiana Central College on steps of BuxtonH all with “dorm mother” Rev. Ida Cunningham. From The Oracle (1950). Photograph used with permission of the Frederick D. Hill Archives of the University of Indianapolis. B (p. 51) Moses Musa Mahoi. Photograph from the Alumni Files of the Frederick D. Hill Archives of the University of Indianapolis. C (p. 51) Moses Musa Mahoi with group of Indiana Central students from The Oracle (1950). Photoraph used with permission of the Frederick D. Hill Archives of the University of Indianapolis. D (p. 52) Henry Martinez The Oracle (1950). Photograph used with permission of the Frederick D. Hill Archives of the University of Indianapolis. E (p. 53) Henry Martinez with team members. Photograph used with permission of the Frederick D. Hill Archives of the University of Indianapolis. F (p. 53) Española Hospital in New Mexico near McCurdy School. Photograph provided by Pauline Milhouse Vermillion, used with her permission.

Ray Crowe ’38 A (p. 54) Ray Crowe as member of track team at Indiana Central College from The Oracle (1938). Photograph from the Alumni Files used with permission of the Frederick D. Hill Archives, University of Indianapolis. B (p. 55) Ray Crowe later in life (date unknown). Photograph from alumni files used with permission of the Frederick D. Hill Archives of the University of Indianapolis. C (p. 56) Ray Crowe with the ICC basketball team in The Oracle (1938); photograph used with permission of the Frederick D. Hill Archives of the University of Indianapolis. D (p. 57) Ray Crowe at his desk (date unknown). Photograph from the Alumni Files used with permission of the Frederick D. Hill Archives of the University of Indianapolis.

E l i a s C h a c o u r A (p. 58) Fr. Elias Chacour on the occasion when he received an honorary degree from the University of Indianapolis (May 2001). Photograph used with permission of the Publications office, University of Indianapolis. B (p. 59) Fr. Elias Chacour at his desk at Mar Elias Educational Institutions (ca 1999). Photograph used with permission of the Publications office, University of Indianapolis. C (p. 59) Administration building on the campus of Mar Elias Educational Institutions in Ibillin, Israel. Photograph used with permission of the Publications office, University of Indianapolis.

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D (p. 60) Fr. Elias Chacour with students on the Mar Elias campus of the University of Indianapolis. Photograph used with permission of the Publications office, University of Indianapolis. E (p. 60) Students at Mar Elias Campus of the University of Indianapolis with Dr. Paul Krasnovsky (Music Dept.). Photograph used with permission of the Publications office, University of Indianapolis. F (p. 60) Dr. Roger Sweets (Biology) leading a field class with Mar Elias students on the campus of the University of Indianapolis (summer 2005). Photograph used with permission of the Publications office, University of Indianapolis. G (p. 61) The village of Ibillin, Galilee, as seen from the Mar Elias campus. Photograph used with permission of the Publications office, University of Indianapolis. H (p. 61) Classroom building at Mar Elias campus with the village of Ibillin in the background. Photograph used with permission of the Publications office, University of Indianapolis.

Flora Valentine A (p. 62) Flora Valentine (2005). Personal photograph provided by Ms. Flora Valentine with permission to reprint. B (p. 63) Flora Valentine with her husband, Brad, on the occasion of receiving the inaugural Jerry Israel Interfaith Service Award (May 2005). Personal photograph provided by Ms. Flora Valentine with permission to reprint.

Nancy Meyer ’02 (p. 66) Nancy Meyer. Personal photograph provided by Nancy Meyer with permission to reprint.

Laurel Curts ’05 ’06 (p. 67) Laurel Curts taking blood pressure of a patient at clinic in Philadelphia, Penn., during her “Greyhound Adventure” vocation exploration pilgrimage (summer 2005). Personal photograph provided by Laurel Curts with permission to reprint.

Phoebe Daroyanni ’07 (p. 68) Phoebe Daroyanni. Personal photograph used with permission of Phoebe Daroyanni

I V. S ervants & L eaders Roy H. Turley ’20 A (p. 70) Students in the library at Indiana Central College with preceptor Roy Turley. From The Oracle (1920). Photograph used with permis- sion of the Frederick D. Hill Archives, University of Indianapolis. B (p. 71) Roy H. Turley from The Oracle (1920). Photograph used with permission of the Frederick D. Hill Archives, University of Indianapolis. C (p. 71) Roy H. Turley and his wife, Vesta, on sidewalk near University Heights Evangelical United Brethren Church (ca. 1939). Photograph used with permission of University Heights United Methodist Church. D (p. 72) Roy H. Turley and other students from The Oracle (1920). Photograph used with permission of the Frederick D. Hill Archives, Uni- versity of Indianapolis. E (p. 73) Roy H. Turley and his wife, Vesta. Family photograph provided by Shirley Turley, daughter-in-law of Roy Turley, used with her permission.

Gene Lausch ’60 A (p. 74) Gene Lausch with Stephen Goldsmith, Mayor of Indianapolis (1999). Photograph provided by Gene Lausch used with his permission. B (p. 75) The Philosophy Club from 1960 edition of The Oracle yearbook (p. 39). Gene Lausch on back row, fourth from right; Dr. Robert McBride on front row at right. Photograph used with permission of the Frederick D. Hill Archives, University of Indianapolis. C (p. 76) Gene Lausch with his successor Carolyn Coleman (ca. 1999). Provided by Gene Lausch used with his permission. D (p. 77) Gene Lausch with colleagues being given an award by Harold Rominger (1999). Photograph provided by Gene Lausch used with his permission. E (p. 77) Gene Lausch and Carolyn France (his future wife), taken from the Oct. 1966 “Brown County Day” issue of the Reflector newspaper; Photograph used with permission of the Frederick D. Hill Archives, University of Indianapolis.

Patty Poehler ’77 A (p. 78) Patty Poehler and her husband at their wedding. Photograph provided by Patty Poehler used with her permission. B (p. 79) Patty Poehler speaking at a Pacesetters Banquet. Personal photograph provided by Patty Poehler used with permission. C (p. 80) Patty Poehler making presentation to student winners as part of Project Excel. Personal photograph provided by Patty Poehler used with permission.

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F r a n c e s K a n t n e r ’ 0 5 (p. 81) Frances Kantner with children. Photograph provided by Frances Kantner used with her permission.

Peter Buck ’02 (p. 82) Peter Buck. Photograph provided by Peter Buck used with his permission

Marylynne Winslow ’99 A (p. 83) Marylynne Winslow. University photograph used with permission of the Publications office. B (p. 84) Marylynne Winslow with other Red Cross volunteers in front of truck with Red Cross emblem. Personal photograph provided by Marylynne Winslow and used with her permission. C (p. 85) Marylynne Winslow holding small child. Photograph provided by the Publications office at the University of Indianapolis used with permission.

V. M entors & T eac h ers Robert McBride ’48 A (p. 88) Robert McBride—“Back to School at Indiana Central College Coop.” Photograph provided from the McBride family album used with permission of Luella and Ron McBride. B (p. 89) Robert McBride during the time of his military service in World War II. Photograph provided from the McBride family album used with permission of Luella and Ron McBride. C (p. 90) Robert McBride as a football player at Indiana Central University in 1940s. Photograph provided from the McBride family album used with permission of Luella and Ron McBride. D (p. 90) Robert McBride with family assembled at the dining room table, interior scene at the McBride home on Castle Avenue, the site of the Philosophy Club gatherings recalled with affection by students (1955–1965). Photograph provided from the McBride family album used with permission of Luella and Ron McBride. E (p. 91) Robert McBride lecturing to a group of students at Indiana Central College, from The Oracle (1960). Photograph provided by the Frederick D. Hill Archives at the University of Indianapolis.

Frederick D. Hill A (p. 92) Fred Hill doing research with microfiche reader in Krannert Memorial library, from University’s Archives for the 1967–68 academic year. B (p. 93) Fred Hill participating in Brown County Day tug-of-war with faculty and students (ca. 1972). Photograph from Frederick D. Hill Archives at the University of Indianapolis. C (p. 94) Fred Hill with students in classroom (1983). Photograph from Frederick D. Hill Archives at the University of Indianapolis. D (p. 94) Fred Hill working with NOMADS in Albany, Georgia in early 1996 to repair extensive flood damage. Personal photograph provided by Fred Hill and used with his permission. E (p. 95) Fred Hill presiding at podium for convocation event (1967). Photograph by Peter Noot used with permission of Frederick D. Hill Archives. F (p. 95) Photo of Fred Hill in 2002 standing in front of plaque in Krannert Memorial Library on the occasion of the dedication of the Freder- ick D. Hill Archives at the University of Indianapolis. Photograph provided by the Frederick D. Hill Archives, University of Indianapolis. G (p. 95) NOMAD Fred Hill insulating attic in San Marcos, Texas in 1992. Personal photograph provided by Fred Hill and used with his permission.

Alice Friman A (p. 96) Photograph of Alice Friman with colleague Dr. Erling Peterson (English Dept., retired) after receiving honorary degree at UIndy. Photograph from June ’02 Portico, p. 17 B (p. 97) Photograph of Friman, originally appeared on the cover of the Nov. 1987 edition of Developments, a quarterly publication of University of Indianapolis. Photograph used with permission of the Publications office. C (p. 98) Alice Friman in the classroom gesturing with her hands. Photograph provided by Ms. Friman with permission to reprint. D (p. 98) Alice Friman. Photo by Lillian Elaine Wilson provided by Alice Friman with permission to reprint. E (p. 99) Alice Friman after receiving honorary degree at UIndy in June ’02, Photograph originally appeared in Portico. Used with permission of the Publications office.

Charles Guthrie A (p. 100) Photograph of Rev. John Young and other members of the team that Charles Guthrie led on work project to Guatemala in 2003. Personal photograph provided by Charles Guthrie used with his permission. B (p. 101) Dr. Charles Guthrie. University photograph used courtesy of the Publications office at the University of Indianapolis. 161 I nde x of P h otograp h s , c o n t i n u e d

C (p. 101) Photograph of Charles Guthrie (with masonry trowel) working on wall in the village of Azpitia, Peru, in 1983. Personal photograph provided by Charles Guthrie used with his permission. D (p. 102) Photograph of Rev. John Guthrie and Charles Guthrie during trip to Guatemala in 2003. Personal photograph provided by Charles Guthrie used with his permission. E (p. 102) Work site in Azipitia, Peru (1983). Personal photograph provided by Charles Guthrie used with his permission. F (p. 103) The ruins of the ancient city of Macchu Pichu in Peru—one of the sites visited by the 1983 travel-study seminar led by Dr. Guthrie. Personal photograph provided by Charles Guthrie used with his permission.

Jo Ann Domb A (p. 104) Photograph on file with the Publications office at the University of Indianapolis. B (p. 105) Photograph of Jo Ann Domb with student at commencement (ca. 2004).

Matt Brock ’04 (p. 106) Photograph of Matt Brock with elementary school students.

Laura Steed ’08 (p. 107) Photograph of Laura Steed by Barnett Photography used with permission of the Publications office at the University of Indianapolis.

K ristina Russell ’03, ’04 (p. 108) Personal photograph of Kristina Russell provided by Kristina Russell used with permission of Kristina Russell.

V I . C aregivers & P rofessionals Cheryl Catlin Larson ’66 ’71 A (p. 110) Cheryl Catlin Larson, R. N. caring for patient in the hospital (ca. 1966). Personal photo used with permission of Cheryl Larson. B (p. 111) Cheryl Larson—“Pinning photo” upon completion of the Indiana Central College Nursing program (1966). Personal photo used with permission of Cheryl Larson. C (p. 112) Becca Cartledge—Speaker also member of Class #10 Parish Nursing Class Day 1 (2004) Personal photo used with permission of Cheryl Larson. D (p. 112) Cheryl Catlin Larson and her husband Les. Personal photograph used with permission of Cheryl Larson. E (p. 112) Parish Nursing students Winnie Dotson and Susan Womble. Personal photo used with permission of Cheryl Larson. F (p. 113) Cheryl Larson with Parish Nursing Class #18 in front of UIndy’s seal. Personal photo used with permission of Cheryl Larson. G (p. 113) Parish Nursing Class #16. Personal photo used with permission of Cheryl Larson.

Toni Peabody A (p. 114) Toni Peabody with student available from Office of Admissions. Photograph used with permission of Publications office, University of Indianapolis. B (p. 115) Toni Peabody with African-American woman from Laurelwood at celebration for students completing a semester of volunteer service. Personal photograph of Toni Peabody used with her permission. C (p. 115) Toni Peabody with students (and faculty colleague Dan Briere) standing/sitting beside building at Belzer Scout Camp for United Way Day of Caring. Photo provided by Toni Peabody and used with her permission. D (p. 116) Toni Peabody with her family (ca. ’98) daughters sitting beside her and husband standing behind her. Personal photograph of Toni Peabody used with her permission. E (p. 116) Toni Peabody at table with United Way symbol in the background on wall. Personal photograph of Toni Peabody used with her permission. F (p. 117) Toni Peabody with DAR official (flag in background) holding plaque at awards ceremony at which she received the Medal of Honor. Personal photograph of Toni Peabody used with her permission. G (p. 117) Toni with group of students and Laurelwood staff/resident. Personal photograph of Toni Peabody used with her permission.

Jennifer Eaton Fogo ’85 ’87 A (p. 118) Jennifer Fogo with child at CHAMP Camp. Personal photograph provided by Jennifer Fogo and used with her permission. B (p. 119) Jennifer Eaton with children and ASP staffers at Appalachia Service Project (1983). Photograph provided by Jennifer Fogo and used with her permission.

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C (p. 119) Jennifer Eaton with Peru Project work team led by Dr. Charles Guthrie (1983). Photograph provided by Jennifer Fogo and used with her permission. D (p. 120) Jennifer Eaton with students at worksite in Azipitia, Peru (1983). Photograph provided by Jennifer Fogo and used with her permission. E (p. 121) Jennifer Fogo and her family, husband Scott and children. Photograph provided by Jennifer Fogo and used with her permission. F (p. 122) Jennifer Fogo with girl in wheelchair at CHAMP Camp in the 1990s. Photograph provided by Jennifer Fogo and used with her permission. G (p. 123) CHAMP Camp staffers with children in late 1990s. Photograph provided by Jennifer Fogo and used with her permission.

S a m K e g e r r e i s A (p. 124) Sam Kegerreis. Photograph used with permission of the Publications office at the University of Indianapolis. B (p. 126) Physical therapist working with patient. Photograph used by permission of the Publications office at the University of Indianapolis.

Diouheratou Traore ’08 (p. 128) Diouheratou Traore. Personal photograph of Diouheratou Traore used with her permission.

V I I . S tewards & T rustees Donald Carmony ’29 A (p. 130) Donald Carmony on the occasion of receiving the Distinguished Alumni Award for 1969. Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. B (p. 131) Donald Carmony and fellow graduates in procession at Indiana Central College in 1929. Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. C (p. 131) Donald Carmony and fellow students at Indiana Central College. Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. D (p. 133) Donald Carmony during the time that he served on the faculty of Indiana University–South Bend (ca. 1940s). Photograph by Andros Photography Company, Mishawaka, IN; used with permission of Jane McKenzie. E (p. 133) Donald Carmony and his first wife, Edith (ca. 1935). Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. F (p. 133) Donald Carmony and his second wife, Mary Hiatt Carmony, in the late 1990s. Photograph from Alumni Files, used with permis- sion of Frederick D. Hill Archives, University of Indianapolis.

Harold Bretz (Honorary Alumnus ’95) & Ann Cory Bretz ’48 A (p. 134) Ann Cory and Harold Bretz with family members on the occasion of Harold’s graduation. Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. B (p. 135) Ann Cory behind the podium on awards day in 1948. Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. C (p. 135) Ann Cory Bretz and Harold Bretz early in their marriage. Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. D (p. 136) Ann Cory Bretz holding paper and book during the time that she taught at Vander Cook College in Chicago. Photograph used with permission of the Frederick D. Hill Archives. E (p. 136) Harold Bretz during his teaching career at Illinois Institute of Technology. Photograph from Alumni Files, used with permission of Frederick D. Hill Archives, University of Indianapolis. F (p. 136) Ann Cory Bretz ’48 and former classmate Robert McBride ’48 in President’s Office suite at the University of Indianapolis in 1999 on the occasion of Jerry Israel’s inauguration. Photograph used with permission of the Frederick D. Hill Archives, University of Indianapolis. G (p. 137) Formal photograph of Ann & Harold Bretz. Photograph used with permission of the Frederick D. Hill Archives, University of Indianapolis. H (p. 137) Exterior of Cory Bretz Hall on the campus of the University of Indianapolis (fall 2002). Photograph used with permission of the Publications office at the University of Indianapolis.

R o b e r t B r o o k e r A (p. 138) Robert Brooker with feet propped up at his desk in Lilly Science Hall (ca. 1966). Family photo with permission to use given by Ms. Roberta Brooker. B (p. 139) Robert Brooker in military uniform (1940s era). Family photograph with permission to reprint given by Ms. Roberta Brooker.

163 I nde x of P h otograp h s , c o n t i n u e d

C (p. 139) Robert Brooker (ca. 1990s). Photograph made available by family members with permission given by Roberta Brooker. D (p. 140) Robert Brooker with President Jerry Israel in background on the occasion of the dedication of Martin Hall, Alumni Weekend 1999. Photograph made available by family members with permission to reprint given by Roberta Brooker. E (p. 140) Robert Brooker outside with cap and gown (opening the program after 1981 graduation ceremony). Family photograph with permission to reprint given by Ms. Roberta Brooker. F (p. 140) Brooker with cap on his head (at UIndy sports event; date unknown). Family photograph with permission to reprint given by Ms. Roberta Brooker. G (p. 141) Rev. Leila Anderson holding plaque on the occasion of the inaugural presentation of the Leila Anderson Award (endowed by Dr. Brooker) in 1983. Family photograph with permission to reprint given by Ms. Roberta Brooker. H (p. 141) Bob Brooker with Senator Evan Bayh and Eugene S. Pulliam on the occasion of receiving an award for volunteer service. Family photograph with permission to reprint given by Ms. Roberta Brooker. I (p. 141) Robert Brooker with wife, daughter and son-in-law. Family photograph with permission to reprint given by Ms. Roberta Brooker.

W i l l i a m K i e s e l ’ 6 3 A (p. 142) Photo of William Kiesel receiving his baccalaureate degree from President I. Lynd Esch in 1963. Personal photograph provided by William Kiesel and used with his permission. B (p. 143) William Kiesel (1993). Photograph by Miner-Baker Studio provided by William Kiesel and used with permission of Miner-Baker Studio. C (p. 144) William Kiesel as a little boy. Personal photograph provided by William Kiesel and used with his permission. D (p. 145) William Kiesel as an older boy fishing with a friend. Personal photograph provided by William Kiesel and used with his permission.

Mike Watkins ’68 A (p. 146) Photograph of Mike Watkins when he was director of Financial Aid, The Oracle (1975). Photograph used with permission of the Frederick D. Hill Archives, University of Indianapolis. B (p. 147) Photographs of Mike Watkins from 1978 (with hand on fencepost). Photograph provided by Ashley Nighbert, office manager at Mike Watkins Realty Company with permission to reproduce. C (p. 147) Photograph of Mike with coat thrown over his shoulder (2005). Photograph by Blake’s Photography in Greenwood, reprinted by permission as per Blake’s agreement with Ashley Nighbert, office manager at Mike Watkins Realty Company. D (p. 148) Photograph of Mike from 1983 with books in background, hand on back of chair. Photograph reprinted with permission of Ashley Nighbert office manager at Mike Watkins Realty Company.

Evan Hill ’06 (p. 150) Evan Hill, president of Indianapolis Student Government (2005-2006). Photograph provided by Evan Hill with his permission to use.

Symbols & Exemplars of Service A (p. 152) Phylis Lan Lin (2002). Professional photograph used with permission of the Publications office, University of Indianapolis. B (p. 152) Kate Ratliff. Photograph provided by the School of Psychological Sciences at the University of Indianapolis, used with permission. C (p. 152) Leila Anderson. Personal photograph provided by the family of Robert Brooker; used with permission. D (p. 153) Harvey Showalter. Photograph provided by Mrs. Showalter, used with permission of the Showalter family. E (p. 153) Basin and towel with pitcher of water, vessels used in rite of footwashing at the University of Indianapolis. Pottery made by Dr. Dee Schaad, Dept. of Art and Design at the University of Indianapolis. Photograph by Ms. Susie Fleck, used with permission of the Publications office at the University of Indianapolis. F (p. 154) Photograph from 1983 Peru Project led by Charles Guthrie. G (p. 154) Photograph from 2003 Christian Vocations Commissioning Service. Tiffany True ’02 kneeling washes the feet of Amy Peterson ’02.

164 notes

Introduction by Michael G. Cartwright 1. Beverley Pitts, Letter to First Year Students included in copies of the “premier issue” of the Profiles in Service booklet (2004), Sept. 2, 2005. 2. Alasdair MacIntyre, “The Virtues, Unity of a Life and the Concept of Tradition” inAfter Virtue: An Essay in Moral Theory, (South Bend, IN: University of Notre Dame Press, 1983), 222. 3. Ibid., 222. 4. Frederick Hill, Downright Devotion to the Cause (Indianapolis, IN: University of Indinapolis Press, 2002), 382 . 5. See “Life Work Recruits” in The Oracle (1920) Vol. 4, pp. 92-93. 6. J. T. Roberts, “Genesis of the College,” for original text see Roberts Papers, Frederick D. Hill Archives, University of Indianapolis. 7. See “Senior Prophecy” in The Oracle (1920) Vol. 4, p. 28. 8. For more information, see the Rutba House [Jonathan Wilson-Hartgrove et al.], School(s) for Conversion: The New Monasticism (Eugene, OR: Cascade Press, 2005), or see the Web site http://www.newmonasticism.org. 9. John Wesley’s “rule on the use of money” is often summarized in this abbreviated way, but Wesley’s remarks on this topic were actually more extensive. The standard reference is to Wesley’s sermon #44 “On the Use of Money” as found in theJohn Wesley’s Forty-Four Sermons (London: Epworth Press, 1977), pp. 576-588. 10. Wendell Berry, Life is A Miracle: An Essay Against Modern Superstition (Washington, D.C.: Counterpoint Press, 2000), 152-153. 11. I have borrowed this felicitous phrase from the title of James Earl Massey’s book Stewards of the Story (Westminster/John Knox Press, 2006).

Founder & Parents by Michael G. Cartwright 1. See pp. 18-19 above. Original available in the Roberts Papers at Frederick D. Hill Archives of the University of Indianapolis. 2. See Rev. J. C. Roberts’ letter to Sybil Weaver (March 7, 1963), p. 1. 3. See Rev. J. C. Roberts’ letter to I. Lynd Esch (Dec. 18, 1967), p. 2. 4. Hill, Downright Devotion to the Cause, 9. 5. Ibid., 9. 6. The Religious Telescope (Nov. 25, 1891), Vol. 57, No. 47, p. 7 under “correspondence” column. 7. See advertisement for J. T. Roberts book in The Religious Telescope (Jan. 11, 1893) Vol. 59, No. 1, p. 14. The text of the advertisement provides some indication of the character of the contents. “One hundred and ninety-four stirring Gospel songs for use in revivals and special evangelistic meetings. Neatly bound in paper and convenient size for use . . . .” 8. J. T. Roberts, “Watchman, What of the Night?” in The Religious Telescope (April 19, 1893) p. 4. 9. J. T. Roberts, “Our Church” (correspondence), The Religious Telescope (Aug. 9, 1893), Vol. 59, no. 32, p. 6 10. Hill, Downright Devotion to the Cause, 33 11. Ibid., 33, quoting White River Conference Journal, 60 Annual Session, 1905, pp. 34-35. 12. Ibid., 33, quoting White River Conference Journal, 60 Annual Session, 1905, pp. 34-35. 13. Ibid., 33-34. 14. See “In Memorium” funeral oration for J. T. Roberts, p. 2. As found in the Roberts Papers, Frederick D. Hill Archives at the University of Indianapolis. 15. See memorial article about Ava Button Roberts in The Religious Telescope (Sept. 9, 1950) Vol. 116, No. 36, p. 22. 16. See “Our Church” column in The Religious Telescope (May 18, 1893) Vol. 58, No. 20, p. 7. 17. See “In Memorium” funeral oration for J. T. Roberts, p. 2. 18. Ibid., 2. 19. See “Notes and Comments: Women in the Pulpit—Our Bible Teacher for December” in The Religious Telescope (Dec. 23, 1891), Vol. 57, No.51, p. 7. 20. Ibid., p. 7. 21. See “Correspondence: Lower Wabash Items” in The Religious Telescope (Sept. 23, 1891), Vol. 57, No. 38, p. 7. 22. See “In Memorium” funeral address for J. T. Roberts, p. 2. 23. See “Watchman, What of the Night,” in The Religious Telescope (April 19, 1893), columns two on p. 4. 24. Ibid., 25. Fred Hill, Downright Devotion to the Cause, p. 33, quoting from White River Conference Journal, 60 Annual Session, 1905, pp. 34-35. 26. See letter from Rev. J. C. Roberts about his brother Glen’s life work and ministry, Dec. 18, 1967, p. 1 27. Ibid., p. 1 28. See letter from Glen Roberts, Feb. 1, 1981, p. 1 29. Ibid., p. 1. 30. The Oracle(1920), Vol. IV, p. 28. 165 notes , c o n t i n u e d

31. The Oracle(1920), Vol. IV, p. 57. 32. The Oracle(1920), Vol. IV, p. 57.

“‘The Genesis of the College’—In His Own Words” by J.T. Roberts 1. At the time that Roberts addressed the University, virtually all members of the student body remained members of the United Brethren in Christ denomination. In this case, therefore, the word “church” refers to the denomination. 2. Formerly known as the normal college [for teacher-training] in the state of Indiana, today we know this institution at Ball State University. 3. Westfield College was located in the town of Westfield, Illinois. This institution was closed shortly before Indiana Central University began. 4. J. T. Roberts is referring to the practice of having the senior class at Indiana Central University offer a “prophecy” in the Oracle yearbook (see excerpt on page 17 above). These statements provide one of the clearest indicators available of the students’ perspective about vocation exploration and formation from the earliest period of the University’s history.

The Benedictine Story—by Michael G. Cartwright & Rebecca Blair 1. The term “postulant” is used to refer to a monastic man or woman who has not yet made “first vows,” but who has declared an intention to live according to the vows of celibacy, obedience, and conversion of life as specified in the Rule of St. Benedict. 2. Christine D. Pohl, Making Room: Recovering Hospitality as a Christian Tradition (Grand Rapids, MI: William B. Eerdmans Co, 1999), 11.

Brothers & Sister s — “In Her Own Words: Jennifer Horner” 1. The Rule of St. Benedict by Benedict of Nursia provides the basis for the monastic way of life for men and women who live in Benedictine communities. The standard English language edition of the Rule isRB 1980 The Rule of St. Benedict in English edited by Timothy Fry, O.S.B. (Collegeville, MN: The Liturgical Press, 1982). 2. A glossary of terms associated with Benedictine spirituality can be found at the web-page for the Vocation Project at St. John’s University: www. csbsju.edu/vocational project See also the Web site at Our Lady of Grace Monastery www.benedictine.com for a brief glossary of terms associ- ated with the monastic way of life. 3. These words known in the Catholic tradition as the suscipe were spoken by Sr. Jennifer and the Benedictine Community of Our Lady of Grace Monastery in Beech Grove, Ind., on May 22, 2004, when she transferred her vow of stability from St. Gertrude Monastery in Cottonwood, Idaho. 4. Benedict is quoting from Rom 13:11. 5. Benedict is quoting from Psalm 94 [95]:8. The bracketed reference refers to the number of the psalm in the numerical ordering used in monastic communities for the purposes of prayer. 6. Benedict is quoting from Revelation 2:7. 7. Benedict is quoting from Psalm 33 [34]:12. 8. Benedict is quoting from John 12:35.

Ray Crowe by A. James Fuller 1. James L. Brunnemer, Distinction Without Pretension: The Little School That Did (Nineveh, Indiana: First Books Library, 2003), 322. 2. Richard B. Pierce, Polite Protest: The Political Economy of Race in Indianapolis, 1920-1970 (Bloomington: Indiana University Press, 2005). 3. For a complete examination of the history of the Attucks team, see: Ibid., 9-25. 4. Ibid. 5. Ibid. 6. Ibid. 7. Ibid., 125-126

Elias Chacour by Rebecca Blair & Michael G. Cartwright 1. Quoted from a question and answer session with Father Chacour at http://lluker.faculty.ltss.edu/Elias_Chacour.htm 2. Description of the dedication ceremonies found at http://www.meei.org 3. Baker quotation found at http://www.m-e-c.org 4. Quoted from a question and answer session with Father Chacour at http://lluker.faculty.ltss.edu/Elias_Chacour.htm 5. Quoted from a question and answer session with Father Chacour at http://lluker.faculty.ltss.edu/Elias_Chacour.htm 6. Quotation from http://www.m-e-c.org 7. Quotation from http://www.uindy.edu/news/israel.html 8. For a reflection about the theological significance of the peaceable witness of the Christians of Ibillin see, Michael G. Cartwright’s essay “Being Sent—Witness” for The Blackwell Companion to Christian Ethics edited by Samuel Wells and Stanley Hauerwas (Blackwell, 2004), pp. 481-494. 166