Articles

Bhagvad Gita

Bhagvad Gita
adapted by Nisha Vyas
(from “Gandhi the Man” by Eknath Easwaran)
April / May 1992

It is one thing to translate the Gita into another language and quite a different thing to translate it into daily living. The first is an intellectual exercise on the surface, no matter how much talent and education be involved. The latter reaches into the deepest of consciousness and leads to a complete change in character and conduct.

The second chapter of Bhagvad Gita ends with a description of the highest state of consciousness a human being can attain.

“When your love is deep enough”, says Krishna to Arjun, “every selfish attachment falls away and takes with it all frustration, insecurity and despair”

Arjun then questions: “How can I recognize such a person? What marks the man who lives always in wisdom and is completely self-confident? Tell me how he behaves and conducts himself when under attack?”

Krishna replies:

He lives in wisdom,
Who sees himself in all and all in him,
Whose love for the lord of love has consumed
Every selfish desire and sense-craving
Tormenting the heart. Not agitated
By grief, not hankering after pleasure,
He lives free from lust and fear and anger.
Fettered no more by selfish attachments,
He is not elated by good fortune
Nor depressed by bad. Such is the seer ….

When you keep thinking about sense-objects
Attachment comes. Attachment breeds desire,
The lust of possession which when thwarted,
Burns to anger. Anger clouds the judgement
And robs of the power to learn from past
Mistakes. Lost is the discriminitive
Faculty, and your life is utter waste.
But when you move amidst the world of sense
>From both attachment and aversion freed,
There comes the peace in which all sorrows end,
And you live in the wisdom of the self.

The disunited mind is far from wise,
How can it meditate? How be at peace?
When you know no peace, how can you know joy?
When you let your mind follow the siren
Call of the senses, they carry away
Your better judgement as a cyclone drives
A boat off the charted course to its doom…

He is forever free who has broken
Out of the ego-cage of I and MINE
To be united with the lord of love
This is the supreme state. Attain thou this
And pass from death to immortality.

For more than fifty years Mahatama Gandhi meditated on those words morning and night and devoted all his effort to translating them into his daily life.

South Slavic Epics

South Slavic Epics
April / May 1992

Dr. Zlatan Colakovic, philologist, folklorist and field-collector, is the author of several books on Ancient Greek Tragedy and South-Slavic Epics and leader of the joint American-Croatian project of field-collecting epics. As a Fulbright Postdoctoral Fellow he specialized in Theory of Oral Literature at Harvard University (1984-1988), and is currently Government of Canada Postdoctoral Award Holder at the University of Waterloo.

South Slavic Muslim Epic recorded in the field, transcribed and translated by Dr. Zlatan Colakovic: who is of Croatian origin, and who has made his dedication to Bosnian Muslims, with love and Compassion

Introduction:
Oral Traditional Literature flourished throughout the history of mankind in “Protean multiformity”, proverbs, incantations, praise and blame songs, laments, hymns, story-telling, short or long lyric and epic poems ..

Heroic Epos, the highest artistic product of illiterate singers of tales, sprang in pre-historic times, long before literacy was invented. It has greatly influenced the written literature. Among Southern Slavic peoples it has been recorded for over five centuries. The Southern Slavs of Muslim faith preserved the traditional oral myth-making until today. Their songs are lengthier than Christian, and artistically more developed. The best Muslim singers of tales create traditional songs lasting for many hours. They make their decasyllable verses, accompanied by instrument gusle or tambura, at an incredible speed of 10-20 verses in one minute. They believe that the stories they are retelling, learned from the older singers, are the “true history”. The stories themselves have a mythic background, and are extremely ancient. Indeed, many scholars, including myself, believe that South Slavic Muslim Epics are pre-Homeric.

During the XIXth Century, Muslim epics were collected by dictation. In the Thirties of the XXth Century, the famous American Homerist:  Milman Parry made an excellent collection of sound-recordings.  Albert Lord and David Bynum continued Parry’s work, and in the Fifties and the Sixties also made fine recordings. All the materials mentioned are kept at Harvard University. The Lord-Bynum Collection from the Sixties, amounting to over 90,000 verses, was transcribed and edited by myself.

In 1989, Marina Rojc-Colakovic (my wife) and I, made our own collection of sound and video tapes.  Thus was the South Slavic Muslim epic poem finally preserved on film for the future.

KOSTRES THE CHIEFTAIN
Epic Poem

Sung by Murat Kurtagic, the illiterate 76 year old singer of tales, on the morning of June 30,1989, in Rozaje, Montenegro, Yugoslavia. Duration: 2 hrs 40 min. of singing; Length : 2,183 verses.

This is the word-for-word translation, whenever possible, from traditional language, which is a mixture of Serbian, Croatian and others such as Turkish, Persian etc. No attempt has been made to better the singer’s text; however, I tried to preserve the rhythm of the original verse, the internal and external rhymes, unusual word order and other poetic devices, the senseless expressions “hey”,”Eh” and so forth, usually at the beginning of the verse, are the singer’s exclamations.

Murat Kurtagic: The song I intend to sing now, about Kostres The Chieftain and about Hrnjicic Mujo [1], I heard from my grandfather Abdul-agha Kurtagic, when I was a small boy.
Zlatan Colakovic: Please start.
… long instrumental introduction …

Aah, my gusle, of instrument of mine,
I sing with you around the world.
We know all that is taking place,
Where someone dies, and where someone is born
Then, we know what happened before,
How the first people lived,
Eh, what the memory they left behind.
One morning as the day just broke
Mujo the sirdar in his chamber awoke.
As the dawn clapped its wings,
Everything on the Earth illuminated.
Mujo equipped himself on time,
Hey, according to his religious custom.
While bowing the early morning prayer,
He prayed to God the Master.
When he had finished it
He sat amongst the windows
On the golden soft pillow.
And in the pillow feathers were stuffed.
And his true-love prepared him coffee.
Coffee drinks Master Mujo the sirdar.
Coffee he drank, and finished it.
It did not take so long a time
When the knocker clanged on the door.
The knocker heavy, the iron door,
So the clang is heard from a far.
(tuning of the one-stringed gusle without pause)
So the clang is heard from a far.
Mujo the sirdar, when the knocker he heard,
The sirdar has no servants,
So he jumped on his swift feet,
And down the white court he comes.
When he crosses the courtyard, and comes to the gate,
With the key he bangs, and opens the door.
When he glanced at his door
He caught sight of an unknown hero.
He holds black horse of many duels.
But foam covers completely the black horse,
It was black, but became whitened.
He saluted Mujo,
And Mujo accepted his salutation.
Let us see who the hero was?
From near he was not, he was from the far,
The imperial messenger from Istanbul the flat,
From Istanbul the famous town.
And to Mujo like this he spoke:
“Mujo the sirdar, the head of Bosnia,
Here is the firman of our tzar:
Take the firman today, on time,
To save your own head;
From the firman no one can escape”

[1] Hrnjicic Mujo is the famous Muslim hero who actually lived in Bosnia in the XVIIth Century

An overview of the verses 1-50:
The epic starts with the illiterate singer Murat Kurtagic stating that he wanders around the world singing his heroic songs, and that he has a superior knowledge of everything that happened in the past. It is a usual way of starting epic in South Slavic tradition. Sometimes the singer also invokes vila, a beautiful supernatural winged female, the divine and powerful helper of the brave heroes and the inspired singers of tales. (In the Ancient Greek tradition, the role of the divine helper of the singer is given to the Muse).

The epic then goes on to describe The Arrival of the Messenger to the famous hero Mujo Hrnjicic, who holds the military command over Bosnians. The messenger salutes Mujo, delivers him the firman (the imperial letter), and tells Mujo that no one can escape from the Tzar’s letter….

THE IMPERIAL LETTER
(verses 51-176)

When he had delivered the firman in his hands
The sirdar accepted, and stamped his signature
That he accepted the imperial firman.
The messenger went back to Istanbul.
Aah, Mujo was frightened by the firman,
It is not easy to quarrel with the Tzar,
At the Tzar, there is great power
And destiny be horrible and dangerous,
And they hang, and heads off they cut,
In dungeons they throw the living
Whose bones remain in chains.
The firman frightened Mujo.
Sat Mujo on the icy stone.
On his lap he unfolded the firman.
He glanced at it with his two black eyes.
What content had the writings of the Sultan?
It is a sad writing, not to be laughed at,
And around the Tzar there are fifty traitors,
All of the viziers and councillors,
All the positions were by traitors occupied,
Just two Turks are amongst them,
Neither of them is asked for advice,
Their own heads are threatened.
How did they betray the Tzar?
How is it written in the firman on sirdar:
“Mujo the sirdar, the head of Bosnia,
I gave you Bosnia and Krajina,
All Bosnia and Hercegovina,
To reign over Bosnia the wavy!
I believed you as my own son.
Hey, you became a traitor.
First treason that you committed:
For the twelve year span of time
Bosnia had not paid us the taxes,
Nor did you send us any gift,
Nor do you acknowledge me as your Sultan.
Have you parted with your faith,
Have you betrayed me?
We cannot both reign.
One country to feed two Tzars
Is not bearable for the poor people.
We shall reveal each other now,
Are you the traitor, are you trustworthy,
Are you of faith, of strong belief?
Do you recall, Mujo, what happened long ago,
When the guard crossed our border
To our shame and solely by force?
It was Kostres The Chieftain who traversed it,
Along with his three hundred armoured soldiers,
To kill our poor people,
Hey, to burn towers and courtyards,
And to plunder great numbers of cattle,
To take away our prosperity,
To deny survival to poor people.
For the twelve year span of time
They oppress us everywhere.
The great complaint came to the Sultan:
Poor mothers grieve for their sons,
And lonely sisters for their brothers,
And young women for their husbands,
And little children for their fathers.
The soldiers chase Kostres The Chieftain.
The soldiers get killed, afflicting no harm on them.
The complaints already annoyed me,
Poor people cannot survive.
It is not easy, for twelve years
He does not allow our lad to mature.
When he turned twenty
His mother stayed a cuckoo,
And his house with fire burned,
And his lonely mother was crushed.
Shall we understand each other now?
Take my strict order!
Your deadline is three weeks,
Of that, not one hour more,
To search for Kostres The Chieftain,
Hey, with his three hundred armoured soldiers.
Your deadline is exactly that long.
If you catch him, tie him alive,
Deliver him into my hands
To answer for what he did;
If you kill him, bring his head,
Or your head you must give instead!
If you do not dare to chase Kostres
Report to me in Istanbul town, in person!
Here is what the Tzar says to you:
I shall forge the chains for your hands,
I shall forge the wrought iron for your legs,
I shall assemble the people from Istanbul,
And I shall invite the pashas and the viziers;
I shall take you to our shore,
To the shore under the Iron gate,
Hey, let the whole crowd watch!
You will not, Mujo, be killed by the hero,
But I shall bring a low vagabond,
The vagabond’s sword will execute you.
The memory of you will be darkened.
If you do not report to me in person,
And in the mountains to join haiduks you flee instead,
I shall write a firman to seven kings,
Let them wait on seven borders!
My soldiers will chase you,
Oh, chase, catch you alive.
For your life you are done!
Under torture your soul will leave you.
So choose what better pleases you!”
And when Mujo understood the firman
The tears fell from his eyes,
Hey, two streams over his white cheeks
Were shed, two streams over his white face.
His face changed colour strongly,
One would say that he became sick,
Or that death approached him.
But his mother is watching him from the window.
When the old one saw the tears,
She felt sorry for the son from her bosom.
>From the window the old one spoke:
“Oh, my Mujo, oh my dear son,
What writing came to you
That it so buried you?
Your face has changed so much
That your poor mother cannot recognize you.
Why the tears shed from your eyes?
Many times writings came to you,
But you have never, Mujo, been like this,
You were reading, and you were merry”

An overview of the verses 1-176, in the introductory verses the illiterate singer Murat Kurtagic states that he wanders around the world singing his heroic songs, and that he has a superior knowledge of everything that happened in the past.  The epic then goes on to describe The Messenger’s Arrival to the famous hero Mujo Hrnjicic, who holds the military command over Bosnians.  The messenger delivers Mujo The Imperial Letter, and tells him that no one can escape from the Tzar’s letter.  Mujo reads the threatening writing.  It contains a very dangerous message:  Mujo must overcome the evil Kostres The Chieftain;  if he is not able to, or refuses to fulfill the task, he shall be executed in Istanbul.  Also, the writing falsely accuses Mujo of being treacherous and not faithful.  Mujo’s old mother asked her son why the writing made him so unhappy that he sheds tears. This was his answer:

THE AVOIDED FRATRICIDE

Ah, unwillingly Mujo spoke:
“Of all the writings, oh mother, that came,
All the writings were, oh mother, easier.
This writing is not to be laughed at,
Your son’s head is lost,
You will stay, oh my mother, childless.
Why did we lose my younger brother,
Ah, Halil younger brother of mine?
For the twelve year span of time,
Oh, old mother, half a year beyond it,
He is not dead, nor is he among the living.
I tried all ways to discover it,
I could neither find out about his death,
That my Halil has been killed,
Nor, oh mother, that he is in prison.
My wings that time were broken
When I stayed without my brother Halil.
Believe, oh my dear mother,
From that day until this very day
I did not meet other people,
Nor did I lead the guard over the mountains,
Nor bring to the Tzar tributes or taxes.
Just sitting I was, lamenting.
Severe is the wound for my brother,
Which cannot be healed.
When the black soil covers my face,
My wound will still not be cured.
What is a falcon without its wings,
What is Mujo without his brother Halil?”

The hero mourns for the mysteriously lost brother for exactly one hundred verses. Mujo is helpless and powerless because of his younger brother Halil’s disappearance. He vanished from this world twelve years ago. At the same time, the evil hero Kostres The Chieftain appeared. Mujo knows that Kostres lives in a hidden cave on the horrible mountain top …

“Now Kostres has moved there
In the mountain, it is called Wilderness.
That Wilderness is boundless,
Neither the sunrays are visible, nor the clouds.
In that Wilderness there is a cave.
There lives Kostres The Chieftain
Along with his three hundred armoured soldiers.
Whatever they capture, there they bring.
After the killing, there they return.
No one may enter that Wilderness
As long as the Sun moves across the sky”

Mujo’s old mother gives him the following advice: to dress himself in the knight’s clothes and to travel to Istanbul; there, Mujo should ask the Tzar for mercy. Mujo does what he is told. His sister helps him to put on the best suit and armour …

Hey, he dresses in the knight’s suit,
And puts the feathers on his head.
And the feathers are of pure gold.
How looks his face between the feathers?
Just like the Moon between the stars.
On the dolman, on two manly shoulders,
There were two golden signs,
Because he is the chief of all Bosnia.
Ah, now Mujo takes the weapons.
First he puts the forged sword on.
Its whole handle is made of yellow ducats,
And its hilt of pure gold.
In the hilt there are three precious stones,
They are worth three imperial towns.
The three stones – three various blazes.
The sword Mujo puts on in the middle.
The sword flies all around him
Just as the dog around its master the hunter.
The sword banged over his thighs.
Beside the sword are the two pistols,
Two barrels having, cast from gold,
Two barrels having, and four bullets.
Then he took the black carbine.
With the carbine he shoots from afar,
With the pistols he shoots from near,
And with the sword where the fray is.
Fine weapons Mujo put on himself.
Into the boots he threw the knife.
Ah, when Mujo prepared himself,
To his old mother Mujo came.
“Come, oh mother, to say farewell!”

Mujo’s mother, sister and true-love were crying while they watched him ride through the fields into the mountains ….

Aah, now Mujo goes through the mountain,
The soil he crushes, the woods he passes.
Mujo passed Kunara mountain,
Directly he went to Miserable woods,
And Miserable is the immense mountain,
Very powerful and very dangerous,
It is mother of the wolf and the haiduk,
The wolves eat, the haiduks beat.
It’s not easy to pass here even for the army,
Let alone for one with no company.
Having nothing to gain, he went through the mountain.
Mujo goes through Miserable woods.
He just passed half way through Miserable,
When something he saw with his eyes:

Now on the road, just in the mountain,
One fir tree was near the path,
And under the fir tree the powerful chieftain.
On his lap the dark carbine,
Above his boots the forged sword,
The grand outfit is on him,
And he looks quite frightening.
There is one spear under the fir tree (pounded in),
And he tied the horse to the spear.
How did he equip the black horse?
There are many pictures embroidered,
The magnificent one is covered to the hoofs.
When Mujo saw it with his eyes,
Then he spoke to himself like this:
“This woods road is captured,
Here is no passing for me;
Neither is there any turning.
I have no place to return,
Only forward, even if I shall die.
This is some powerful chieftain.
Maybe he has an army in the mountain,
Maybe he wants to attack Bosnia,
To burn, and to kill people.”
Then he shouted at the white throat:
“Chieftain, who are you in the mountain?
Move, that I may drive my animal,
So that none of us gets harmed!
If you do not want to move,
Lo, there is a rifle in my hands,
I might have killed you treacherously,
But I do not treacherously kill anybody,
Instead we shall try our luck.
Either you move, or take up your weapons,
So choose as it pleases you!
I can tell you the truth:
If you have heard of Hrnjicic Mujo,
Here I am today in the woods.
If we shall try each other’s manly strength
The time has come that one of us dies.”
And when the dangerous hero heard,
He didn’t take the rifle in hands,
Nor did he take with his hand his weapon,
But at the white throat he speaks:
“Halt, oh Mujo, put your weapons back,
If you kill me, you will grieve for me!
This is not the chieftain of the woods,
Who is leading an army to the border,
Who is burning villages and towns,
Who is enslaving boys and girls;
This is your Mujovic Halil.”

Mujo did not believe him, and he could not recognize his brother after so many years. So he asked the unknown hero to pray the texts of the Kuran …

When Halil ended the prayers
Mujo threw the rifle on the ground.
“Woe on me oh dear God,
I almost killed my brother!”
They cried, arms they spread,
Then they embraced, faces they kissed,
With tears they flooded their faces.
The bright Sun halted in the mountain
Because of two brothers’ sorrow.

Fiercely Italian – Proudly Canadian

Vera Golini JPEG bwVera Golini has been a Professor of Italian Studies at St.Jerome’s College, University of Waterloo, since 1975. She holds a PhD. from the University of California, Berkeley

This is the first of a series of articles exploring Italian culture from various aspects

Fiercely Italian , Proudly Canadian
Vol 1 # 7 1992

The love relationship between Italy and Canada has very long and deep roots. Yet, it seems appropriate that in Cross Cultures we should turn our initial gaze not across the Atlantic to Italy directly, but rather to its immigrant children, who, for five centuries since the landing of John Cabot (Giovanni Caboto, c.1455-1498) on the shores of Labrador, have collaborated hand-in-hand with other cultures in shaping our Canadian heritage.

The areas of Canada most thickly inhabited by Italians were and are contained – as most of Europe is – between 40 and 60 degrees latitude. This takes in land from the most southern tip (Ontario) stretching all across the most thickly populated regions of the Canadian provinces. Italian immigrants from the Alpine hills to the summits of the Apennines extending all the way to Sicily had little difficulty adapting to the rigours of the Canadian winters. What proved and continues to prove a challenge is the long duration of the winters, which through the decades has caused many to journey back to Italy.

However, generations of Italians have been making the Americas their home even before Italy was united into a democratic Republic in 1871. At that time, Italy had a land-based economy unsuited to supporting a growing population especially in its southern provinces. In fact, historical records indicate that between 1870 and the start of World War I, about 5 million Italians migrated to countries overseas looking for work. They were mainly males 14 to 45 years old. A census taken in 1911 in Toronto, for example, illustrates this pronounced imbalance between men and women: of 3,000 inhabitants of Italian background, 2,200 were male while only 800 were female. These statistics corroborate the fact that in the early decades of this century, Italians were largely migrants intending to rejoin their families in Italy after a period of hard work and economy overseas.

After the Great War, despite limitations imposed on immigration by the Fascist Party, Italian presence in Canada continued to grow. With respect to work activity, Italians became surprisingly integrated as all types of work opportunities were welcomed. They worked not only as bricklayers, excavators, and stonemasons in construction,, in railways, in highways, .. but also in mines in northern Canada, in agriculture, in commerce, in steel factories, as well as hotels, restaurants, and small individual enterprises.

Yet culturally, Italians manifested since the early decades of migration, a need for close communal ties. As a result, in focal cities such as Montreal, Vancouver and Toronto there grew districts inhabited prevalently by people of Italian extraction where even streets were often given names of prominent Italian figures. The expression “Little Italy” became attached to these communities – an expression which for some carried derogatory connotations, but which, in reality, already showed the determination in the spirit of the Italian immigrants to conserve together the best of Italian culture while collaborating with non-Italians to gradually create a new Canadian society that would embrace everyone.

The formation of the Italian Immigrant Aid Society in Montreal exemplifies among the early newcomers the characteristic enthusiasm for mutual protection in the face of adversity. To this end, Italian immigrants to Canada even before the turn of the century, were among the first to found mutual aid societies, such as the Umberto Primo Italian Benevolent Society in Toronto.

The love and nostalgia of Italy which energized and continues to energize the Italians’ love for Canada, led earlier on to the founding of the Order of the Sons of Italy in the U.S. and in Canada, as early as 1915. Later, the Order of Italo-Canadians was also formed. (In future columns we will have an opportunity to speak of the enriching contributions made by these national Canadian organizations throughout the past decades.)

Like others, Italians have taken care to preserve their linguistic identity while embracing French in Quebec, and English in the rest of Canada.

On the Italian peninsula, since before national unification, French had been the “second language” as a consequence of historical events, and geographic and cultural proximity with France. Since the 1960’s however, English has steadily affirmed itself as a language of widest communication next to Italian. Hence, today in Italy, as in Canada, English, Italian and French register linguistic dominance.

Today Italian immigrants constitute the third linguistic group in Canada after English and French, with Toronto hosting the largest population of Italian origin outside of Italy.

Among their accomplishments, Italians in Canada have created through the decades, a vast body of literature in the three languages, which have served as a unifying voice. In 1984 for the first time, an anthology was published in Canada (Mosaic Press,ON) collecting the works of principal Canadian Italian writers. Many of these writers are themselves immigrants, while others are children of immigrant parents. In each case, the voice, the courage, and the vision of the writer echoes the life experience of the universal immigrant to Canada taking the first steps towards an unknown reality which will be constructed day-by-day. In each author, the constant interplay, the tension between past and present -especially in respect to the generational gap – give way to a vision of hope for the future, and at times of frustration in the new land. Yet, each composition, be it in poetry, in prose, in theatre or film, serves to shepherd along the spiritual and psychological self-awareness of the writer and reader who, as immigrants, speak a common language of feeling and experience.

With this first introduction, I am offering a poem by Celestino DeIuliis, “In My Backyard”

IN MY BACKYARD

I own a house now.
My father sowed his seeds
in his backyard,
and reaped the lettuce and tomatoes.
He had known who he was when
his hands formed the cheese
drawn from the milk of his flock.
Having come here, he was less sure
and worked in factories or construction sites.
He made his own wine and slaughtered still
the Easter Lamb for us
(and for himself too, there’s no denying).
He loved what was his own with little show
and fewer words.
The language never yielded to him, strong as he was.
I wrote the numbers out on a sheet
so he could write his cheques,
pay his bills …
My youth was spent in shame of him.
My tiny face would blush, my eyes avert
on parents’ night when he would timid come
to ask in broken syntax after me.
In my backyard
I have my grass and flowers
and buy my produce at Dominion.
My eyes avert in shame now
that I ever was that boy.

Mr. DeIuliis was born in 1946 in the Abruzzi, a region
in Central Italy. He received his B.A. and M.A. at the
University of Toronto. He has published several
collections of poems, and presently lives in Toronto.
(In My Backyard is reprinted from Italian Canadian Voices,
ed. Caroline Morgan DiGiovanni. Oakville: Mosaic Press
1984. With kind permission from the Canadian Centre for
Italian Culture and Education, Toronto

 

“Lucia’s Monologue” – Our Monologue !
Vol 2 # 1   February / March 1993

Generation differences and problems are part of the constellation of themes and concerns pervading the large corpus of literature by Canadians of Italian origin. Some of Mary Di Michele’s acclaimed and best loved poems address these differences with poignant language and striking images: “I love my father .. who knew me from the beginning / as a vague stirring in his loins,/ a burst of ecstasy/ on a Sunday morning.” The poem reprinted here speaks of Lucia’s struggle toward self-affirmation in the family and its special context. This composition is in part a response to two previous poems – the three comprising a unit. The first, “Mimosa”, a prologue, outlines the character of the father, Vito, “more than a tired man .. a sad man” who “married young, just after the war/ and hard times made him stop breathing for himself / and spend it all on his children.” The second poem, “Marta’s Monologue”, is spoken by the younger daughter who lives at home to please her father, teaches school, makes a good salary, and knows “enough to risk nothing”. Lucia is the first-born, a self-made young woman whose vision extends beyond established familiar boundaries. “Marta’s Monologue” and “Lucia’s Monologue presuppose the presence of a listener. These poems belong to the great tradition of the “dramatic monologue” made famous by Robert Browning.

LUCIA’S MONOLOGUE:
from Mimosa and Other Poems (Oakville, 1981). Reprinted with kind permission of the author

Mary Di Michele has resided in Canada since 1955. She has a B.A. (’72) in English Literature from the U.of Toronto and an M.A. (’74) in English and creative writing from the U.of Windsor where she studied with Joyce Carol Oates.

Her poems have appeared in University of Windsor Review, Ontario Review, Grain, Quarry, and The Malahat Review. Her books include Tree of August, Bread and Chocolate, Mimosa and Other Poems, Necessary Sugar, and her latest, Luminous Emergencies (1990). She won the CBC competition for poetry in 1980, and the silver medal in the Du Maurier Award for poetry in 1983. She now teaches English Literature and creative writing at Concordia University.

So much of my life has been wasted feeling guilty
about disappointing my father and mother.
It makes me doubt myself.
It’s impossible to live my life that way.
I know they’ve made their sacrifices,
they tell me often enough,
how they gave up their lives,
and now they need to live their lives through me.
If I give it to them, it won’t make them young again,
it’ll only make me fail along with them,
fail to discover a different, if mutant, possibility,
succeed only in perpetuating a species of despair.

Most of the time I can’t even talk to my father.
I talk to mother and she tells him what she thinks
he can stand to hear.
She’s always been the mediator of our quarrels.
He’s always been the man and the judge.
And what I’ve come to understand about justice
in this world isn’t pretty,
how often it’s just an excuse to be mean or angry
or to hoard property,
a justice that washes away
the hands of the judge.

Nobody disputes the rights of pigeons to fly
on the blue crest of the air across the territory
of a garden, nobody can dispute that repetition
is the structure of despair and our common lives
and that the disease takes a turn for the worse
when we stop talking to each other.
I’ve stopped looking for my father in other men.
I’ve stopped living with the blond child that he loved
too well.
Now I’m looking for the man with the hands of a musician,
with hands that can make wood sing,
with the bare, splintered hands of a carpenter.
I want no auto mechanics with hands blind with grease
and the joints of a machine.
I want no engineers in my life,
no architects of cages.
I want to be with the welders of bridges
and the rivers whose needs inspired them.
I learned to be a woman in the arms of a man,
I didn’t learn it from ads for lipstick
or watching myself in the mirror.
I learned more about love from watching my mother
wait on my father hand and foot
than from scorching novels on the best seller lists.
I didn’t think I could be Anna Karenina or Camille,
I didn’t think I could be Madame Bovary or Joan of Arc,
I didn’t think that there was a myth I could wear
like a cloak of invisibility
to disguise my lack of self knowledge.

The sky is wearing his snow boots already.
I have to settle things with my father before the year is
dead.
It’s about time we tried talking
person to person.

More than a tired man, my father is a such a lonely,
disappointed man.
He has learned through many years of keeping his mouth
shut
to say nothing,
but he still keeps thinking about
everything.

“If I had the language like you”, he says to me,
“I would write poems too about what I think.
You younger generation aren’t interested in history.
If you want people to listen to you
you got to tell them something new,
you got to know something about history to do that
I’m a worker and I didn’t go to school,
but I would have liked to be an educated man,
to think great thoughts, to write them,
and to have someone listen.
You younger generation don’t care about anything in the
past,
about your parents,
the sacrifices they made for you,
you say: ‘What did you do that for,
we didn’t ask you !’
right,
is that right ?
These are good poems you have here Lucia,
but what you think about Italy !
‘a country of dark men full of violence and laughter,
a country that drives its women to dumb despair.’
That’s not nice what you say,
you think it’s very different here ?
You got to tell the truth when you write,
like the bible, I’m your father, Lucia,
remember, I know you.”

The truth is not nice,
the truth is that his life is almost over
and we don’t have a common language any more.
He has lost a tooth in the middle of his supper plate,
the gap makes him seem boyish and very vulnerable.
It also makes me ashamed.

It’s only when he’s tired like this that he can
slip off his reserve, the roman stoicism,
the lips buttoned up against pain
and words of love.

I have his face, his hands,
his anxious desire to know everything,
to think, to write everything,
his anxious desire to be heard,
and we love each other and say nothing
we love each other in that country
we couldn’t live in

 

To Bribe or Not to Bribe ..?
Vol 2 # 2   April / May 1993

To bribe or not to bribe .. this is the question mark in the centre stage of Italian political and economic life since World War II and a matter of international interest in the past several months.

Bribes, kick-offs, protection moneys paid/received for favours are known as tangenti.

This problematic practice reached preposterous proportions in the past two decades so that most branches of central and regional Italian governments were implicated. Of late, Italians refer to their country as tangentopoli, the country of bribes.

Public protests and demonstrations are demanding imprisonment for top political figures such as former socialist Prime Minister Bettino Craxi, former Foreign Ministers, top executives in FIAT and in the State Energy Corporation. Recent national surveys (L’Espresso, March 21,1993, p.15) indicate that the Italian people have no faith in their present government under socialist Prime Minister Giuliano Amato, who has proposed some unpopular and unsuccessful measures to protect his colleague and good friend, Craxi, from imprisonment.

Each day new resignations are handed in and new arrests are made for corruption and bribery. Hundreds of people are implicated as 900 arrests have been made and over 1,000 people are still under investigation including 41 members of Parliament.

Since the war, main political parties have been financing themselves illegally and have been insisting on payment of kick-backs on public contracts. In virtually any sector where the State hands out contracts to private companies or even to State owned companies, there is a rake-off – tangente – which goes into the pockets of the political parties including the Democratic Party of the left, formerly the Communist Party.

So what else is new ? Some Italians and many non-Italians have the impression and the conviction that this is how things are done and get done in Italy, that ‘bribery’ is the order of the day. No longer ! Italy is finally cleaning up house. In the April 1992 elections, Italians voted overwhelmingly against the old parties that have dominated the political scene since the war. Also, with the end of the cold war, there is no longer the necessity to maintain the same old parties in power and the absolute necessity of keeping the Communist Party out of power.

Until recently, Italy had the largest Communist Party in the West, and that was a major headache for the centre and right-wing parties as well as the Atlantic Alliance. As a result, the growth of corruption in Italy was fostered by the notion that anything was justified in order to keep the aggressive Communist Party out of power.

Through the past year a new social and political corrective organization has quickly gained popularity in Italy. This is the Northern League which would accede to power if an election were conducted today. It comprises and represents the hard-working, honest, and very angry people of Italy who feel that they have supported the burden long enough, and are not prepared to shoulder it any longer.

Political scholars maintain that Italy is at a watershed now because affairs simply cannot continue as in the past especially since Italy is an important member of the European Community.

However, the battle against corruption has not been won yet. Much depends on what will happen in the coming months, what sort of punishments are meted out, what reforms are instituted to prevent the recurrence of corruption. Newspapers and magazine reports indicate that most Italians hope that there will be a real break with the past, and that the kind of corruption that has finally come out in the open will not occur again. Then, perhaps, the wish of Italy’s people, and also of most ardent patriots since Dante may come true: a united nation, free from foreign oppression and internal greed:

My Italy, though words do not avail
To heal the mortal wounds
That in your lovely body I see so dense,
I wish at least to let my sighing sounds
With Arno and Tiber wail,
And Po, where now I sit in deep suspense …
Flattered by an idle part,
You do not see and think that you can see,
Who in bribed peoples expect love or trust. …
Inside a single cage
Now wild beasts mingle with the meekest flocks,
are nested so that the best are in need; …
Is not this the dear soil for which I pined ?
Is not this my own nest
Where I was nourished and was given life ?
Is not this the dear land in which we trust,
Mother loving and kind
Who shelters parents, brother, sister, wife ?
O God, that in such strife
You may remember this; that you may gaze
With pity on the tears of suffering men
Who in their terror raise
Their hope to you on earth; relieve their pain,
Feed them with pity’s grain,
And against cruelty
Virtue will fight and soon the debt be paid:
For the old gallantry
In the Italian hearts is not yet dead . . .

(“Song to Italy” Francis Petrarch, 1304-1374)

 

Inscribing Ourselves Into Multiculturalism
Vol 2 # 4   September 1993

Those of us who like warm weather will remember the summer of ’93 with pleasure after the rainy one of ’92. For one thing, good weather really affords us the chance to get to know our neighbours and their children as well. The young couple at the corner of the street had been grooming their front lawn for almost an hour when I decided I’d walk over as I had not visited for a while.

“The lawn looks great! Best in the block!” I called out remembering the cute yellow wild flowers all over my back lawn. Ron was trimming the hedge with the electric scissors while Nanette knelt by the geraniums turning the soil and pulling the much unwanted weeds.

“Bloody lot of work this lawn, I tell you”, retorted Ron, his gaze fixed on his work. When he came to the end of the hedge he turned off the current and unplugged the cord. Passing the back of his hand over his beady, broad forehead he asked how come they hadn’t seen me for some time. Had I been away ?

“Non, elle fait son travail de recherche”, injected Nanette, turning around with a smile. Sometimes she speaks in French, the second language which we three have in common – she being the best at it as she is a pharmacist from Montreal. Ron comes from Leeds, has his own business and writes in his spare time. I studied French in junior high in Italy and later in Canada. “How is your research on Italian-Canadian writers coming along?” asked Nanette with her transparent French accent which I find so charming.

“Oh, much better than can be expected. There is so much material that needs to be catalogued”, I replied. “I had not suspected that Italians in Canada had written and published so much. All the while, I am also having a crash course on Canadian literature which is itself a vast, fascinating field. In fact, you know, Ron, I came across your stories in the Canadian Fiction magazine and enjoyed them very much”

“I wrote those a few years ago. Now I stay away from pure fiction. I’m more interested in material with social and cultural implications”, Ron observed while pulling off his gardening gloves and slapping his cap over his knee. “I must be growing old because I no longer have much patience with writing that doesn’t make some kind of committed statement. Take Canada. The state of the nation really invokes a lot of dialogue. So many issues to discuss.
Language is really a bridge covering space between people, connective tissue, I call it. And I don’t feel like wasting language now on fiction. So I’m working on a couple of things that look at the matter of multiculturalism in this country – something many people view as a problem but which to me is an asset. You see …”

“Oh, oh”, exclaimed Nanette with a twinkle in her eyes, “I smell one of your long conversations brewing on the horizon. Ron, why don’t you come in and wash up and then join Vera on the porch while I get us all some ice tea”

Left to myself, I sat quietly for a while on the grey lawn chair admiring the sunlight shimmering off the restless leaves of the dark maple in front of the house. Before long the screen door burst open and Ron reappeared with a notebook under his arm.

“I’m so glad you dropped by”, he said sitting in the shade to the other side of the patio table rubbing his hands together. “Nanette has already read some of my material. But this gives me a chance to get another perspective on things. You see, multiculturalism in Canada is not an accident, or, pardon the expression, an affliction, as some Canadians seem to think. Our very Founding Fathers including Queen Victoria were the first to open the doors to a multicultural reality. They acknowledged the presence of native nations as well as the French and the British on Canadian soil. They were the first to have hopes for a culturally rich future for a people united in peaceful coexistence”

“What gives you that impression”, I asked calmly, sensing his increasing enthusiasm, and not wanting to show my insufficient knowledge of Canadian history.

“It’s not an impression, Vera, it’s fact. Do you know that the British North America Act signed by Queen Victoria in March of 1867 and proclaimed law on July 1st gave French Canada (Quebec) important safeguards? While some people had been opposed to Confederation, by 1867 even to the French people Confederation became justified by the arguments that French Canadians would get back their ‘provincial identity’ – the phrase used then – as Quebec City would become again their capital. What’s more, the anglophone domination of Ottowa feared by French Canadians would be counterbalanced by a strong French Canadian representation in the Federal Cabinet. The Constitution Act of 1867 states clearly …”

“Voila du the froid pour tous”, Nanette’s voice sand out her invitation for us to join her as she appeared with a tray of tall glasses full of ice tea and lemon.

“Delicious, ma chere”, exclaimed Ron smiling at Nanette and pulling up a chair so she could sit right next to him. “When I first came from England and settled in Quebec nearly thirty years ago I was a young chap confused about life, and even more about the political and cultural relationship between Quebec and the rest of Canada, including the aboriginal cultures. So I started reading up on Canadian history. And then I fell in love with this wonderful lady here from Montreal, and she epitomizes for me all that’s good about Canada and French culture as part of it. I’d marry her all over again any time”, he said emphatically, passing his left arm over Nanette’s shoulders. I thought to myself that right here in front of me I was witnessing what was a beautifully balanced marriage of two different cultures.

“As I was saying before”, started Ron, anxious to resume where he had left off, “the Constitution Act of 1867 puts it in black and white that either the English or the French language could be used by any person in the debates of the House of Parliament of Canada and of the Houses of Legislation of Quebec, and both languages were to be used in the respective Records and Journals of those Houses. Also, it states that the Acts of the Parliament of Canada and of the Legislature of Quebec ‘shall be printed and published in both those languages’. I was so struck by the openness of the statements that some of them stayed with me. I think the Act even makes provisions for English as well as French to be used equally in any Canadian court of law. Seems like in those days they were more accepting of differences”

I was impressed by Ron’s grasp of historical facts about Canada. “Maybe they didn’t view them as divisional differences”, I suggested, “but rather as sources of enrichment, to go back to your metaphor of the marriage of different cultures”

“Today we like to think of ourselves as very broad minded”, intervened Nanette in a pensive tone, “but really, I think that we regard the world with a narrow approach of exclusion rather than inclusion. This brings to ourselves and our cultures a lot of frustration and sadness”

She paused and took a slow sip. For a while we were quiet; the cool air around us announced the imminent sunset.

“Canada is a country with three founding cultures, and many more founding languages if we take into consideration the various aboriginal Indian languages, as well as the various dialects brought over by the French settlers: Quebec French is really an interesting amalgamation of those earlier dialects. Today’s picture of multiculturalism in Canada is really a continuation and amplification, in my opinion, of the original vision set forth over a hundred years ago. What do you think?” Ron asked, lifting up his head and turning to me, looking, I sensed, for some kind of opposition or debate.

“Well, you’re not going to get an argument from me”, I retorted in a jovial tone, wishing to distance some of the seriousness in the air. “Canada has been my home since 1956 and I have loved being here. Besides, French was the second language in Italy for over a century until English began to replace it in the ’60s. Before that, Spanish had been the second language, and before that, during the Renaissance and Middle Ages, Latin was at times the second, at times the prevailing language. Italy being a geographical focal point, has also been a cultural focus in the West for centuries, and for centuries it has experienced and continues to experience foreign presence on its soil. People from other nations have certainly contributed in the forging of its rich culture, including and foremost the British and the French who have always been attracted to Italian shores. Besides, Italians are a curious lot about other human beings and like to travel as much as they can afford to. With the result that when people from other lands come to Italy whether to visit or to stay, they are not exactly strangers, but rather and first human beings with different languages and customs. Throughout the old world, anyway, it is customary for the average person, young and old, to be fluent in three or four languages. In Canada we’re fussing about two”

“Yes, instead of viewing our cultural situation as a privileged one, we see it as a burden”, mused Ron. “Whenever we go visit in Quebec, it’s for us like renewing ourselves, and when we come back to Ontario the same process happens. We’re really lucky that we can experience this broader type of existence”

Now Nanette broke into the short-lived silence as the street lights came on casting light shadows over the driveway and the trim lawn. “I’m beginning to think that discomfort with multiculturalism is really wrapped up with us human beings being at odds with the environment, with the ecological system, and even with ourselves. Does this sound preposterous?”

The ringing of the telephone dispelled our reflective mood and Nanette dashed into the house. Ron said that they were expecting their two boys back from camp, and that he and Nanette had spent a blissful week of peace and quiet away from everybody, enjoying working at their respective hobbies. Nanette came to the door to excuse herself because she had to get the supper on the table. I thanked them both for the ice tea and the very intense conversation.

Ron and I shook hands. As we parted I said they’d given me a lot of food for thoughts – thoughts which next day, Sunday, came right along with me to church where, surrounded by all the different people, I live each time with inner joy my Canadian multicultural identity.

Some references:
The Canadian Encyclopedia (1988), Vol.1, “Confederation;” Vol.2, “French Language”
Dictionary of World History (1973), “British North America Act”
“The Canadian Multiculturalism Act: A Guide for Canadians” (1990)

 

Italian Feminism – Then and Now
Vol 2 # 3   June / July 1993

In Italy today they call it “pink power” (energia rosa). It is that type of unique yet universal human vision and energy which derives from the equal half of the human race, the woman. Wile Italian culture, like other Mediterranean cultures is too often defined by imperfect common colloquialisms,, and Italian women did not obtain the right to vote in federal elections till 1945, we should not forget that in Italy, as in other Mediterranean cultures, the woman has openly and latently played a central role in the development of “culture”. Medieval monasteries and abbeys, repositories of religious and secular knowledge, were administered by men as well as women. The presence of women teachers and scholars in medieval and renaissance universities has been historically ascertained.

The elite society of renaissance Italy placed much emphasis on the breadth of education and social refinement which a woman should receive before marriage: education along the lines of the seven liberal arts, and refinement empowering the woman for the efficient governance of a household and of the social network upheld by the noble class. Contemporary treatises (as Leon Battista Alberti’s About the Family, 1444) advised gentlemen that they would do well to marry intelligent and well educated women because not only do they foster well-being at home, but are also able to provide wise counsel to the husband in matters of business and human character.

Outside and within the Church, in the public life of the courts as in the private world of the family, the woman has always played an essential role in the Italian peninsula. After the Renaissance, in the 1600s and 1700s educated women were very much part of scientific and artistic life as they participated in the work of the Academies, sources of new ideas and trends.

Until its independence in 1871, Italy had been constantly under foreign domination since the middle ages; in the 19th century for example, not one, but three foreign nations ruled this peninsula of surface area 1/3 that of Ontario.

In their national character Italian men and women value above all autonomy, individuality and the spirit of collaboration – qualities which through the centuries have enabled the spirit of the peninsula to survive despite oppression.

In the 19th and early 20th century Italian women took part fully in the suffragette movement unfolding across Europe and in the United States.

Just after unification while Italy depended entirely on an agrarian economy, women workers initiated strikes demanding higher wages and shorter working hours: the first strike by rice workers took place in 1883 followed by a second (800 striking women) in 1886 protesting the 12-hour working day. The strike of 1890 caused 3 deaths with 10 gravely wounded. When in 1897 women went on strike because farm bosses had imported women from other provinces to work the fields, the imported workers joined strike with local women. Employers were forced to concede to demands. However, 42 women received long jail sentences for having “challenged the freedom to work and having resisted to authorities.” While Italian women were employed mainly in field work or in factories, historical data shows that between 1877 and 1900 about 224 women graduated from university, 31 having two degrees, and one with three degrees. Two women became particularly well known because both the national medical and the bar Associations prevented them from exercising their respective professions. The resulting scandal was so widely known, that national newspapers and magazines took active interest in time to aiding to correct such flagrant injustices.

In 1912 the vote was extended to all males, including those who could not read or write. Consequently, Italian women (of whom a small fraction were literate) nearly won the right to vote in 1919 as the law was approved by the Chamber of Deputies with a vote of 174 in favour, and 55 opposed. On the way to the Senate, however, the law was tabled on account of Italy’s military troubles in northern Yugoslavia. The Fascist regime sought to promote the vote. However, conditions were totally restrictive: the right to vote was conceded only to women who had received the medal of honour for military service, to mothers who had lost sons in the war, and to women with an education and who paid taxes in excess of a specified sum. Hence Italian Fascism transformed the “right” to vote into a “privilege” and a reward open only to a handful of women in Italy.

After the fall of Fascism the question of suffrage was taken up for passage in the Senate in 1945. Meanwhile, Italian women have been making headway at home and abroad contributing to the economic and cultural life of the nation.

In 1926, ten years before her death, the Sardinian writer Grazia Deledda, was awarded the Nobel Prize for literature – the second Italian to have received the Prize after the poet Giosue Carducci in 1906. In 1986 the Italian neuroembryologist Rita Levi-Montalcini (1909-) received the Nobel Prize for medicine/physiology. Yet since 1945, for nearly half a century, Italian women have been experiencing discrimination in the work place and at home. The national media has been addressing this problem in recent years. We will elaborate on this in our next article.

In the meantime our readers may be interested in a publication by the United Nations, The World’s Women: 1970-1990, which contains statistical information on nations across the globe on concerns such as family, political life, decision-making, public education, raising of children, health and maternity, work, and the economy. One reviewer of this publication states that despite some areas of slight improvement, “on almost every subject in almost every country, there is very little cause for rejoicing” ! (Noidonne, April, 1993, p.55)

continuing . . .

Italian Feminism – Then and Now
Vol 2 # 5 1993

Until twenty years ago, as we saw in Part I, the rights of Italian women were closely linked with national advantage in relation to conservation of the family unit and the general public good, with individual rights secondary in importance. The consequences of the Fascist era were still much in evidence. Yet Italy, as other industrialized nations, has felt deeply and the central administration has reacted (though not rapidly) to the pleas for equality that the global women’s movement has been voicing during the past two decades.

In 1985 the Presidential Committee of the Italian Council of Ministers published the proceedings of the Nairobi World Conference celebrating the tenth anniversary of the United Nations for the Women, promoting equality, development, and peace. This important document is prefaced by an announcement made in 1983 by the then Italian President of the Council of Ministers, the Honourable Bettino Craxi. In his Point 5/7 clause he states: “Great importance must be given to the problem of equality between the sexes which has found, in principle, some suitable solutions in the supposed law on equality issued in 1977. This law now exacts concrete and operative means of action to better fight against discrimination relating particularly to career development since discriminatory attitudes in the work place tend to deny women positions that carry great responsibility. Some suitable initiatives had already been put forth in the past legislature and the Government must do all it can in order to pass and approve immediately a new law on the subject” (Translation from Italian mine)

This statement of promise and initiative on the part of the Italian government indicates it is gradually awakening to the reality of discrimination in the work place and to demands Italian women have been expressing at the national level most vehemently in the past two decades with the inception of a real, united feminist movement, the Unione Donne Italiane (UDI). The formation of this association coincides, not accidentally, with the centenary of the unification of Italy into a free, democratic republic in 1871. In May 1981 in a national referendum registering 70% majority, Italians confirmed legislation providing for free abortion for women eighteen and over. The private, the public, and national identity of Italian women is plagued by fluctuations between extremes: traditional preferences, on the one hand, are upheld by political fronts, church groups, regional customs advocating a moral conservatism aiming at preserving the family as a focal social unit at any cost; liberalization, on the other hand, is catalyzed by leftist party politics with materialistic consumerism resulting in part form Italy’s emergence, in the past twenty years, as an industrial superpower. The matter of the Italian women’s identity is further complicated by regional, educational, and economic disparities which persist for centuries. The sense of infinite variety in the national character of Italian women should be interpreted in part in the light of four hundred years of continuous foreign domination preceding Italian unification in 1871. Some statistical information may facilitate here a more concrete grasp of the private and public realities inherent in the lives of Italian women in the past two decades. Data is gathered by the 1985 national census taken every 10 years by the government’s Central Office of Information in Rome.

The publication by the National Committee for Equality between Men and Women entitled Figures on Italian Women offers data on various facets of private and public life. For instance, the percentage of the female population receiving a high school education in the decade 1972-83 had improved from 42.5% to 49.3% (p.25). With respect to university, 2.1% of the women hold a degree as compared to 3.6% of the men (p.24). Here we see an obvious parity in the level of higher education between men and women. If we then proceed to statistics related to employment, we notice that while women in Italy made up 52% of the total national population in 1985, only 35% fourteen years old and over constituted the work force (Italian Women and Work, p.1). Of these, 34.5% had a high school or/ and university degree. Moreover, of the women of age to be included in the labour force, 32.4% were employed, while 58.1% were unemployed and looking for work. In the past decade, the level of education for women has risen noticeably. Nevertheless, the rate of unemployment has remained visibly high. Although 46% of university students are women and there has been a noticeable improvement in the level of education for women since the 1970s, as we have seen, nevertheless the percentage of women fourteen years old and over who choose to become housewives has remained stable through time. Statistics from 1980 and 1985 registered in the studies above, show that in each year, 41% of the women were occupied with home and family while the presence of women in the work force increased only by 2%, from 32% to 34%.

Recently, as a result of legislative relaxation in Italy as well as recognition of dual citizenship, people from former fascist Italian colonies in Africa (Somalia, Eritrea, Lybia) are taking up residence in Italy, as are also people from far and disparate racial and cultural heritage. Women comprise the larger percentage of these new emi/immigrants from former socialist countries, from war-torn areas of the Middle East, Jugoslavia, from Latin America, and the far South-Eastern Asiatic basin. This kaleidoscopic influx of people unto an already crowded Italian landscape not only creates the effect of “fast-forward” in aperture for social change, but also generates unforeseen human and economic problems. In a future article I will try to “map” out the large diversity of international presence in Italy today and the activities of women in a country whose geographical area is 1/3 that of Ontario holding more than double the population of Canada

 

Women Immigrating to Italy
Vol 3 # 1 1994

For the past year newspapers in Italy have been drawing attention to the vast presence of women from ‘foreign’ nations and continents involved in Italian communities, especially in the Italian capital, Rome. Hundreds of women of all ages from Asian, African, and South American nations have chosen to take up residence in Italy during the past twenty years. During the years of fascist dominance, mainly 1928-38, Italy had thriving colonies in Africa, in Somalia, Libya, Eritrea. Pockets of Italian-speaking people there are awakening to the opportunities for work and a better life in Italy where they are already comfortable linguistically.

Since the 1960s Italy has occupied a prominent place along the leading industrialized nations of the world. With the opening up of work possibilities, therefore, the Italian woman has left the home and headed for the workplace. Precisely in relation to work and employment, one interesting Italian phenomenon – a national custom, in fact – is that if a family has a business, instead of seeking employees out side of the family, all the members, men and women, become occupied in the efficient running of this business. Where financial matters are concerned, as well as loyalty to the job at hand, Italians place their trust first and foremost in family and relatives. This means that someone is needed in place of the wife and mother, in the running of domestic affairs while the woman is helping with the family business. As a result, the past twenty years in Italy have created a high demand for jobs in the areas of domestic, child care and care for the elderly at home. The vacancies in these areas have been filled by women im/migrating from Eritrea, the Tigrai, the Philippines, Cap Verde, Iran, Palestine, and Latin America. Women and fewer men from these areas today constitute the most numerous communities of im/migrants. To date there is no single organization in Italy which collects statistics, or safeguards the human rights of these largely domestic workers. However, these im/migrants make every effort not only to maintain and cultivate their cultural identity, but also to insert themselves into the social network of Italian culture and public life. A recent review articulates some of the characteristics of the cultural communities (which are located in Rome) of these domestic employees from different parts of the world.

In the Eritrean community, for example, 80% of the women work full time in domestic work. They have Thursday and Sunday afternoons off, dedicating this time to volunteer work aiding the illiteracy, drug addiction, and other problems of a national character. This community seems well-knit and united so as to offer its members both emotional and cultural support.

The Filipino community seems to be less open. About 90% are exclusively women often without families. They organize excursions, participate openly in Italian cultural activities, work mostly full time at domestic jobs. In the area of Rome, there are about 20,000 Filipinos organized into three large groups which in reality have political affiliation and loyalties to political parties in their countries of origin in the Philippines. For example, of the 400 members of the “Kampi” club 350 are women. Their meeting places are in churches, in piazzas when weather permits, and in the vicinity of Rome’s Termini station, the central train station. The members of the Filipino community of Rome are a closely knit cohesive group, sharing houses in order to save as much as possible given the fact that wages are low. Although one finds families as well as single individuals, the largest number is constituted by women alone working hard to send money back home.

The community from Cap Verde comprises 80% of women employed full time in domestic occupations. The majority are women in their late teens and early 20s whose exclusive wish is to achieve a good marriage. To this end, their community is uniquely open to cultural influences and new relationships, with the frequent danger of too early and/or unwanted pregnancies. In many cases illegal abortions are procured, often at great risk for the mother. Women who instead keep their babies, become single mothers.

For the women workers from the Tigrai area, the living situation is similar to that of the women from Eritrea and whose number is not very large. For the most part they are in their 30s and 40s, residing in Italy already for some time. In fact, the younger women remain for a short time since their main concern is to find a husband, and relocate with him wherever he may find work. The men from these areas are largely political refugees, and as such, have greater possibilities for im/migration to English-speaking countries such as Canada and England, where they are assisted by political and social organizations.

The Iranian community of Rome comprises about 400 women, almost all of whom await immigrant visas. They stay in Italy for the length of time required them to learn the language of the country into which they wish to immigrate. In the meantime, they look for domestic work. The young women who are students seem to be very receptive to European ideology and Italian values, as they readily adopt the styles of dress, of eating, and other social customs.

The Srilankan community contains a balanced number of men and women with numerous families, and therefore, children. The men engage in various trades, crafts, and assisting with restaurant work, while the women contribute income from their domestic work.

The number of women from Palestine is limited since for the most part they are students, daughters or wives of diplomatic officials and employees based in the Italian capital. Their participation in Italian social and communal life is therefore rather restricted.

Women from Latin America seem to remain in Italy, especially in Rome, for the longest time; they immigrate for reasons of study or for political motives. In recent years, the economic crisis in Latin America has increased the presence of Latin American women in Italy in service jobs and domestic work, women coming for example from Chile, Argentina, Ecuador, El Salvador, and Peru.

The composition of the Italian population changes yearly. In the past twenty years the influx of im/migrant working women has also contributed in bringing some change to the human face of the nation.

This very real movement or displacement of women brings to mind a parallel situation in Canada in the 1940s and 1950s, decades in which men im/migrated at first without families to Canada from European countries in search of work and a better life. The quest by men and women for a better existence will perhaps never abate, nor will the need for all the people of the world to promote and embrace racial co-existence

 

Men Without Women : Early Italian Migration to Canada
Vol 3 # 2 1994

Both historians and scholars of world population studies agree that mass migrations across the world are among the prominent phenomena of our century. A rich body of literature has been produced studying the demographic and economic effects of movements of masses of people from one country to another. Yet, surprisingly little has been written on the psychological repercussions that such massive population shifts have had and continue to have on both the persons who migrate/immigrate * , and on those who are left behind. To date, studies have been principally devoted to analyzing the processes of assimilation/ acculturation into new lands of adoption.

However, beyond these considerations, other questions remain which also deserve attention. What are some of the obligations the im/migrants feel toward the country of origin? How do the members of the family left behind regard the person who has left? How is the family unit affected by the absence of some of its essential members such as husbands, fathers, sons? The answers to these and other questions differ not only from family to family, but also from culture to culture. In relation to early im/migration from Italy, studies have generated some notions which social critics seem to hold in common.

For example, in the first decade of this century, Italian critics of migration thought that men leaving the country were indirectly responsible for a degree of criminality in Italy since families were left unprotected, and children were deprived of the vital role of the father in their lives. This was true of men who left the country, but also of those who left small villages and migrated to industrialized Italian cities, as well as European cities in search of work. While the lay person is under the impression that Italians have always been eager to im/migrate to Canada, this is not completely correct.

Italian social critics at the turn of the 20th century pointed out the negative repercussion of profuse male migration away from Italy: there occurred a radical proliferation of illegitimate births, of cases of adultery, of prostitution, and even infanticides by women unwilling for matters of honour, to accept births of an illegitimate child. (1) Unfortunately, local social prejudices intensified, and were directed mainly against women for corrupting men and social values. Prejudices of woman as corruptor of man derive not only from traditional ideas about creation, and all women deriving from Eve, but also from the Deterministic philosophy widely spread in Europe in the late 19th century. Italy, the foremost Catholic country, fed avidly on these and other discriminating notions. Consequently, in the most conservative household, the woman whose husband or boyfriend migrated, was virtually under “house arrest” since members of the extended household took care to guard her honour. For their own part, migrant heads of families lived abroad with a sense of guilt for not living up to family obligations, in relation to their children, their wives, and often aging parents.

Some historians of migration patterns identify an additional type of migrant worker not only in Italy, but in other cultures as well: one who was able to return home at least once a year, look after financial matters, re-establish the future birth of a child, and return to his work abroad. (2)

As for the problems faced by Italian migrant males in North America, recorded history categorizes them mainly along lines of discrimination. For example, both young and middle-aged Italian males were routinely stigmatized with “infecting” the women with whom they had relations with disease. (3) They were accused even back home of leading a loose existence in North America. But interviews with young and older workers in the years prior to WWI, tell a vividly different story. Away from loved ones, deprived of their mother tongue, isolated in labour camps in lonely regions of Canada, these Italian labourers, men without women, confessed to feeling like “beasts of burden”, worthless, different from and certainly inferior to Canadians as well as Anglosaxons. (4) In reality, there was suffering on both sides of the Atlantic: lonely migrant men in the host country, lonely women left behind – a suffering resulting not from abuse of individual freedom, as was generally presumed, but rather from emotional and physical rigours and frustrations which are not part of normal existence.

Acculturation on the part of these migrant men was out of the question since for them, as for men from other European nations, the period of stay was to be brief, primarily for the purpose of making and saving money to take home. Moreover, in these early decades, Canadian authorities ensured that these “target migrants” were kept in places all together by nationalities. Logically, the “leaders” of working groups, as well as managers or labour “bosses” came from the same country, speaking the same language; they were perfectly placed to take advantage of the workers through favouritism, pay-offs, and the like. (5) It is significant to realize, then, that the formation of ethnic foci as for example the sections known as “Little Italy” in Canadian (and American) cities such as Vancouver, Toronto, Montreal is a social characteristic of Canadian culture encouraged in part by early attitudes of Canadian authorities toward migrant people. Until lately, popular attitude tended to disparage ethnic people who grouped together for the conservation of language and culture. This was viewed as a reluctance to leave oneself open to receiving cultural influences from the land of adoption.

Perhaps the best documentation of the reality experienced by early migrant workers is to be found in the writings by these workers which are slowly coming to be accepted as part of our Canadian literary heritage. Whatever hardships may have been endured by early Italian labourers, one thing is certain: whenever they were able to rejoin their families with some of their savings, they did so with feelings of gratitude toward the host country. Meanwhile, despite the harsh descriptions of climate and labour conditions brought home by these workers, there persisted in Italy, in the imagination of Italians, and in their 20th century literature, impressions of Canada as a land of plenty and of opportunity. During Fascism Mussolini closed migration to the U.S. and Canada in the 1920s and 1930s because he wished to populate Italian colonies in Africa. But at the close of WWII Italians turned again to Canada in the late 1940s. However, this time their exodus assumed the character of full-fledged immigration, men with their families. The contrasts between war-torn Italy and the potential energies openly evident in the Canadian landscape, created dramatic and lasting images in the minds of Italians on a quest for a better future. In 1949 a farmer’s wife from Abruzzi wrote her first letter home expressing relief at having reached Canada safely with her husband and daughter. She loved Canada immediately, though she did not know English. In a couple of days she had become convinced, the letter said, that “God had created Canada in the daytime, and Italy at night” (6)

The poem offered here, “Canadese”- Canadian – by Antonino Mazza (7) speaks of a genuinely felt wish for belonging to Canadian culture, of the time and growth leading to acculturation, and, in the end, of the lightly cynical realization that when one comes from a foreign country, one never really “belongs” for even if we wish to believe ourselves wholly Canadian, those born here, even our own children, will remind us that we come from elsewhere:

Canadese

Because life for him
has been labour and struggle,
Canadese, remember your father.
Don’t try to stifle your mother tongue,
in our cage, it is wrong;
do canaries smother their private song?
Be patient , don’t rage,
Canadese, in time we’ll belong;
We’ll acquire our own sense of the land;
we’ll record life and death of our million births;
we’ll have families,
above and below the earth
Canadese, you must never forget
what you are . . . never!
because when you do, they’ll remind you

* Migrate: with the goal of returning to their country of origin Emigrate / immigrate: with the goal of settling in the country of adoption
(1) T.Cyriax, Among Italian Peasants (Glasgow, 1919), 216
(2) V.Nee, Longtime California. A Documentary Study of an American Chinatown (Boston 1973, pp.60-124)
(3) S.Gagumina, Wop. A Documentary History of Anti-Italian Discrimination in the United States (San Francisco 1973); and R.Froester, Italian Emigration of Our Times Cambridge: Harvard, 1919), 441
(4) “Notiziario”, in Rivista di emigrazione [Review of Emigration] May 1908, p.42; and J.Davis, “Town and country”, in Anthropological Quarterly, July 1969
(5) M.Nelson, Temporary Versus Permanent Cityward Migration. Causes and Consequences (Boston 1976), 63
(6) Correspondence of Raffaelina Colilli with her uncle Rocco Golini
(7) Antonino Mazza came to Canada in 1961 and is a celebrated Italian Canadian writer. He has received numerous prizes for his original works of literature and translations into English. He lives with his family in Toronto

 

The Sistine Chapel : The Work of Restoration of the Century
Vol 3 # 3 1994

A new school year is upon us again! Are your children alert and excited? How about some review, or a smart quiz before the big plunge into the void of the classroom? Try an art quiz with them or some of your friends. You have the questions and of course the answers. What is the largest work of art in our Western culture undertaken by a single individual? What work of art is viewed each year by the largest number of people? What work of art has been restored after nearly 500 years and is almost as beautiful as when first executed? Who is the artist? The answer to all these questions is the Sistine Chapel ceiling by Michelangelo Buonarroti.

Each year tens of thousands of people from all parts of the world, of all ages and religions stream daily into the Vatican chapel to view Michelangelo’s master work. This year marks the fifth anniversary of the completion of the restoration of the ceiling, and signals the conclusion of the restoration of the Last Judgement as well. The entire composition was badly in need of cleaning and several corrections. Besides having suffered bad touch-up work, it had accumulated leached salts, dust, candle soot, mould, and other pollutants for over 450 years since its completion in 1512. After more than a decade of demanding labour amidst much controversy as to how the restoration ought to be carried out, the Sistine Chapel ceiling and front wall, considered by many the greatest work of art in Western history, emerged clean and radiant. The Sistine Chapel ceiling consists of an 8,070 square-foot flat surface. The front wall illustrating the Last Judgement measures 2,200 square feet. Michelangelo used the ancient medium of “fresco” (painting on wet plaster) on which to record his singular vision. The ceiling fresco composition portrays the Creation and the Fall, 12 prophets and sibyls from the Old Testament, 40 ancestors of Christ, and about 300 additional figures, young and old. The story on the ceiling extends from God’s bringing order out of chaos by separating Light from Darkness, followed by the creation of the planets down to the creation of man and woman, their expulsion from the Garden of Eden, the Drunkenness of Noah, and the Great Flood. Michelangelo was only 33 when he began this work about which Goethe wrote, in the 18th century, that “We cannot know what a human being can achieve until we have seen this fresco.” More recently, Professor James Beck, Chair of art history at Columbia University, has called the fresco “the umbilical belly button – the navel – of Christianity, and in many ways the navel of modern Western civilization.”

About the painting of the Sistine ceiling, the story recorded in the history books is that Michelangelo had been commissioned to execute a monumental tomb for Pope Julius II, great sponsor of the arts. Michelangelo’s conception of this tomb was so magnificent, that it aroused the jealousy of Donato Bramante, the then papal architect. In order to distract Michelangelo from work on the tomb, Bramante conspired to have the work of the Sistine Chapel assigned to Michelangelo. Bramante knew Michelangelo as a great sculptor, and could never have suspected that in the few years following, 1509-12, Michelangelo would execute a work of painting which would surprise and continue to thrill the world for centuries. Yet, despite his great genius with the brush, all his life Michelangelo considered himself a sculptor before a painter.

The restoration of the Ceiling frescos and those of the front wall of the Last Judgement, have been undertaken for the purpose of keeping alive and safe one of the greatest treasures of Western civilization. At the same time, the restoration of the huge fresco to its natural, original, bright and radiant colours accomplishes an equally important task, that of correcting centuries-old misconceptions of Michelangelo himself as a sombre, solitary, melancholic man, as traditionally geniuses were supposed to be. The darkness of the Sistine ceiling had always been associated by even eminent art historians, with the presumed “darkness” of Michelangelo’s character. How could modern historians know what true brightness, what brilliant gems of shapes and colours lay underneath five centuries of candle soot and pollution. Thus unveiling the bright symphony of glowing colours and perfect shapes which convey Michelangelo’s vision of the greatness of God’s creation, also brings to light new and more accurate impressions of Michelangelo the man and the artist, as a lover of life, of beauty, and of humankind. These qualities in Michelangelo’s character are already eloquently inscribed in his many magnificent sonnets read only by scholars, but which in fact are available to everyone in a new English translation.

It has taken 13 years and over 35,000 working hours to bring the work of restoration to a successful completion. Tons of chemical solvents, as well as sensitive computer equipment have also been indispensable in the cleaning up process. The international team of expert art restorers have also lifted 17 of the 40 sets of clothes which were awkwardly painted onto nude figures as ordered by the Vatican in the 1700s. Thus, today the entire composition is more like Michelangelo’s work than at any other time in history. In order to preserve this freshness of colour, the latest technological aids have been put to work in the Sistine Chapel: a special mat has been installed to absorb dust brought in by tourists; special air filters and air conditioning equipment are at work at all times; appropriate halogen lamps are also used to seal and highlight the colours.

The entire work of restoration has cost the equivalent of over 11 million U.S. dollars donated by Nippon Television Company of Tokyo. Contributions have also been given by international companies. However, the bulk financing belongs to Japan, for which, according to a contract made in 1981 with the Vatican, Nippon Television had the exclusive rights to works of restoration, has made over 170,000 metres of film equal to 250 hours of work. The contract which expires in three years also gives Nippon Television rights of reproduction of images of Michelangelo’s work for commercial purposes. It is here relevant to note that a remarkably large number of tourists who come to admire works of art in Ital and throughout the Western world are in fact from the East. Since the 1970s Japan has given assiduous and generous contributions to the preservation of western works of art. I was very moved by this and glad, while holding back of my head with both my hands this July as I gaped with open mouth at the Sistine Chapel ceiling together with the two hundred or so people in the room. A man’s voice kept reminding us, “Silenzio! Silenzio!” However, tourists find it very difficult to keep “quiet” in front of such a wondrous work.

Why is tourism Italy’s largest industry? and why do tourists from all parts of the world keep flocking to Italy? Only tourists can give answers to such questions. I felt like a tourist this summer in my own country of origin, as I determined once and for all to try to understand the source of this attraction. As I streamed down the Vatican steps to the Sistine with my young niece who lives in Rome, and with the swelling river of people who quietly moved step by step down closer to the Chapel, I felt myself gasping with emotion, and hot tears welled secretly in my eyes: I was not only proud to be of Italian origin, but also happy that human history has left us such precious monuments as the Sistine Chapel which keep on inspiring our sentiments and refreshing our passions for love and appreciation of humanity. After all, what is the role of art which lasts and lasts after its moment of completion? Is it not to transcend time beyond generations so that the universal passions of those who created the work, may live also in the hearts of those who come into contact with that work of art, be it literature, architecture, film, music, or any one of the arts. Art transcends time. Is this why tourists come to Italy? to experience timelessness through art and the physical remains of history? The passions which crowned Michelangelo’s vision of the spiritual human cosmos live today more resplendently than they have lived in the past 450 years. The world is grateful for this. I experienced a similar sense of gratitude last weekend when I visited the McMichael Canadian Art Collection in Kleinburg, Ontario, to view the paintings of the Canadian Group of Seven. I reflected that, while Michelangelo has shown us the glory of being human, the Canadian Artists of the Group of Seven have shown us the beauty, the wonder and glory of Canadian virgin nature which is the cradle for the lives of us all and which we all should work to conserve.

If you cannot take your children to see the Sistine Chapel as school begins again, do take them to Kleinburg, (at Hwys 7 & 35 very near Toronto) to see the magnificent works of the Canadian Group of Seven that inspire great reverence for our Canadian natural heritage!

 

Looking for Responsible . . . Actions
Vol 3 # 4 1994

The recent United Nations International Conference on Population and Development held in Cairo (Egypt) places the responsibility of the future welfare of the earth squarely on the shoulders , not only of governments, but of every breathing human being for whom this planet is a home. Although in its first days the conference was plagued by infighting on sensitive issues such as abortion, it is fortunate that the more than 170 nations represented reached understanding and a compromise on many issues. It is expected that the texts will be made public in the near future. The voices which emerged from the conference focused specifically on ideological and practical problems surrounding issues of population control. It is unfortunate that these issues “stole the show”, so to speak, since not much in the way of news regarding the equally important matter of “development” reached the average person interested in the proceedings of the conference. In his speech, U.S. Vice-President Al Gore called for a “holistic understanding” of population planning that would embrace a wide range of development issues such as women’s empowerment, maternal – and child health care, democratic development, and reduced levels of official corruption. He hastened to point out that “No single one of these issues is likely to be sufficient by itself to produce the pattern of change we are seeking”

In this post war era, the industrialized and developing nations have been playing a trading “game”: people travel from the South, and the East toward the North and the West, while technology and material goods travel from the North and the West to the South and the East. This has been possible and even necessary since the Western nations – and very Catholic Italy is among these – have used not only education and family planning, but also drastic measures to control population growth. The West expects developing nations to follow its example by reducing the birth rate. This is not an easy task by any means, as the West has yet to learn. A number of developing nations subscribe to nuclear development programs. The Globe and Mail (September 6, ’94, p. A8) pointed out that Pakistan is suspected of being among these nations whose governments are for this reason ineligible for U.S. financial assistance. Yet, Pakistan’s Prime Minister, Benazir Bhutto underscores on the same page the fact that lower fertility rates would not be achieved in her country without more aid. Pakistan’s population, she points out, has increased to 125 million from 70 million in 30 years, and may reach 243 million by the year 2050 (when world population is expected to be double), if major investments are not made in Pakistan. Moreover, there is no indication thus far that developing nations are unanimously in favour of reducing population growth in their respective countries. Just as the Vatican is ideologically at odds with sex education and reproductive-health education, so also the Islamic countries, for example, regard the spontaneous, natural reproduction of life as a “good” since each new human being can potentially make great contributions to the world good. The past half century has proved that research and great improvements in health sciences, together with humankind’s indomitable desire to reproduce have been stronger than any other argument or measure to check population growth. Who can guarantee that the next half century will be different?

While the West can convey some examples in population control, it provides thus far less than admirable examples in areas of sustainable development. In fact, the developed nations are a living illustration of the fact that the lower the population growth, the higher is the standard of living and the greater the threat to environmental welfare. Even as the world achieves a drastic slowing down of population growth, humanity still has to reckon with its unquenchable desire for “improving” its material lifestyle – something which places an unsustainable burden on the environment, as we have witnessed in the past two decades.

Irrespective of their economic standing, today’s nations are caught in a Catch-22 predicament: a slower population growth is necessary in order to allow sustainable development; on the other hand, reduced global population would permit higher standards of living which place unprecedented demands on global resources. Global consciousness has awakened to problems of population explosion and sustainable development which were very real concerns in California 30 years ago when I was a struggling graduate student there, and recycling was already part of daily activity. But nations have yet to conceive of problems tangential to achieving population control. These loom large over the horizon of the earth which is part of our bodies and our homes. The following poem which I wrote at that time did not seem to have great relevance in terms of global destiny since human injury to environment was not a forefront issue outside California three decades ago. Today, however, this little poem seems to have relevance in terms of the earth’s past innocence compared with present persistent technological “battering” of the environment. I offer it here in publication for the first time especially because it concludes optimistically with a plea for a return to a simpler life in harmony with the environment.

EARTH

Is there still hidden hope
in the bowels of your world?

Before darkness falls
can we strangle these cancers
that choke us all?

Every continent and island
is teeming with expectant life,
with joy, with war and strife.

Primordial Earth
how beautiful you were!

Nothing was holier than your nakedness
against man’s nakedness:
it burned
it shivered
and was vast like the cloak of seasons.

Freedom and imagination soared like eagle wings.

Impenetrable at evening
your domains were infinitely delicate,
infinitely violent.

Your children spoke words without syllables
on radiant mornings
when colours
all about you
pierced through passions of your shepherds’ hearts.

It was you they loved:
with monuments of blond stones
they decked your valleys and your peaks.

Even along deserted island roads
they built with songs their temples
and their homes.

Earth,
how beautiful you were,
our sole redeeming gift
when you belonged to none
but gave yourself to all

till now
ravished in rags
you lie

so beautiful
even as you die.

Our lakes, mountains, and our falls
sing still in rapture
with each rising sun
concealing underneath
the tumours of our times.

Our hearts are cold with hate.

Too late we suffer
and rage for man
who ravaged
and laid you low,
our Mother and our Pride.

Now nameless voices
from their graves cry out,
faceless, brave and loud,
yet we with all our madness
cannot hear . . .
listen:

they are scattered like our winds
that speak to us of love and song
they are bursting like the morning sun,
fragrant like the flowers of our dreams

 

Canadian Women Writers of Italian Descent
Vol 5 # 1 1996

Canadian women writers of Italian origin have been active in many of the Canadian provinces during the past fifteen years. In fact, there exists in Canada, stretching from East to West, a bright constellation of women writers of Italian origin. We note here those who have contributed substantially to Canadian literature through their many and assiduous publications. In the Easter provinces Liliane Welch lives in New Brunswick, but was born in Luxembourg. She was raised by an Italian mother whose parental last name was Bravi. Lisa Carducci, born in Quebec, is fluent in five languages, but writes mainly in French and Italian. Mary Melfi also lives in Quebec, but was born in Italy and came to Canada at the age of five. Her works are in English. This is also true of Mary di Michele who lives in Montreal but came to Canada as a child.

To date, the province of Quebec has been very fertile ground for the production of literary works by Italian Canadian women and men. Elena Maccaferri Randaccio, recently deceased, wrote in Montreal between 1958 and the late 1970s under the pseudonyms of Elena Albani, and Elena MacRan (the first three letters of Maccaferri and Randaccio). She published in Italian, in Italy, the two earliest novels by an immigrant Italian Canadian woman.

In Ontario, Maria Ardizzi has been enriching Italian Canadian literature since the early 1980s through her unforgettable novels and moving poetry. Three of her novels comprise “The Emigrant Cycle” and have earned her both national and international acclaim. Gianna Patriarca’s poetry continues to delight the reading and listening public since the poet travels throughout Canada to give her readings. Her poetry reveals a quest for precision of language, both Italian and English, a language which conjures up deeply remembered personal experiences. The past 15 years have engendered an ever growing number of Canadian writers who “tell stories of hardship and of success, stories about their own or – more commonly – their parents’ experiences. They try to understand the two worlds in which they live and function … But what struck me about all these novels – by Italians, Ukranians, Poles, or whatever – is that they are both particular and universal in their aim and appeal. They are not just about Italians, Poles, or Ukrainians and their problems as immigrants fitting into our ethnic mosaic; they also articulate the problems of any newcomer to any new society”

The Canadian Prairies have given us Caterina Loverso Edwards, born in Venice, emigrated to England with her family, and then moved to Canada. Her novels and short stories are written in English, and are highly evocative of Italy, especially the Venice of her childhood memories.

On the West coast, Genni Donati Gunn lives and writes in British Columbia, but was born in Trieste and came to Canada at the age of ten. Fluent in Italian, Genni Gunn writes poetry, short stories, and novels in English and collaborates very productively with established Canadian writers.

As just mentioned, Elena Albani and Maria Ardizzi are the two writers who employ the Italian language as their consistent vehicle of expression. They are also related to the extent that the dichotomies existing between Italy and Canada are focal concerns in their novels accentuating territorial displacement, or deterritorialization, as some have called it, as well as loss of communication within the family. Elena Albani’s earliest work, the novel aptly entitled Canada, Mia seconda patria, published in 1958, focuses on a young Italian family’s trauma while in Canada during the Second World War. Albani, herself a school teacher, emigrated to Montreal in the early 1950s. Montreal was a place of refuge for several Italian expatriates. Among these we find the protagonists of the novel, which does not in fact directly address the position of the French Canadian woman of Italian origin. Yet the main character, the young immigrant wife Claudia Moreni, faces social and cultural hardships directly related to the human socio-cultural landscape existing in Quebec at that time. Statistical studies indicate that in Quebec, in 1911, women of Italian origin constituted 2.5% of total immigrant women. The number climbed to 15.3% by 1961, and to 16% by 19811 with a slight increase through the 1980s. The 19 year old Claudia in Mia seconda patria, experiences a total sense of alienation on account of a lack of adequate human contacts. The double linguistic barriers French/English, seem as alien signs of communication, aggravate the state of separation of self from society. The husband’s sudden departure for Italy on family business further complicates the young woman’s relationship to the social and cultural reality which surrounds her. The year is 1940. Concrete historical facts remind us that in June of that year Canada declared war on Italy, and severed diplomatic relations. This meant that, once in Italy, Michele Moreni could not re-enter Canada nor could he communicate with his wife. Claudia is faced with the harsh reality of having to survive with her daughter in isolation and abandonment. Claudia’s human predicament as immigrant, mother and widow, is solved happily in her joining with a British immigrant who is more concretely integrated with Canadian social and economic reality. Elena Albani thus creates a woman who, thanks to her tenacious character and her spirit of adaptability, is able to leap over centuries of Italian traditions seeking integration not only on Canadian soil, but in the company and partnership with a member of the dominant culture. This novel addresses a number of themes which find expression in later Italian Canadian literature as well: the woman’s isolation; the fraying of familial communication and ties; the woman’s eventual attainment of personal and social freedom which, in the 1950s, would have been difficult for her had she remained in Italy.

In the setting of English-speaking Ontario, almost a generation later, Maria Ardizzi also explores the life situation of an Italian wife and mother in relation to her individual freedom. In Ardizzi’s novel, as in Albani’s we find the strong vein of separation between men and women. Unlike Albani’s young protagonist, Ardizzi’s Nora is unable to make positive employment of her individual freedom by effecting a new social network for herself. Her life needs to be increasingly alimented by her children’s presence and affections. Nora’s vision of life and family retain the image of a confined cage or “gabbia stretta” to such a dramatic point that she becomes physically paralized, and eventually silent. Nora internalizes what she perceives to be external elements of social and familial rejections. In time her body rejects her.

The poetry of Liliane (Bravi) Welch is reminiscent of ancestral customs and traditions. Her poetry dwells on remote memories which are engulfed for the most part by the austere nature of the east-Canadian landscape, and by the ever-present voice of the Atlantic ocean.

Some of Welch’s autobiographical concerns centre on her ancestral roots as displayed in the 1987 collection Word-House of a Grandchild.2 Here, in the Preface, Welch states, “I have learned from my genealogy that a family epic is something as forbidding, incomprehensible and ritualistic as a wilderness area; that when you are looking for one specific ancestor at the beginning of a path, another one is waiting for you at the next turn . . . My awakening to my grandparents’ plights and adventures began when, in 1978, I first went to Italy . . . The firm sense of social relations and family commitments returned me to the world of my childhood.” The writer nurtures a magical fascination with her grandfather, “Rinaldo Bravi” – his name/ conceals power and panic … the vowels/ spell ‘strong ruler,’/ the consonants rise up/ proudly. [“Names”,3] In “Slaves of Solitude”, the grandchild, in a voyeuristic rhapsody paints snake-like, a vision of carnal engagement between her grandparents, more an exercise in mutual devouring than redemptive conjugal love:

How I feel
this evening their already
fettering
intransigent lust!
In my body-
heat, their division
revives its rock-face
the secret pulse,
exhaustion traps their thirst
and moans rise from
these stubborn slaves of solitude. [21]

In the course of preparing this collection, Welch, by the gift of her creative memory, has brought back to life the persons of her grandparents. The poems serve the purpose of real visitations to the setting where their lives unfolded. The writer returns to Italy to reclaim the memory of her childhood. The deceased ancestors return to the imagination of the writer, and through her, to the village to resume a former life, so to speak, whose episodes Welch recounts. In the end, in the last poem aptly named “Migrations,” the ancestors migrate back to their afterlife, as the writer migrates back to Canada:

Grandfather I heard you
in the flock of Canada
geese last night
when their honk came peeling
from the wind, through clouds,
past rooftops into my bed, that pure
lonely, soaring call
lifted me out of my dreams
to the confines of your migrations
to earth’s end. You were bereft of voice
. . . . . . . . . . . . . . . . . . . . . .
I too am driven by your need
for a hundred migrations to come.
I seek you, Rinaldo. Promise of flight.[62]

The need which the immigrants have felt, and continue to feel, for reaching back in their memory for recollections of the past to confirm the present has been considered a typcically immigrant syndrome. Let us remember however, that the exercise of recalling the past both in order to confirm the present and to provide consolation for it, were and continue to be cherished exercises of writers and artists the world over. Memory and doting on remembrances play central roles in creative evolution and in the unfolding of our individual existence.

The time has come for us and for other Canadians to realize that Canadian authors of Italian origin bring to the thresholds of our hearts and memory themes which are dear to them and to all immigrants in our quest for personal identity and authenticity. Let us not forget that many of these themes are universal in nature, though particular in expression and language. If culture emerges from actions and human expressions, Canadian women writers of Italian origin are certainly luminous examples of culture questioning itself as it creates, through the human body, the spoken and written word.

1 Alidya Lamotte, Les Autres Quebecoises (Montreal: Ministere des Communautes culturelles et de l’immigration, 1985),pp21-22,60. Lamotte elaborates with respect to type of employment, noting from studies conducted that of the 106.700 immigrant women in general who receive wages, 72% are employed in factories, while 40% work in domestic and service activities
2 Liliane (Bravi) Welch, “Word-House of a Grandchild” (Charlottetown: Ragweed Press, 1987)
3 “Italian-Canadian Women Writers Recall History,” Canadian Ethnic Studies,XVIII, 1 (1986),83

Sikh page

Sikhs Views on Social Problems
December 1991 / January 1992
by Karan Chagger
~ ~ ~ ~ ~ ~ ~ ~ ~

The Sikh faith is one of the youngest, it is only 500 years old. It can thus be said to be a ‘modern’ religion.

The founder of Sikhism, Guru Nanak Dev Ji said: “Suffering is the remedy and comfort is the disease”. What this really means is that the mind of man is more prone to evil than to good, and accordingly, all the so-called MODERN SOCIAL PROBLEMS are nothing but necessary evils created by our Maker to test the character of man.

The radio, television and print media keep harping about the modern social problems in our daily lives, but what are the solutions ?

Sikhs identify five evils as the root of all modern social problems, and are required to understand them in order to avoid them. They are: Lust, Anger, Greed, Attachment, and Pride.

The first evil, Lust (Kam) is a grave sin because it results in nothing but shame and misery. We hear daily of problems caused by lust: AIDS, prostitution and teenage pregnancies – to name a few. Sikhism promotes a monogamous relation with one’s spouse, and forbids promiscuity.

The second evil, Anger (Krodh) is a passion of the mind which is charged with destructive power. It has been known to lead to perversity in an individual because it draws its strength from evil thought. It produces problems such as violence in the home, on the streets and between nations of the world. Anger can be conquered by cultivating the virtues of patience and forgiveness. Sikhs believe that God dwells in every heart and one should not hurt the God in another man.

The third evil, Greed (Lobh) is an obsessive desire for money or a love of selfish gain. It causes problems such as : dishonesty, disloyalty and unfairness. Sikhism admonishes to keep greed in check, stressing the need for contentment to conquer greed, because it creates a desire for needless luxury and other selfish evils, and so the excessive love of money, and money obtained by fraud and unfair means is to be resented.

The fourth evil, Worldly Attachment (Moh) springs from disregard for the fact that people and things do not remain forever. If human kind were not so attached to their worldly possessions, they would not fear death, for death means losing the things and people dearly loved; therefore by controlling the temptation of attachment, Sikhs should triumph over the ghosts of fear that drive to failure or death.

Finally, the fifth and greatest evil that every Sikh must guard against is Pride (Ahankar); it is probably the worst of all the evils combined together. Sikhism teaches that the remedy for pride is to cultivate selfless humility; because humility, forgiveness and compassion go together.

According to the Sikh faith, if we can control these five evils, we can lessen if not prevent the social problems in the world, and help ourselves and those around us.

Sikh culture advocates that each individual has a right to develop their human potential to the utmost, and achieve a perfect personality by learning to control those evils.

SIKH issues
with
Professor Pritam Singh Grewal is a former College lecturer and Public School Principal from Punjab, India;  in Canada, a local Heritage Language Teacher

Human Race Equality
April / May 1992
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One of the largest visible minorities of Canada, the Sikhs, started arriving at the west coast from the Punjab at the beginning of this century. Of about 170,000 Sikhs settled in Canada, over one thousand reside in and around Kitchener-Waterloo. They can be identified from their outward symbols of unshorn hair, turban and a steel bracelet on the right wrist.

The usual Sikh middle name is Singh (Lion) for males and Kaur (Princess) for females. Known as the youngest major religion of the world, Sikhism was founded by Guru Nanak (1469-1539 AD). His birth-place, called Nankana Sahib is now in Pakistan, after the Punjab split in 1947. The world population of the Sikhs is around 20 million. The Sikh faith evolved and developed under the leadership of ten Gurus. The tenth Guru Gobind Singh installed the holy book named Guru Granth Sahib as the perpetual Guru. It is a 1430 page anthology of hymns composed by the Sikh Gurus and some saints from other faiths. These hymns were written in several current dialects and languages including Sanskrit and Persian, and are set to 31 musical scores.

One of the cardinal principles of Sikhism is the essential equality of all human beings. Thus Sikhism rejects all man-made divisions of human race into castes, creeds, colours and classes. In fact, Guru Nanak’s constant companion was a Muslim musician named Mardana.

The famous Sikh temple called the Golden Temple at Amritsar has four doors towards the four directions signifying that all persons are welcome there without any discrimination of creed or clime. The foundation of this Gurdwara (Sikh Temple) was laid by a Muslim saint named Mian Mir.

The Sikh Gurus opposed all forms of oppression and exploitation. They resisted the religious, social and political policies which went against equality and dignity of human beings. An example is when the Brahmins (members of the priestly and highest caste of Hindus) of Kashmir feared persecution at the hands of the then rulers of India, they sought help from the ninth Sikh Guru: Tegh Bahadur. Though they had a different faith, the Guru sacrificed his own life at Delhi in 1675 to defend their right to faith and life.

An important Sikh practice of social equality is ‘Langar’ or common and free kitchen, where every person is welcome to eat irrespective of faith or status. Sikhs recognise the whole human race as one.

The Sikh Community celebrates Baisakhi Day, April 13, as on this day in 1699 A.D., the tenth Sikh Guru GobindSingh created the Khalsa Order by baptising the Sikhs with Amrit ceremony at Anandpur Sahib in Punjab. A special congregation to mark this day will be held at Kitchener Gurdwara on April 26, 1992 from 10 am – 2 pm

A Glimpse of the Punjabi Heritage
June / July 1992
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The people of the Punjab, known as the Punjabis, possess an old and rich culture. PUNJ + AB means the land of five rivers, namely Sutlej, Beas, Ravi, Chenab and Jhelum. The present Punjab, divided in 1947, forms part of India and Pakistan. The language of this region is Punjabi and has several dialects. The Punjabi people belong to the Hindu, Muslim and Sikh religions. The Punjabi culture and heritage is of the vintage of the famous Indus Valley civilization (third millennium B.C.) whose sites have been excavated at Mohenjo-Daro and Sanghol. The verses of the Rig-Veda, regarded as the oldest scripture, were composed in Punjab.

Historically, the Punjabis had to bear the brunt of numerous invasions of India from across the North-Western borders which began in 327 B.C. with the attack by Alexander the Great of Macedon, from Greece. Invasions continued till 1767 A.D., when the Sikhs finally repulsed the forces of Ahmed Shah of Afghanistan. Such hard times made the Punjabis daring, sturdy, adventurous and open-minded.

The Sikh religion, founded by Guru Nanak (1469-1539), a contemporary of the Mughal emperor Babur, was another powerful factor that influenced the Punjabi way of life. Besides their spiritual regeneration, the Punjabis experienced a strong social and political awakening through the philosophy and practice of the Ten Sikh Gurus, during the 16th and 17th centuries. The Sikh ideal was realized in 1699 in the formation of an egalitarian, monotheistic, self-disciplined and human-rights-conscious community of Saint-soldiers called the Khalsa. Surviving persecution and even genocide at the hands of foreign rulers for a hundred years, these dauntless people established the most powerful sovereign state of the then India, under the Sikh ruler Ranjit Singh who was popular with the Punjabis of all faiths. His cabinet included Muslim and Hindu ministers. His French and Italian generals trained the Khalsa army on European lines. Comprising the whole Punjab and Kashmir, this state flourished till annexed by the British in 1849, after two Anglo-Sikh wars. Please refer to the map (opposite page) taken from the book “The Sikhs and Their Way of Life” by Gurinder Singh Sacha.

For long Punjab remained a melting pot of cultures. The Punjabi language, art, architecture, dress, and food, show Greek, Mughal and Persian influence on them.

The Punjabi language is written in Gurmukhi script (see opposite), but Pakistani-Punjabis use Persian letters.

Punjabi literature has been enriched by Sikh, Muslim and Hindu writers alike.

Baisakhi (April 13) is Punjabis’ main festival, marking the height of spring, harvest of wheat and the birthday of Khalsa.

Folk songs and dances – Giddha, Bhangra – charm and thrill the Punjabis.

A sampling of Punjabi folk songs:

Veiled Beauty:
The fair face and eyes brown, why behind the veil restrain?

Romantic Prank:
A girl wearing anklets the water spilt,
A boy wearing necklace slipped on it.

In-Laws’ Etiquette:
To veil your face and walk with grace
A double trouble at in-laws’ place.

Sympathy in Trees:
The trees though can’t speak
Yet share people’s grief.

Sikh Community Celebration
To mark the Martyrdom Day of their Fifth Guru Arjan Dev Ji, the Sikh Community will hold special congregations at the Sikh temples: Gurdwaras. The celebration includes singing of Kirtan: the Guru’s verses, speeches and Langar: free food for all who attend

Guru Arjan Dev got the foundation of the famous Golden Temple laid by a Muslim saint Mian Mir in 1588 at Amritsar (Punjab) and compiled the first edition of the Sikh scripture, Ad Granth, in 1604. He contributed 2312
compositions himself to this holy book. For the sake of his right to faith and expression, this first martyr Sikh Guru had to face inhuman tortures and death in 1606 at Lahore as ordered by the then emperor Jehangir of India.

Gur + dwara – The Sikh Place of Worship
September 1992
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GUR + DWARA means Guru’s Abode. It is a place for the Sikh congregational worship of God in the presence of GURU GRANTH SAHIB, the Sikh scripture. This 1430 page anthology of hymns composed by the Sikh Gurus also contains sayings of 15 Hindu and Muslim holy men who believed in One God and equality of the human race.

Its first edition was compiled by the Fifth Guru, Arjan Dev Ji, in 1604. Guru Granth Sahib, as the Guru’s Word, holds the supreme authority for the Sikhs. The holy book, reverently covered in robes, is kept on a raised place under a canopy in every Gurdwara. As a mark of respect for the Guru’s Word, the Sikhs bow before this book and then sit cross-legged on the carpet in the hall.

All persons, regardless of caste, creed, colour or age can enter a Gurdwara. They must take off their shoes, clean their hands and feet and cover their heads before going in. Alcohol, tobacco or intoxicants are not allowed there.

The daily worship in a Gurdwara generally consists of the opening of Guru Granth Sahib in the morning, singing of the Guru’s hymns, joint prayer, reading of a passage from the holy book and its exposition. A similar service is performed in the evening before the closing of the scripture.

Sikh women can also lead the service. It may be noted that though the Sikhs highly respect the Guru’s Word in the form of Guru Granth Sahib, yet the only object of their worship is One Eternal and Omnipresent God. The Sikhs call Him WAHEGURU, or the Wonderful Lord .. but according to the Guru one can worship God by any name.

Muslim epithets like Allah, Karim, Rahim; and Hindu epithets like Ram, Gobind, Madhav etc .. for Him, occur in the Sikh scripture.

Another essential part of a Gurdwara is the Guru’s Langar or the free common kitchen where all are welcome to share food for which the devotees voluntarily contribute in cash or kind. The food is prepared and caringly served by volunteers to the Pangat or the people sitting together in rows. In some historical Gurdwaras, the common kitchen serves the visitors round the clock.

Outwardly, a Gurdwara is recognizable from a saffron-coloured triangular flag having the Sikh emblem of swords and circle on it.

Guru Nanak – Founder of the Sikh Faith
October / November 1992
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 Guru Nanak Dev Ji (1469-1539) founded the Sikh faith which is known as the youngest major religion of the world. He was born in Talwandi village in Punjab. This place is now known as Nanakana Sahib and is in Pakistan since 1947. The local teachers could not satisfy child Nanak’s quest for truth and curiosity for the real purpose of human life. When his father sent him to graze the family cattle, Nanak would sit in meditation while the animals strayed into wheat crops. Once he spent the money given to him by his father for business, to feed some hungry hermits. The father became unhappy at his only son’s ‘otherworldliness’.

Nanak was married and had two sons. For some time he worked as manager of Nawab Daulat Khan Lordi’s stores at Sultanpur town (Punjab). His humane and spiritual behaviour made him very popular there. But jealousy led some adversaries to complain to the Nawab that Nanak was not careful about his job. Ther stores were inspected twice but no discrepancy was found. Nanak quit the job.

Now he revealed his real mission, starting with his message: there is no Hindu, there is no Muslim .. all human beings are the children of the same God. Thus Guru Nanak founded the Sikh faith on the principle of human equality. He accepted neither religious rituals nor caste systems. To make individual and social life purposeful and productive he preached the following three things: Remember One Eternal God who is both Transcendent and Immanent; Earn your living by honest work; and share your gains with others.

To spread his message Guru Nanak undertook long and hazardous journeys in India and abroad, reaching Tibet, Sri Lanka, Bangladesh, Arabia and Iraq. He visited many Hindu and Muslim places of worship.

It is said that when Malik Bhago, a rich but corrupt official of Emnabad town, invited Nanak to his sumptuous feast, Nanak dined instead with a poor but honest carpenter named Bhai Lalo.

During one of his journeys Guru Nanak was confronted with the biggest question of those days: “Who is superior, a Hindu or a Muslim ?” his answer was that without doing good deeds both would repent because God accepts none on the basis of religion alone. He emphasised the practice of the genuine values of one’s faith rather than the performance of mere rituals.
He denounced those who rated women inferior to men, and believed that truth is higher than everything, but higher still is truthful living.

The Guru’s philosophy and teachings are contained in his 947 compositions compiled in the Sikh holy book Guru Granth Sahib.

Towards the end of his life, Guru Nanak founded the village KARTARPUR on the banks of the river Ravi where he settled as a farmer and continued his preaching. There he passed away at the age of 70, after bestowing the Guruship on Guru Angad Dev Ji. Guru Nanak was succeeded by nine Gurus till 1708.

The following folklore brings out the popularity of Nanak as the prophet of human equality:
Nanak Shah fakir, Hindu ka Guru Musilman ka Pir
which means: Saint Nanak is Hindus’ Guru as well as Muslims’ Pir.

A Sampling of Punjabi Songs
December 1992 / January 1993
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Folk songs are a vital part of a nation’s culture. They depict different phases of development of the civilization of a people or country. Folk songs mirror joys and pains experienced by the people during their long struggle for survival, and are a valuable source of knowledge about their physical and social environment, occupations, mental and physical characteristics, food, dress, art, craft, and family and community relationships. Folklore forms the unwritten literature of a language too.

The Punjabi peoples’ heritage is very rich with a large variety of folk songs. These have been composed and sung on plenty of topics such as the birth of a child, lullabies, engagement, marriage, youth, beauty, parental and in-law’s home, dresses, ornaments, seasons, crops, trees, occupations, festivals, ceremonies, love, pain of separation, chivalry, battles, patriotism, humour, pranks, .. etc.

Aptly chosen words, spontaneous expression and beautiful rhyme and rhythm have made them a precious possession of the Punjabis for centuries, at home and abroad.

Punjab, being the fertile land of five rivers and situated in the path of invaders of India from the north-western frontiers, produced one of the most reputed people of farms and arms. The following sampling of translated Punjabi folk songs illustrates Punjabi life in the context of fields and battlefields.

To begin with, here is a saying that briefly but intensely conveys the cherished wish of the Punjabi people:

Live with dignity though a few days shorter the life be.

The romantic charm of the glittering nose ornament of a Punjabi damsel:
On seeing your nose-pin aglow
The ploughmen forgot to plough.

A chivalrous tribute to the cotton-picking lass:
Give way,, O slender cotton stalk,
Let the slim belle pass and walk.

Subtle flattery of lover to get the lost necklace found:
My necklace fell in the field of millet
Please go, like a peacock pick it.

A request to the soldier husband to come home on leave:
The nights are dark, alone and scared I am
Do come on leave, my serviceman !
A keen desire to be ever in the company of the serving husband:
O my rider of the blue steed, if you go on campaign apace
Hide me in your haversack.
Wherever the night may fall, take me out to embrace.
Husband’s presence as a farmer preferred to his absence as a soldier:
Stay at home and till the land
I’ll regard you as a serviceman.

A mother’s concern for the young men leaving for war:
Over the bridges military trains pass anon
Carrying mothers’ many a soldier son.
A sister’s wish to give dinner to her brother’s fellow soldiers:
Your troops to dinner, O brother, I’ll ask
Tho’ my mother-in-law may take me to task.
Looking forward to visit her parental family but if in-laws permit:
O my dear sister-in-law sitting with your companions of spinning wheel,
My brother on horse and with sword in hand has here come
May I go with him to visit my parents’ home ?

In the middle of the 18th century, the Sikh horsemen challenged and started routing the foreign invader of Punjab. They became strong enough to protect the native wealth and honour from the predators from the north-west. The then governor of Lahore, Mir Mannu, was so upset that he ordered the extermination of the Sikhs. How the Sikhs faced this situation and survived is expressed through the symbols of farming in the following folk song:

We are the crop and Mannu is the scythe to mow
The more he mows us the more we grow.

Pioneer Punjabi Immigrants in Canada
February / March 1993
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The Punjabi immigrants have been in Canada for about a century now. After a decade of the death of Maharaja Ranjit Singh, the Sikh ruler of Punjab, the British annexed this last independent state of India to their Empire in 1849 through war and diplomacy. Ranjit Singh had brought the Sikh army among the best forces of those times by getting it trained and equipped on the European models by hiring veteran generals from France and Italy. After the fall of the Sikh state of Punjab, the Punjabi youth joined the forces of the British Empire and were posted to many colonies in the east. From there they came to know about the migration of the Chinese and the Japanese to Canada after the mid 19th century. In 1897, a group of Sikh soldiers were deputed to take part in the celebration of the Diamond Jubilee of Queen Victoria’s monarchy in London. From there they returned after traversing the Dominion of Canada carrying with them a keen desire to settle and work in its vast and promising resources.

Being of an adventurous and enterprising nature, hundreds of Punjabis started arriving in British Columbia at the beginning of the 20th century. 98% of them were Sikhs and the rest were Hindus and Muslims. These pioneer Punjabi immigrants had to cope with a tough geographical and working environment. Yet by dint of perseverance, hard work and austere living, they soon found themselves living on the trail of success. They earned a reputation as diligent workers in farms and lumber mills around Vancouver and Victoria.

A few hundred shareholders founded and registered the Guru Nanak Mining and Trust Co. for financial entrepreneurship and they started investing in real estate.

To satisfy their religious and social needs, the first Sikh Temple or Gurdwara in Canada was opened in Vancouver in 1908. Earlier, the body of the first Sikh who died had to be cremated in the jungle at night in the absence of proper facilities for that purpose.

As subjects of the same empire they expected equal treatment, yet they had to face discouraging discrimination. For example, in 1911 a Punjabi resident of B.C. fetched his wife and 3 year old daughter from Punjab – the wife and child were detained in Vancouver, they were allowed to land as an Act of Grace after prolonged litigation.

The clause of Continuous Journey and Through Ticket from the country of which they are natives or citizens appended to the Immigration Act adversly affected the coming of people from India, as to fulfil such conditions then was impossible.

Moreover, a person bringing his family had to show $200 per head.

To overcome the problem of ‘continuous journey and through ticket’ from India, Baba Gurdit Singh chartered a ship named Kama Gata Maru which reached Vancouver in 1914, with 376 Punjabis on board. But after two months of negotiations and privations they had to return. The local press reporters described these passengers as “in good health, certainly clean, well set up and a handsome lot”. Today, thousands of Punjabis are contributing to the progress of Canada and are living in peace and prosperity in this land of diverse cultures. The trail they follow was blazed nearly a century ago.

Stories from Travels of Guru Nanak
April / May 1993
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The founder of Sikh religion and first of the ten Sikh Gurus, Guru Nanak Dev Ji (1469-1539) travelled all over India and to many places in China, Sri Lanka, Bangladesh and the Middle East with a view to giving his universal message of only One Eternal God, equality of humanity, personal and social values of good deeds and selfless service of others. During his hazardous and long journeys in four directions, he came across countless people of various faiths, ranks, professions, castes, etc.

The following are three stories during those travels:

The Treasure and a Needle
Once Guru Nanak visited the town of Lahore, now in Pakistan. There he saw flags of different colours atop a mansion. The Guru, along with his Muslim companion Bhai Mardana, entered that big house, and were warmly received by its owner Seth Duni Chand.  The Guru asked him about the significance of the flags, and Duni Chand proudly replied that one flag stood for ten million rupees he had – that was his way of telling people how rich he was. Guru Nanak quietly took out a sewing needle from his pocket, gave it to the millionaire saying “please keep me this little property in your custody along with your treasures, I may take the needle back from you in the next world”. The Seth thought awhile and said, “O, holy man, how can I carry the needle into the next world when one leaves everything behind after one’s death ?” On this the Guru commented, “If that is the case, then how can your wealth avail you hereafter. Death keeps no calendar. You may quit this world and wealth any moment. So give up greed and share your treasure with the needy. Thus will you get real comfort and peace here and hereafter.” The rich man acted upon Guru’s advice.

Remain Rooted, Be Uprooted
Guru Nanak once reached a village where the people were so discourteous that they neither greeted him nor listened to his message. The Guru blessed them thus, “May you remain comfortably settled here for ever !” Then along with Mardana he left for the next village. There the residents were hospitable and open-minded. They heard his words attentively. Before departing Guru wished them thus, “May you be uprooted from your homes and hearths and be scattered far and wide !” Mardana wondered why Guru had blessed the bad people and cursed the good ones. He explained – “My friend, let a disease remain localised lest it should infect the healthy cells of the body. The wellness must course through as many parts of the body as possible. That is why the people of bad conduct should remain settled and those of good conduct be on the move in society”.

The Brimful Bowl and the Flower Petal
Once Guru Nanak visited Multan which was known as the town of fakirs or holy men. On hearing of his arrival, the fakirs felt a little jittery. They sent the Guru a bowl brimming with milk with a messenger. The Guru easily understood their message that there was no room for him in Multan which was already full of holy men as the brimful bowl. He gently floated a flower petal on the surface of the milk and returned the bowl to the fakirs. The Guru’s symbolic reply was that his presence there would not displace any of the holy men, and would also spread love and goodness like the inoffensive fragrance of the flower petal.

Education and Culture

by Eliseo A Martell

Education and Culture

December 1991 / January 1992

The New World Webster’s Dictionary (Second College Edition), defines Education as “the process of training and developing the knowledge, mind, character, etc., esp. by formal schooling; teaching; training”. The way this process is developed in third world countries is, in general, very similar, but what are the differences between these countries and Canada?

I come from El Salvador and after one year in Canada I can identify some differences, at least in the High School years.

The El Salvadorian educational system is more authoritarian than the Canadian system. High schools in Canada have more facilities related with technology subjects. El Salvadorian schools are more crowded, and although there are different options once you are in high school, these options offer less freedom than in Canada, at the moment you have to choose the subjects every year. Yet maybe the biggest difference is that, in El Salvador, if you have enough money, you can attend very expensive schools that offer a lot of facilities to their students, this situation is not so common in Canada where the general population has equal access to a similar educational system, so I could say that Canada has a more democratic educational system than El Salvador.

However, when I see my children studying at home, and I have three children in high school, I don’t find too many differences between El Salvador and Canada. In both countries they have to study hard to succeed in their studies, sometimes I think that teachers aught to explain more to their students, and the same situation existed in El Salvador.

Nevertheless, our high school students in El Salvador and in Central America in general are more world oriented and more politically involved than Canadian students. Here in Canada the big issues are internal issues and in general there is a poor understanding of other cultures, even on some occasions, you find a misunderstanding of these cultures.

I consider that the educational system is designed to serve the society and to reinforce the system; In Canada it works very well, Canadian students in general do not challenge the society, they challenge their parents. In El Salvador society’s contradictions are so many and so clear that the educational system is not enough to convince them that they live in a fair and democratic society, and that is why you so frequently see and hear on the news of students participating in sometimes very violent manifestations against the government.

Canadians born here have to learn more about other cultures, and in this case how educational systems work in other countries, before manifesting attitudes of superiority about these issues.

A Dream

June / July 1992

“I had a dream about many people leaving their countries, children, parents, grand parents, uncles, friends. Migratory birds, thousands, hundreds of thousands of them adopting different and capricious forms … planes, ships, people. I dreamt that whales were stranded on the beaches, people looking at them with astonishment, and they were the people I love and had gone”.

These are some lines that my brother sent me in a letter. He describes the feelings of those who stayed when we left our native countries. As new Canadians we can also interpret his words. We are as migratory birds, flying from south to north, from east to west. People coming to Canada, looking for a better future or escaping from a dangerous situation to a safety place.

New immigrants move, change, can take the form of planes. They learn how to fly, to live better, to reach new horizons. They are the ‘successful’. However, others can adopt the form of ships, always in movement, going from Quebec to Kitchener, from Toronto to Vancouver. Never finding a place of stability. But both are people. Souls with feelings, fears, illusions and frustrations. They are eager to learn and to share their knowledge with other immigrants and born Canadians. They live in Canada, but part of their being is in other places. As the whales in my brother’s dream, we get stuck in our perceptions of the country we left, in memories of friends and relatives, in visions of places and events.

These perceptions do not change, they are fixed in our mind. Yet friends, relatives, places and relations change with time, and our memories, like the whales, become a contradiction. Although they are real, they are also a mirage because life is not there any more. There is a lack of dynamism on it that is difficult to perceive. These memories change with time, they acquire a new dimension, they become bigger, and more pleasant. This change translates into nostalgia, homesickness everything was better there”. It is so difficult to accept that the whale is not able to return to the sea any more.

These attitudes have an explanation: It is so demanding to deal with a new situation, to learn a new language, to make new friends, to change behaviours that were considered acceptable before. It is so difficult to deal with racism, and to be accepted with respect. It is so hard to find that our knowledge and experience are not valuable because they are not ‘Canadian’.

I dream of immigrants and born Canadians working together, changing the whales stuck on the sand into whales alive, and happily swimming in the sea, discovering new reasons to live and to grow. Canada is so beautiful and special that it deserves to be great!

Extra Points !

Edwin W D Laryea clr-1997 DecEdwin W.D. Laryea  an educator- high school teacher and Vice Principal, former lecturer at Erindale College, University of Toronto.   President of “THE LEAD”, an educational Consulting Agency based in Kitchener, Ontario

 

EXTRA POINTS !

December 1991 / January 1992

Welcome to my new column. Primarily dealing with cross-cultural issues, it will also suggest ways of improving the self-esteem of our children.  The topic for today is “User-friendly Schools”.

In this world of fast-foods, video-games, race-relations policies, and new political parties, many people find quick ways of eliminating their sorrows. And yet there is a segment of our society: the so-called visible minority group, for whom such a luxury does not exist.

These are the people who are faced with linguistic, cultural, economic, social, demographic and emotional difficulties. Several of them have gone through a change of status.

The respected positions they had in their native countries are no longer recognized. They are unable to obtain jobs that will match their skills. Instead they find themselves relegated to menial jobs. This change of circumstances is very devastating. Some do not know where to seek help. Forced to stay aloof from the new country they now call home, they become marginalized. Sadly enough, these are the role models for second-generation kids. They are the founts of knowledge and the reservoir of values for these children who hope to participate actively in the re-shaping of their own country.

One can indeed appreciate the cultural limbo in which these youngsters find themselves.

How can they compete fairly with their ‘Canadian’ counterparts ?

In my humble opinion, a stronger partnership between immigrant parents and the schools frequented by their children is imperative. I am not talking about the habitual definitions of parental involvement which is “limited to traditional activities such as attendance at open house nights, routine parent-teacher conferences, monitoring of reinforcing of school discipline policies. These tend to ‘involve’ parents in one-way communication: from school to home, rather than in a partnership where each partner is truly respected as having something valuable to contribute”. [1]

One of the best ways to establish this alliance with the parents is to make the schools user-friendly. Unless we bring the schools to the parents, schools will remain sacrosanct to them. We cannot allow this to happen !

Schools must find better ways of communicating with immigrant parents. For some of these parents, the English language is the biggest stumbling block ! Several parents have painfully recounted horrid experiences they have encountered as they tried vainly to communicate their ideas to others. They have been humiliated, abused and made to feel stupid ! The ability to communicate clearly in English has suddenly become the yardstick (meterstick?) of intelligence ! Indeed, my career has been adversely affected by my apparent inability to communicate clearly during interviews for positions of added responsibility.

What I really find curious is the fact that most, if not all, immigrants are polyglots (capable of speaking several languages) ! How many ‘Canadians’, I wonder, are able to speak another language ? Let us therefore not condemn those who are making a valiant effort to communicate in another language. [2]

*1 Cochran,Moncrieff & Dean,Christiann,”Home-School Relations and the Empowerment Process.”The Elementary School Journal,Vol.91,#3,Jan.91.
*2 A Caveat to our Critics: Please do not dwell on our grammatical errors, concentrate on the message instead!

April / May 1992

Changes in attitudes and increased participation in the restructuring of the school program, can be initiated through a co-operative effort of immigrant parents, teachers and administrators. Each group must clearly define what they mean by parental involvement, and identify positive examples as well as barriers.

Teachers and Administrators:
Answering the following questions will help you determine the extent of the parental involvement in your school:

1. What does this school mean by parent involvement?
2. What examples can you find, of parents, in decision making roles, in this, and other schools?
3. What structural barriers exist in this school to equal partnership between parents and school staff?
4. Who else has an interest in increasing parents’ role in this school? (locally, countywide)? How can they help?
5. What special efforts do you make to involve immigrant parents?

Parents:
Find out how involved you are in your child’s education by answering the following questions:

1. Have you visited the school?
2. Do you know the names of your child’s teacher, Counsellor, Vice-Principal, and Principal?
3. When you visit the schools, do you feel welcomed?
4. Are you familiar with what your child is learning?
5. Are you monitoring your child’s progress?
6. Is your child happy in his or her school? If not, what steps have you taken?
7. Do you attend all school functions?
8. Do you communicate regularly with teachers and administrators?
9. Do you feel that the school communicates regularly with you?
10. Do you feel that your opinions are valuable in the decision-making process?
11. Are you satisfied with the role parents play in the running of the school? If not, what suggestions will you make?

Yes, the time has come for school administrators, teachers and other educational leaders to share some decision-making power with others in the community. The changes that will be made in the empowerment process should be tangible. They must be accompanied by training sessions for the parents, on how to interact effectively with the school

 

Minority Students and Self Esteem
June / July 1992

Shifting paradigms and recent events in Los Angeles and in Toronto make self-esteem discussions mandatory among people of colour and members of other minority groups. The escapades of the crowd after a peaceful demonstration in Toronto are still fresh in our minds. What were the underlying causes ?

Alienation, negative self-image and low esteem may have been contributory factors. (Let it be stated categorically that this writer does not condone violence in any way!). Some members of certain minority groups consider themselves at risk and disadvantaged.

What is the meaning of at risk? It is a term used to describe students who usually exhibit signs of distress and failure. “Youths at risk are usually identified by the .. signs .. such as alcohol and drug abuse, unwed pregnancies, attempted suicide, street crime and delinquency, truancy from school and dropping out” (Improving Education for the Disadvantaged: Do we know whom to help? by John Ralph, Phi Delta Kappan, Jan.1989,p. 345)

Well, I suggest to you that the minority status and the subsequent exclusionary practices in our society, low proficiency in English, and lack of self-esteem experienced by some minority group members are major reasons for feeling different and disadvantaged.

Why do they feel different, you ask? Discrimination, stereotyping, offensive jokes and above all the look. If you do not know what I mean, ask a member of a visible minority how it feels to be stared at in public! For those with a low self-esteem, the pressure can be devastating.

In schools, it is a fact that names of culturally different students have been read over the P.A. with a chuckle in a very insensitive manner. No attempt has been made to pronounce these names correctly; Actually, the word “whatever” has often been added to the mispronunciation – an over-exaggeration of kindness and courtesy extended to you by a member of a majority group.

Feeling different makes you look and act like an outsider. In a resource document by the Guidance and Physical and Health Education Departments of the Waterloo County Board of Education (1990) the writers Maynard Snider and Dave Schlei, expanded on the five sequential components theory of self-esteem as espoused by Michele Borba1 et al. they stressed “the sense of security, identity, belonging, sense of purpose and a sense of personal competence”.  Another writer adds “a feeling of belonging and contributing motivates children to abide by and uphold the norms and values that the school community has decided are important”. [2]

It is apparent then, that those who feel different have very little in common with the society in which they live.  There is no bonding whatsoever and as such these disadvantaged youth often place themselves at risk by engaging in behaviour such as truancy, violence and disorderly conduct.

In the humble opinion of the writer, the time has come for us, as a society, to take a stand. We must all make a concerted effort to improve and solidify all students’, and especially minority students’, self-esteem. Schools should lead the way!! In fact, numerous educational policy documents, such as OSIS (Ontario Schools Intermediate and Senior) and the Formative Years, recognize the importance of self-esteem”.  It is the policy of the government of Ontario that all children be offered a curriculum that will provide opportunities to develop and maintain confidence and a sense of self-worth”(p.4). Dr. William Mitchell, who has developed a program entitled POPS: (Power of Positive Students) states: few things are more crippling in life than a negative self-image. For kids who have a defeated view on life and a negative view of themselves, school is never much fun. It is something they endure, with the addition of a lot of avoidance behaviour. The handwriting is on the wall as far as their school life is concerned, and the word ‘success’ does not appear in it anywhere”. [3]

The big question is, what should the schools do to enhance minority students’ self-esteem? We all know that when kids have a better self-image, they do better in school.

Here are some suggestions:

1- Promote multicultural education in all schools (I will discuss this topic in the next issue)

2- Establish a school/ethnic-parent support team. Some parents of disadvantaged students have a fear (=reverence) of the school system and of the people who run it. Such a support group could educate the parents on the structure of school organization (attendance procedures, course selection, school expectations and career choices). A workshop in early September and another early in the new year could be planned

3- Select a teacher(s) as the contact person(s) for the parents of their at risk students. It is quite clear that most of the immigrant parents who are unfamiliar with our school system, are suspicious or uncomfortable with administrators. It will be less stressful when dealing with a teacher representative, especially when such a person is frequently in touch with the parents in question

4- Establish Advisory Groups for minority students who display at risk tendencies. This group, to be formed after the student has been in the school for 2-3 months, could provide periodic conferences for feedback and positive reinforcement.  The student should be allowed to select a teacher, since it may be easier to talk to a person you select.  The Guidance Counsellor and the teacher selected will be the Advisory Group for that particular student

5- Promote active participation of culturally different students in school clubs. (Advisory Groups can make suggestions)

6- Form a World Club – made up of students from different cultures and backgrounds

7- Select a Multicultural or Community Representative for Student’ Council. The mandate being the promotion of intercultural activities

8- Encourage minority students to run for positions in the Students’ Council. It would appear that most elections for these positions are nothing but popularity contests !! As such, minority students do not stand a chance. Schools should therefore find a way to give the at risk students a chance

9- Promote ‘Multicultural Days’ in the schools – not the usual song and dance routine – Let’s have more meaningful activities such as panel discussions, conferences, celebration of important days and of national days of numerous countries

10-Provide opportunities for minority parents to participate in school activities, such as the supervision of certain school events, school social committees, parents night, library supervision, some clerical chores and the collection of pedagogical materials

11-Provide role models for minority students. It is not enough to have policies and affirmative action laws where all the people in the position of added responsibility do not look like you !! The Ontario government in its wisdom, has mandated that 50% of school administrators must be female by the year 2000. Yet, the affirmative action laws target 4 different groups, females, minority groups, the handicapped and Native peoples !! Why are there no such requirements for the other 3 groups?

12-Establish Evening Study Centres – a place for the students to come after school for help. The present curriculum is so complex that some minority parents may not be in a position to provide the academic help needed.

For many disadvantaged students, it is clear that the school is certainly not an inviting place and their inability to identify with the system may represent the first failure in their lives. What a great introduction to a life-long learning !!

Let us conclude by saying that it is now critical for our schools to become caring communities because when students
feel that they are valued members of the school family, their chances of success increase tremendously.

(1) Building Self-Esteem, Robert W.Reasoner 1982. Esteem Builders by Michele Borba 1989
(2) “Schools and Classrooms as Caring Communities”, Eric Schaps and Daniel Solomon, Educational Leadership, Nov.1990, p.38
(3) “The Power of Positive Students”, by Karin. Porat, Teaching Today, Nov/Dec 1991, p.27

 

Promoting Civic Responsibility in our Schools
February / March 1993

In this article I will discuss the role our schools can play to prepare students for citizenship.

What is “civic responsibility” anyway ? Civic responsibility may be defined as:
“the ability of the individual to participate thoughtfully with fellow citizens in building and protecting a society that is open, decent and vital” (1)

In order to participate thoughtfully, an individual must learn the skills necessary to make sensible choices, to think critically and to participate actively in the democratic process.

The question is, what kind of citizens are we producing through education? Are our schools preparing our youngsters to participate fully in our society?

Many people believe that our educational institutions are failing our students. Cynicism and individualism reign supreme in our world and there is a feeling that we have lost our sense of community.(2) Newspapers, parent-associations and the business community decry the apathy, ignorance and malevolent behaviour of our students. “Adolescence seems to be accompanied by alienation, resistance to authority, senseless fads, excessive egocentrism and lack of concern” (3)

Even though our society may be culpable for most of the negative behaviour of our students, this writer believes that the schools are in a position to restore a measure of altruism.

After all, our schools are not neutral instructional sites. They have an obligation to improve society by graduating healthy, self-activated and productive individuals who are ready to carry on the responsibilities of citizenship.

If we agree that education for citizenship should be the primary goal of the schools, then, we must discuss the strategies necessary to respond to this important civic mission. Before doing that however, it is important to issue two caveats. First, it is unrealistic to expect the schools to be solely responsible for civic education and secondly, citizenship education should not become the exclusive domain of any one subject area in the school. In fact, it should permeate the whole curriculum ! !

Here is what I suggest the schools should do:

In the first place, schools must concentrate on the students’ pro-social development. That is “their kindness and considerateness, concern for others, interpersonal awareness and understanding, and their ability and inclination to balance consideration of their own needs with consideration for the needs of others” (4)

Secondly, students must be given a chance to learn through actual experience because social responsibility cannot be taught in a vacuum. Many students spend years in their ivory towers without getting a chance to come face to face with the problems outside the walls of their educational institutions.

Schools must emphasize participation by encouraging our students to become involved in community projects. By so doing, students get a golden opportunity to form partnerships with the communities they serve. In fact, it is my sincere belief that community service should be a mandatory credit for all students, before they graduate from High School.

Thirdly, our curricula must emphasize the social skills of cooperation, sharing, tolerance, leadership and problem solving. It is indeed gratifying that the strategies (co-operative learning, collaborative learning and independent learning) which are being recommended in the Restructuring Process emphasize these skills.

Fourthly, critical thinking skills must be a high priority in all our schools. Students must be encouraged to critically question the knowledge and the information given to them. Critical thinking will definitely enhance their problem solving skills. It will allow them to analyse and discuss their differences in a reasonable manner. In this way, students will begin to realize that cultural, ethnic, racial, sexual and ideological differences are not indicators of a deficiency, inferiority, chauvinism nor inequality. Instead, these differences allow them to become border-crossers capable of interacting with people with divergent opinions, mannerisms and cultures.

It is evident that we live in a time of increasing public pessimism. Our youth is lost in a mass of culture which promotes materialism, selfishness and individualism. “As educators, our responsibility is to educate our students to learn to make better choices, think critically and believe that they can make a difference”.(5) This means that the school curriculum must be more attentive to the issues, problems, and histories that construct the experiences of their students. At another level, this suggests that schools need to reconstruct their relations with the communities that they allegedly serve. “Schools need to reach out into these communities and learn about their traditions and struggles, share power with the parents who live in them, and use their resources to empower not only dominant members of the community, but also those individuals and groups that are generally excluded from school life”(6)

Our students are counting on us to prepare them for the future that they have to face. Let’s live up to their expectations. We can do it ! !

(1) William G.Wraga, “The Return of Citizenship Education”, The Clearing House, July/August, 1991
(2) Mary S. Harbaugh, “Kids Can Make a Difference”, Instructor, February, 1990, p 45
(3) Jonathan C.Cutler, “A Student’s View of Youth Participation”, The Education Digest, April, 1989, p 45
(4) Eric Schaps, “Schools and Classrooms as Caring Communities”, Educational Leadership, November, 1990, p 39
(5) Henry A.Giroux, “Beyond the Ethics of Flag Waving: Schooling and Citizenship for a Critical Democracy”, The Clearing House, May/June, Vol.64, 1991
(6) Henry A.Giroux, “Beyond the Ethics of Flag Waving: Schooling and Citizenship for a Critical Democracy”, The Clearing House, May/June, Vol.64, 1991, p 308

 

Encouraging Student Involvement in the Community – A SUCCESS STORY!
April / May 1993

Last time I discussed the role the schools should play to prepare today’s youth for the world of tomorrow, and I indicated that the schools had a responsibility to provide their students with ample opportunities both in the cognitive and in the affective domains.  Students, I said, needed to come face to face with the realities of the world. I felt that there were certain values which could not be learned in a vacuum and that students had to be given a chance to experience and practice these values. (Altruism, tolerance, caring, justice, equity, etc.). It was not enough to isolate students in their present pristine environment, commonly known as the SCHOOL !

Today I want to tell you about Grand River Collegiate Institute, a school in the County of Waterloo, that has about 1400 students, and which encourages its students to participate actively in their community. There are numerous clubs within the school; One of these clubs, the Key Club, is continuously focused on community service. In fact, the KEY CLUB at G.R.C.I. is a service organization for High School students.

The word KEY is an acronym for Kiwanis Educating the Youth. The club is part of a world-wide youth group made up of over 3,600 Key Clubs, with approximately 140,000 members in over 13 countries. The G.R.C.I. KEY CLUB became a reality in 1991, with the generous support of the Twin Cities Kiwanis Club. Twenty-six students, from grades 9 to 11 are officially registered as members. Mr. Ron Harris and myself are the club’s Faculty Advisors.

Its strength lies in the initiative and the resourcefulness of the members, affectionately known as Key Clubbers. Operating with a motto of “Caring .. our way of life”, the students embrace projects aimed at making their school and their community a better place to live in. Their involvement in these activities makes it possible for them to link their learning with concrete examples in life.

They have completed such community service projects as: collecting eye glass frames for a third world country, selling environmental Christmas balls, making Christmas cards with Senior citizens, helping handicapped children celebrate Valentine Day by visiting them and making cards for the occasion. They also participated in the Senior citizens’ Tea, held at GRCI in December, in a very unique way. With a little bit of coaching, the students visited the malls around our school and solicited prizes for the event. These were awarded to the lucky winners of numerous draws and contests.

Other forthcoming events include a clothing drive, sponsorship of a child overseas in the Foster Parent program, helping students bring up their grades (The BUG Program), an attendance improvement program aimed at helping at-risk students and the establishment of a service club at the Senior Elementary School near G.R.C.I.

However, there are three special accomplishments which I would like to tell you about. The first is the Reading Program, set up entirely by the Key Clubbers. Through their own initiative, they convinced an Elementary School Principal in our jurisdiction to allow them to visit the Grade 1 class as reading Buddies. About 8 students visit the children every Thursday for half an hour. What an excellent learning opportunity for both parties !

The second accomplishment arose out of the realization that the Elementary school in question was in dire need of books. The students rose to the occasion by organizing a Children’s Book Drive at their school. Even though the drive was not too successful (only 60 books collected), I think that the students’ ingenuity must be applauded !

The third one is related to fundraising activities. With the financial support of our parent Kiwanis Club (with a donation of $2,000), the Club was able to purchase a pop-corn machine. It is available to all clubs in the school at a nominal fee of $20 per week. The money raised will help the Club become autonomous.

It is quite clear from the activities described above that the students care very passionately and they are willing to extend their help to those in need. What is really commendable is the fact that these youngsters go beyond the passive care rampant in our society of today. They translate their care and concerns into reality. They organize hands-on activities. Their curriculum includes action and it emphasizes participation not passive learning. In the process, the students enhance their interpersonal and intrapersonal skills. Just listen to the answers of some Key Clubbers to the question,
Why did you join the Club?

“I joined because the Club is the only democratic one in the school. It is not built on popularity nor on prior experience. Anybody can become a member.” ” I enjoy the positive and the safe environment the Club provides. This encourages experimentation and risk-taking”. “I get a chance to hone in my leadership skills”. “For me, the Key Club Conventions are fun. Meeting peer groups from the United States, the Caribbeans and from other parts of Canada, allows me to broaden my horizons. This kind of networking may develop into numerous friendships”. And finally this comment “The Club helps me understand pressing societal issues and it shows me how I, as a citizen, can become involved in these issues”

Very encouraging statements indeed, wouldn’t you say ?

You may be wondering how I got involved with the Key Club. Well, I personally started the Club because, like Judy Starr, who teaches in Corrales, New Mexico, “I wanted the students to become aware of their community. They needed to realize that they could make a difference regardless of their age, sex, religion or colour”1 I wanted them to develop a can-do attitude ! In my opinion, the Key Club experience promotes the importance of co-operation, sharing and social justice. It helps develop the character of the participants. It provides the students with the knowledge, skills and values necessary to become better citizens and skilfull border-crossers, capable of interacting with people, irrespective of their beliefs, origin or status. Above all, these kids get more out of doing something like this than the people they help.

In conclusion, I urge my colleagues to promote more active student participation in their communities.

“Programs in civic education must find ways to sustain active participation and promote public forms of civic talk. That will require moving beyond the traditional classroom models of the active teacher talking at passive students about the virtues of good citizens. We need programs that require students to perform community service, that empower them in pertinent school decision-making processes, that give them practical experience, and that make them responsible for developing public forms of talk and civic forms of judgement. These will not be found in (classroom) lessons alone. If we can develop such a curriculum, it will be a powerful incentive to citizenship, for it will provide an education that is aimed not only at participation but (one) which works through participation” [2]

1 Harbaugh,Mary S.,”Kids can make a difference!”,Instructor,Feb.1990, p.45.
2 Barber,Benjamin R., Public Talk and Civic Action: Education for Participation in a Strong Democracy, Social Education, Oct.1989, p.355

 

Minority Leadership in the Educational System
September 1993

Do you remember the explosive riots in L.A. and in Toronto and the subsequent measures instituted by government officials? We were so hopeful. Finally, we said with a sigh of relief, those in positions of responsibility would respond to the wake-up call. We allowed our naivete to convince us that we were about to rise above the problems in our society.

Unfortunately, however, recent events at home and abroad have dampened our high hopes. Reports of vandalism, arson and physical attacks perpetrated by skinheads and readliners against minorities, racial slurs and threats in some of our schools, and stereotyping prevail. And who can forget the resurgence and proliferation of hate-groups such as WAR (White Aryan Resistance), Skinheads in the United States1 and the Heritage Front in Canada? How can we as a society indirectly condone (by our inaction) the existence of such organizations?

Imagine how difficult it must be for minorities to exist under such adverse conditions! Of course, we are expected to carry on oblivious of the existence of these hatemongers. Come on, we are told, detractors are everywhere. There are people who can’t stomach fat or short people! Discrimination is not restricted to minorities!

Comments like these bring a very wry smile from this writer. It is surprising that people can make such unreasonable statements. How can we equate hatred of fat people with racism? Let me tell you something .. racism cuts deeply into one’s psyche. It denies your existence and challenges your integrity. It is a negative experience which completely saps your energy. It is a very destructive force indeed.

Take, for example, the children of minority families. They are expected to lead a normal life knowing fully well that there are individuals out there who hate them because of their colour and origin. Conscious of the negative depictions of minorities in the media and the “traditional stares” reserved for those of us who do not look like and act like the majority, they endeavour to compete equally with their peers. And guess what? If their performance is not up to snuff, they are immediately condemned as proven examples of Rushton’s theory of hierarchical intelligence.

What can we do to correct the present situation? Who are the perpetrators of these insidious incidents? Paradoxically, “those who dominate and those who tolerate discrimination are graduates of our schools. We had a chance to teach lessons of equity and to them a priority but it appears we have failed“. [2]

Even though this writer is not as pessimistic as the quotation above indicates, he still believes that the problem of racism demands the immediate attention of our schools. After all, our educational institutions deal with youngsters when they are at a very impressionable age. “Education is their best hope for breaking racism’s chains. Yet although such issues as equal opportunity .. and inequities in educational achievement have received considerable attention in recent years, very few schools have developed deliberate and systematic programs to reduce prejudice. The prevailing attitude seems to be that society (will do) away with the problem of racism through legislative action and special programs” [3]

In this article, I suggest that Boards take a look at minority leadership as another way of tackling the problem of racism and promoting educational equity in our schools.

There are many reasons for my insistence on this kind of leadership. The first and the most fundamental one is that such a move could help eliminate the negative images and feelings people have about minorities.

Many people never see minorities in leadership roles. Take a look at the institutions in our society – the government, the business world, the movies and of course, the educational system. As such, Caucasians come to look at minorities as a group of people who serve in subservient roles only. Surprisingly, many minorities share similar feelings. In fact, a lot of students, both black and white, have reacted with disbelief and a subdued chuckle upon meeting me for the first time, as Assistant Supervisor, in charge of the Grand River Collegiate Summer School.

To many, minorities are only good for certain types of jobs – baseball, football, basketball, porters at airports and VIA Rail. When was the last time you saw a black quarterback other than in the CFL? I am told that aspiring black College quarterbacks become disillusioned the moment they enter NFL.

Minorities are shut out when it comes to activities that require a lot of money. Hockey, golf and to a certain extent, tennis. Next time you go to a game, take a good look at the people around you. I bet you will not find a lot of minorities around you.

On the other hand when it comes to suffering, the minority representation is quite high. Those starving children in Somalia, in Arab countries and in Africa .. don’t they look like you, the minority members? How do you feel when the faces of these poor souls are shown on TV? How do you feel when the media presents shows like COPS with reggae music as its theme? Do you feel comfortable when you notice that those arrested look like you? And what about drugs and AIDS? Take a good look at the pictures that accompany the stories.

Another situation which fosters the feeling of inferiority is the usage of the word MINORITY. It has a negative connotation and it just makes it possible for others to dump all non-whites into a big basket irrespective of any special characteristics which distinguish them. It is nothing but a “holding tank”! Furthermore, the word minority has a tendency to destroy reality and to give delusions of grandeur to one group of people. Personally, I find the use of the word very despicable and would highly recommend that our society should not be divided in such a way.

The conditions described above help formulate unjustifiable and negative feelings about minorities. What is rather unfortunate is the fact that these ideas are passed on to future generations. Children are very vulnerable in these situations because these negative concepts become part of their world. “As the ideas from a child’s social world are brought to bear through the guidance of the older members of the community, children come to know, to expect, and to share meanings with their elders. Children acquire scripts (sequences of actions and words) for various interactions with people and things .. Gradually, children internalize the adult rules for ‘making meaning‘” [4]

Unless we are prepared to correct these misconceptions by creating a totally different context, these youngsters may grow up to become future perpetrators of injustice towards minorities. “Several studies have shown that individuals maintain great social distance from those identified as having a social stigma or marginal status in society than normal peers“. [5]

Additional reasons will justify the need for minority leadership. In the first place, we have to prepare ourselves for the impending changes in our society. In an article entitled “Beyond the Melting Pot“, (Times Magazine, April 9,1990 p38) the following statement was made: “In the 21st Century – and that’s not far off – racial and ethnic groups in U.S. will outnumber whites for the first time. The “browning of America” will alter everything in society, from politics and education to industry, values and culture“.  In fact by the year 2015, there is a strong possibility that the same situation will exist in Canada. For reasons of common sense it is time for us to not only eliminate the bias but also to learn how to take advantage of everybody’s talents.

The need for positive role models is another reason for minority leadership in our schools. Minority students may have higher expectations for themselves if they see role models who look like them.  In a study conducted by the Congress of Black Women in Kitchener-Waterloo, many of the Caribbean and Black students indicated that they felt alienated from school because the people who ran the place did not look like them. They also indicated that they felt uneasy about going to seek help from people who did not share their values.

Most of these students indicated that they were completely ‘disengaged’ from school because “the curriculum and the personnel constitute a ‘conceptual separation’ for minority students. They were ‘universal strangers’, disaffected and alienated” [6]

Another way of enhancing the self-esteem of minorities and changing the negative views that others may have is to expose them to minorities who have succeeded in their communities. These individuals should be invited into the schools. Their presence will provide positive examples to all students.

Proportional representation is another reason for minority leadership in the educational bureaucracy. The existence of administrators from different racial backgrounds is in itself an equity lesson for students who must be taught respect for and understanding of people from groups other than their own. [7]

For minority leadership to be successful, the following beliefs and attitudes must be challenged: affirmative action benefits those less competent and less deserving; minority people take advantage of their minority status and attempts to ensure the promotion of minorities is reverse discrimination.

It is never too late for us to change our attitudes towards minorities and to prepare ourselves for the radical changes we will face in the 21st century. To do this, however, we must expand the definition of leadership to include minorities; we must eliminate the narrow definition and screening methods that limit access to leadership of marginalized groups.8 We must reverse the barriers that keep minority candidates out of leadership positions. We must increase the pool of minority students, teachers and other personnel in positions of added responsibility within the schools.

In the final analysis, minorities must realize that nothing will change unless they learn to challenge and question those in the position of authority. We cannot afford to be silent any longer!

Regardless of the consequences, I strongly believe that our voices must be heard. The future of our children is at stake. They desperately need role models. And remember, “if you don’t get a chance to bat, you don’t get a chance to hit”9 Whether we strike out or hit a home run is immaterial! All we ask is our chance to bat. That is the only healthy thing to do.

1 TIME magazine, August 9,1993 p 38
2 “Rx for Racism: Imperatives for America’s Schools”. Phi,Delta,Kappan April,1990 p 594 by Gerald J.Pine & Asa G. Hilliard
3 Gerald J.Pine et als. op.cit. p 594
4 Barbara T. Bowman, “Educating Language-Minority Children: Challenges and Opportunities,” Phi Delta, Kappan October,1989, p 118
5 Aaron Wolfgang, “The Silent Language in the Multicultural Classroom” Theory into Practice, Vol XVI, Number 3
6 “Rx for Racism …” op.cit. p 596
7 “Rx for Racism …” op.cit. p 597
8 “Rx for Racism …” op.cit. p 597
9 Mary M. Frasier, “Poor & Minority Students Can be Gifted Too!” Educational Leadership, March, 1989 p 16

 

Educational Reform .. is anybody listening?
Volume 5 #1  1996

Don’t begrudge me for the topic I have chosen. Of course one could write about the prevailing cynicism around the world, the triumph of social conservatism and the politics of fear. Comments about how the Harris government followed the US Republicans’ November script of scare tactics to a tee and how those who voted for him may have gone into hiding would be a popular topic for discussion.

Other topics did cross my mind: Chretien’s pugilistic skills, O.J.Simpson’s exculpation and the reluctance of the American population to accept the verdict, the Million-Man march, the resurgence of xenophobia around the world and the demographic changes that are forcing us to re-examine our goals, our values and how we define success. Interesting subjects indeed, but not for today!

The topic that won the day was Educational reform. Unless you have been on an inter-planetary visit you must be aware of the public outcry for educational restructuring. The climate of change and uncertainty has elevated the cry for accountability to a crescendo. Our educational institutions are under siege. They are being blamed for everything! This kind of attack is deja-vu. History tells us that education has always been society’s whipping boy (person?). People want vigorous standards, quality programs and quality results. All this to be done on a shoestring budget, of course.

Our legislatures have responded to public demands by establishing Royal Commissions and issuing several guidelines and memoranda. With each succeeding government, new “great” ideas have been advanced, ostensibly to enhance the cause of education. Presently, we all know what Snobelen is up to. True to his word, he has created a “crisis”. He has adopted the old colonial rule of “divide and conquer”. He has pitted the “haves” against the “have-nots”.

His calculated tactics of dropping “info-bombs” in his wake, conducting biased surveys and attempting to disregard some provisions of the Education Act have contributed to a malaise in many academic circles. People are walking on pins and needles. Is this the positive environment needed to create learning organizations?

The reaction to the provincial government’s attack on education has been fast and furious. It all culminated in the February 24th Rally held in Hamilton. Apparently, over 100,000 people (including teachers), participated in the march.

Amid this environment of negativism, it is easy to jump on the bandwagon of anti-government pronouncements. Do not for a moment doubt my total rejection of Harris’s educational policy (assuming he has one!). But rather than expending my energy on attacking him, I would like to offer some food for thought.

Snobelen’s no-sense revolution presents a wonderful opportunity for teachers to take a serious look at what is happening in education. It is time for reflection and self-examination. Our support base of previous graduates and parents is quickly disappearing.

Listen to the words of the Executive Director of the National Schools Public Relations Association “Our large base of national supporters – parents – is dwindling and some have also become our most vocal and organized critics. This increasingly hostile climate for public education is heightened by a growing competition for the for-profit privatization movement, charter schools, schools of choice, home schooling, private schools and special interest groups”.  (How Smart Schools Get and Keep Community Support, Susan Rovezzi Carroll et als).

The Harris government like other governments before him, have successfully exploited the public’s discontent with our education system. Their actions and words continue to validate the criticism leveled at us.

Listen to what Snobelen is saying about the College of Teachers. “At last we have a College to develop and enforce rigorous standards for teachers, and help to improve accountability, as well as public confidence in our educational system. This reform is long overdue“. And again, “through the College, the public will know what standards of performance to expect for teachers and how teachers are upgrading their professional development“. And finally, “the College will coordinate and monitor [mandatory] career-long accredited professional development“.  (News Release Communique, Nov.21,1995).

Dastardly words indeed! What, pray thee, have we been doing in the last 25 years? Waiting for a messianic deliverance from the abysmal depths of educational ignorance? Hallelujah!

We cannot stand idly by and watch this government exploit the climate of fear and ignorance. Our credibility is at stake. We, as teachers, may be able to inject some optimism in this seemingly pessimistic environment. What we need is an attitudinal reform by everyone concerned with schools: boards of education, parents, educational leaders, teachers, students and the community. The lead role in this renewal process must be the responsibility of those who are always on the front-line, teachers and administrators. The job will not be easy but like the mythical Sisyphus, we will continue to defy the odds.

Suggestions for Self-Renewal

What kind of strategies do we need to restore our image?  The actions of Snobelen convince me that most governments take our educational leaders for granted. Look at what is happening in New Brunswick with the abolition of School Boards, and in Saskatchewan with the establishment of Super Boards. One does not high jack the authority of those one respects. Does the government ever adopt this highhanded approach with other professional organizations? I don’t think so.

To counteract this condescending attitude, future educational leaders must command the respect of our politicians and the public at large. In addition to an extensive knowledge-base supported by research, these leaders must be capable of implementing change from within the organization. For too long our schools have relied on “outsiders” to lead the way. Never mind the fact that some of these experts have never set foot in a “real” pre-University classroom. We flock to their workshops, we listen attentively to their innovative ideas. Like Charlotte’s spiders, we return to our respective sites. In most cases, however, these experiences “boil dry” because there is no systematic process to ensure the smooth transfer of these new ideas.

Please don’t get me wrong. There is nothing improper about seeking information from those who are more knowledgeable than we are. It is our willingness to continue to rely mostly on these external customers that I find unacceptable. Why can’t we find a way to direct our own renewal process? It may take a couple of years to accomplish this by why not start now? That is one way of gaining respect.

Another way to restore public confidence is to make sure that all our academic institutions provide quality learning experiences for all our students. This may already be happening in most schools. Unfortunately, we do not communicate our success to the public. We allow the media to concentrate on the negative aspects of our jobs.

These quality experiences can be created by requiring each school, under a board’s site-based management structure, to set up Continuous Improvement / Renewal Teams. They will monitor the performance of staff, students and administrators, set stringent standards for everything that happens on the campus and develop a plan for implementation. The minutes, the working papers and the action plans of these committees will be shared widely with the community. The public will know that we affirm the value of discipline throughout the school: disciplined teaching, disciplined learning, disciplined administration, disciplined conduct by staff and students. (Ditto., M.Donald Thomas)

In fact, this sharing is vital. For, although the accomplishments of public education exists and are growing, these positive messages are not being heard in many communities. We must find a way to create and retain parent and community support. If we, as educators, had done a better job promoting what we do well, the Harris government would not have succeeded with their negative campaign against the schools. Their success is attributable to our inability to be advocates for the excellent work we do.

Our educational leaders must participate in more public forums, radio talk-shows, curriculum workshops, community info-sessions. This is a good way to convince our stakeholders that public education works. The strong partnership that will be created as a result of our efforts will be beneficial to everyone. The public will get a more realistic picture of the purpose of schooling, and educational personnel will get a chance to work in supportive and collaborative environments.

Such environments do not exist right now. Teachers are always under attack.

Undoubtedly, some of these criticisms may be warranted. There is however, a belief out there that we are easy to replace. The most painful thing is that the very people we are trying to educate are exposed to this condescending view about their role-models.

One of the most fundamental elements in the teacher-student rapport and in the delivery of quality education is what I call “teacher essence”. Broadly defined as the sum total or the embodiment of the teachers’ actions, behaviours, personality and philosophy of education, it is the sine qua non in the establishment of a positive classroom environment. What is happening to education is affecting teachers’ morale and contributing to a tarnished “essence” of our teachers. With all the negative comments our students are exposed to, how are we supposed to command their respect?

Finally, there is no doubt that teachers need support, empowerment and the involvement of parents. Our success, however, will depend on three things: our willingness to design new modes of inquiry into the purpose of schooling, our ability to provide quality and authentic experiences for all our students and a meaningful two-way partnership with our external customers. When one considers the odds against us, this may be a formidable task indeed! We cannot give up. Let us refine what we do, promote it and teach our adolescents, future politicians maybe, that the best way to deal with people is through collaboration.

Weihnachtsmann . . . Weihnachtsbaum

Weihnachtsmann . . . Weihnachtsbaum
Part of Our Christmas Tradition

This article was presented by Marcia J. Shortreed of the Regional Municipality of Waterloo’s Heritage Resources.

Telling the story of Christmas is like peeling away centuries of wallpapers. Here in Canada, extra layers have been added as the traditions of the various European nations have been accepted into the way of life.  To residents of Waterloo Region of German ancestry, Christmas is Weihnachten symbolized by the Christkindl, Advent wreaths and calendars and the beautiful Christmas tree.

Germany is land of forest and the German character in literature and music has always been linked to the mysteries of the woodlands. It is no wonder that the evergreen tree became linked to the nativity of Christ. Legend has it that Martin Luther brought a small tree into his home and decorated it with candles and glittering decorations to teach his children about the
shining starry skies on the night when Christ was born. The first actual written description of a Christmas tree came in 1605 from Strasburg, “they set up fir trees in the parlours and hang theron paper roses, apples, wafers, gold foil and sweets”.

Later the Christmas tree became part of the literature of Goethe and Schiller.

The Weihnachtsbaum Christmas tree became part of every German home by the nineteenth century. In the towns throughout Germany, Christkindlsmarkts in the marketplace were set up at the beginning of Advent. Hundreds of fir trees were offered for sale by women wearing their treasured regional costumes. The surrounding stalls offered all manner of candles, wooden toys, glass ornaments and sweets to hand on the tree.

The Nuremberg market was famous for its gingerbread made into shapes to hang on the tree; And the gold angel who greeted visitors to the market became a tradition. The life size angel was always played by a child, but the angel was reproduced by the toy-makers and became a traditional ornament to hang at the top of the tree in countless homes. It is believed that the gold angel represents the Christ child in the nativity and miracle plays of medieval times.

German Canadians often put a candle in the window on Christmas Eve to welcome the Christkindl who will bring presents to the children. As time went on in North America and as popular literature became widely read, the figure of the Christkindl became confused with other gift bearing figures such as the Dutch Sinterklaas and the English Father Christmas.

Pennsylvania Germans had a Belsnickle or Peltznickle who wore a fur coat, a mask and a beard and rattled chains or jingled bells and chased children who have forgotten to say their prayers.

Easter in Zehlendorf
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Katrin Wolters was born and lived in West Berlin – Zehlendorf, spent most of her youth in Luneburg, and came to Canada in 1980, and is presently a German Heritage Language teacher

Easter reminds me of my childhood when I lived in Zehlendorf, the then west side of Berlin.

Easter preparations in our family started long before Easter Sunday. Weeks in advance, my mom would remember not to break the eggs when baking a cake, but to blow them out.

Blowing eggs out is not an easy task. You poke a little hole in each end of the egg and then blow as hard as you can into one hole, hoping the egg comes out of the other side.

Since it was very strenuous, other members of the family had to help in blowing. You can imagine how many eggs survived this harsh treatment, especially in my hands, as I was only 4 years old. But it was fun! If we didn’t have any whole eggs to show for, we tried again another time.

These blown out eggs were rinsed and dried, and on a quiet afternoon, we, my mom and my younger sister and brother would paint them in different colours and hang them onto a pussy willow bouquet. This made a pretty decoration on our Easter Sunday’s breakfast table.

It gave me great pleasure to be the chosen one of three children to help decorate the Easter breakfast table. That morning my mom would boil five eggs. Eggs were a treat in those days in my family! After they were ready, we drew faces on the shells to make them look like bunnies – that was a lot of fun! Then we would all sit down and enjoy a table full of fresh warm buns, home-made jam and the eggs.

After breakfast my parents would invite us to go on an Easter hunt; If the weather permitted it, we had it outside, otherwise it was indoors. I remember that the ones that were the most fun were the ones in the garden. We would look beside the trees and inside the bushes to see if there were any signs of the Easter bunny having been there; And sure enough, after a while, we would come up on some yummy chocolate Easter eggs, with nugat or marzipan filling. Sometimes the Easter bunny even left some clothes or toys for us.

At noon time we had a festive hot meal that we enjoyed with my grandmother and my uncle and his family. We then often went for a walk through the woods around one of the big lakes in Berlin. It was great to run around in the woods. To our surprise we would find the chocolate eggs throughout the woods … was the Easter bunny here today too?

At the end of the day, after light dinner, we would have a big fire in the garden, where all the branches and bushes that had accumulated from the fall were burned, as we all watched on.

It was a spectacular ending for a great day in the circle of our friends and family. In bed I would fall asleep with the warm feeling of happiness, and wandering how I could have missed seeing this hard working Easter bunny all day!

Employment Equity . . . Banking . . .

Rick Weiss is Customer Service & Operations manager with the Royal Bank of Canada, and serves on the board of directors of both the Employment Skills Centre and the K-W Oktoberfest Inc

 

Employment Equity – Let’s Make it Count
December 1991 / January 1992
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As a leading employer, the Royal Bank continues to maintain our commitment to the principles, goals and objectives of Employment Equity. Due to the dramatic change in representation of the employable workforce, this commitment has prepared the Royal Bank to actively pursue goals in the field of Employment Equity.

It was only recently, in 1986, that the federal Employment Equity Act (Bill C-62) became legislation. Specifically the Bill requires national corporations to report statistics reflecting the hiring and career progress of staff of four target groups: Aboriginal Peoples, Persons with disabilities, Women, and those who, because of their race or colour, are a Visible Minority in Canada.

This past June, the Royal Bank became the first Bank to sign an Employment Equity agreement with the Canadian Human Rights Commission consolidating our commitment to employment equity. Ironically, the deal was not essentially different from the program already in existence at the Royal Bank with regards to hiring practices. This agreement has set targets and timetables for the hiring and promotion of the target groups.

This review came about as an effort to improve employment equity in general in the private sector. The assigning of specific quotas has not superseded the need for quality human resources in the private sector. Hiring and promotion for all target groups remains based on skills, availability of jobs and qualifications. Quotas, on the contrary, have sparked a sort of “new revolution” especially in the local market. Enlightened employers have expanded their recruitment efforts into the non-traditional sectors. Attaining specified quotas, then becomes an expected result.

The real benefit is the true selection of the best possible employee for any particular job.

By expanding the scope of human resources, employers increase their chances of finding the “optimum” employee.

We, then, as employers must determine ways to infiltrate these non-traditional resource groups, and convince them to apply for jobs in the areas that they have previously avoided. As a viable employment equity mentality becomes the norm, the barriers to employment, specifically in the four target groups, will crumble.

But it will take time. Many traditionalist views remain thoroughly entrenched in our society. But the move is on ! For employers still striving for productivity and service excellence in this strained economic environment, human resources within a company has taken on a new meaning. The progressive, innovative management team will adapt more quickly to the changes around us. An effective employment equity policy will largely shape the foundation for personnel administration. This new mentality will introduce the concept of “diversity” to the private sector.

Being actively involved in the employment sector in this community, I have seen a dramatic change in representation in the labour force. I have witnessed this diversity, and it is through diversity that we become stronger as a corporation. As a leader in the financial field, it is essential that the Royal Bank, as a role model, maintain our commitment to employment equity as a “way of life” and not simply a task to meet specific quotas. We take a progressive and action-oriented approach, not a reactionary approach to diversity. Thus, the challenge becomes effective management of this new diversity. A subject we will explore in future articles

 

Why Use a Bank
April / May 1992

Chartered Banks in Canada
Canadian Chartered Banks form a major part of the financial web in this country. They act as the medium for the majority of individuals’ savings, and arrange lending facilities for individuals and businesses alike.  Chartered Banks are the predominant deposit taking institutions in Canada. In total, Canadians alone hold over 31 million personal savings accounts. These deposits are important to the money supply of the country as they form the basis of funding to meet the wide ranging credit needs of the nation’s borrowers – both business and consumer.

So it is beneficial for the consumer and the country to deal with a bank. In fact, people have been dealing with banks in Canada for more than 160 years. Currently, the banking industry in Canada offers in excess of 7,000 branches coast to coast.

But who regulates this intricate and complex industry? The Federal Government, operating under the provisions of the Bank Act, provides the industry’s policing. To keep current economically and socially, the Act is evaluated approximately every 10 years. Recent changes have concentrated on the providing of Insurance products through the extensive branch network of the Banking Industry. Also, in 1987, the Bank Act changed to allow Chartered Banks to be more participative in investment advice and portfolio management services. Most of the Chartered Banks associated themselves with a major Brokerage House and expanded their delivery network.

Introducing Schedule “B” Banks
A major change occurred in 1980, which had an impact throughout the industry: Schedule “B” banks were introduced. These include all foreign and Canadian owned Banks and Trust companies whose shares are controlled by a single or small number of shareholders. They differ from Schedule “A” banks, Charter Banks, whose shares are widely traded on the major stock exchange, and where no one interest may hold more than 10 percent. There are about 8 schedule “A”, and 55 schedule “B” banks in Canada today.

As mentioned earlier, bank deposits make up the major portion of the official money supply in the country. These deposits, subsequently, are used to fund loans to businesses, farmers, and individual consumers. Some of these monies are also used to finance development in other areas of Canada. Since the primary business of banks is to make loans, attracting these deposit dollars becomes a very important function. The banks encourage Canadians to save by providing a unique range of deposit and personal services. It is a well known fact that Canadians, as a group, are a nation of savers. There are more personal savings accounts in Canadian chartered banks than there are people in this country. Once you make the decision to deal with a bank, take your time and choose your deposit vehicle carefully. Talk to the banker. Ask about interest rates and the different benefits the various types of accounts can offer. The banks handle such large volumes of transactions so effectively that Canada is regularly complimented on having one of the most efficient banking systems in the world. The banking industry is an important one in Canada.

Heritage Language Schools

Heritage Language Schools
December 1991 / January 1992

Offered by both school systems to all children attending regular day school, it is open to everyone who wishes to acquire an extra language.

LATVIAN SCHOOL -by Peter Lasmanis
Hello and greetings from the Kitchener Latvian School at Sheppard School, 270 Weber Street East. We have been meeting here since October of 1989, when we started our Latvian school, which now consists of about 20 students ranging in age from 7 to 22 years. Most of them come not knowing the Latvian language since either one of their parents is non-Latvian or both Latvian parents did not pass on their language to their children. This makes teaching this age group a real challenge. We are also offering a Latvian credit course this year, and so far have attracted both high school and university students. As you may know, Latvia, Estonia and Lithuania have recently claimed their independence from U.S.S.R. Now Latvia must build a strong nation after having been unjustly overtaken by U.S.S.R. in 1938. Facing Latvia today is the fact that Latvians are a minority in their own country. Under the Soviet “Russification” programme, many foreigners arrived in Latvia since 1938. The granting of citizenship is both a sensitive and urgent problem. I am pleased to have had the opportunity to outline a little about the Latvian Heritage School to you. This magazine is an excellent idea, and I hope to be able to speak more about Latvia and the Latvian culture in future issues.

PERSIAN SCHOOL -by Zahra Madani
A new Persian School starts on December 14,1991 at King Edward School at 709 King Street West in Kitchener, from 9:30 to 12:00 noon. This is an open invitation to all Iranians to bring their children for registration.

K-W CHINESE SCHOOL -by Susan Chan
Hello, I am the junior class Mandarin teacher. Two of my own children attend the Chinese School, it gives them the opportunity to learn about their heritage and culture. There are many advantages to learning Chinese. For example, it can help to bridge the generation gap between our children and our elders. Also understanding another language will help them expand their opportunities in the future. According to the World Journal, the Asian economy is gradually growing and in time to come, will prove to be a prosperous economy. Since one fifth of the world’s population is made up of Chinese people, the earlier we expose our children to the Chinese language, the more open doors there will be to greet them as they enter the working world. Thus, learning Chinese is not only an ideal, but a great asset for the futures of our children. In my class, there is a total of 19 students ranging from age six to twelve. They come from a variety of different backgrounds, and as a result, their ability with the Chinese language also varies. I recognize that the achievements of my students in regular day school is very good. Since children are capable of learning many languages at a young age, now is the perfect time to teach them, and help them develop new learning skills. Western education and traditional Chinese education methods are very different. Thus, to meet each student’s needs, the best of both teaching methods are adopted. The result of learning is not always apparent, so with the effort of teachers and students, we can make learning Chinese an easier journey.