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Barry University Oral History: Jeanne LeFebvre, Sr.

Portrait

Transcription

            Sister Jeanne LeFebvre

Today is August 11, 1989. I am Sister Eileen Rice in Sage Union in Adrian Michigan with Sister Jeanne LeFebvre.

Sister Eileen: Sister Jeanne, would you tell me when you were born and where?

Sister Jeanne: I was born December 9, 1940 in St. Paul, Minnesota. 

Sister Eileen: Tell me a little bit about your parents and where you were in your family.

Sister Jeanne: I am the youngest of my family. I am the first girl in three generations on my father's side.  On my mother's side there is also only one girl per family. So, this was quite a rare event. I was truly a welcomed child. 

Sister Eileen: Any other people in your family?

Sister Jeanne: I have an older brother.

Sister Eileen: Where did your parents come from?

Sister Jeanne: Minnesota. In fact, my parents, my father's people are the Pioneers of Minnesota. They were there in 1819 when Ft. Schmelling arrived on the scene and it was my great, great, great grandfather who sold the middle down town district to one of the colonels. He knew Lou Deltgoncunel and his daughter was the first child to be born in Minnesota territory when it was declared, so she's even in history books and so is he. 

Sister Eileen: Tell me about your education. 

Sister Jeanne: I was educated in the St. Paul Diocese parochial schools until high school. I began at St. Joseph's Academy in St. Paul Minnesota. But, then my father went to Florida to work for the city of Hollywood. They were draining their swamps and my father was an expert in draining swamps. So, he took a five year contract with them.  We moved to Florida. I went to Rosarian Academy for one year after which I entered and I finished at St. Joseph's Academy here in Adrian. 

Sister Eileen: How did you first hear about Barry?

Sister Jeanne: When we came to Florida, my father was all for convincing me as well as my mother and my brother that this was a good move.  And so he very much publicized that Barry College existed and so did Rosarian Academy and it was one of the drawing cards that induced me to joining St. Joseph's Academy

Sister Eileen: What year was this?

Sister Jeanne: 1955. So I was at Rosarian for '55-'56. And then I graduated from St. Joseph's Academy in Adrian in 1957.

Sister Eileen: I see. You graduated at Magna Lum Laude.

Sister Jeanne: Yes.

Sister Eileen: I see. Tell me about the time that you went to Barry.  How did you happen to come here?

Sister Jeanne:  Well, the first time I went to Barry was even before I entered because as I said my father was publicizing Barry as if I was going to be going there to school. I very much remember driving into this beautiful mall area with Royal Palms and just beautiful flowers everywhere. I was a 10th grader at the time and the promise was you get to have this as your reward. I really was impressed, it was such a beautiful, beautiful place with manicured lawns and shrubbery that was landscaped to perfection, buildings that were just brilliant white against that blue sky. It was beautiful. 

Sister Eileen: When did you come back to Barry after that?

Sister Jeanne: I came back on my way to Santo Domingo. My very first teaching assignment was in the Caribbean Islands. Adrian Siena Heights dismissed before Barry did or something that year and so what happened was that I ended up at Barry in August of '58 as a Professed Sister on my way to Puerto Rico. I stayed there for about four or five weeks. I took no classes, I simply helped around. 

Sister Eileen: When was the next time you saw Barry?

Sister Jeanne: '62. That's the first summer that I took summer school classes at Barry. Before that I was taking summer school classes at Colegio Santo Domingo and the credits were being transcripted to Siena Heights College. In '62 I was there for, I think, 9 semesters almost. I took an English, a History, and a Op course. It was a marvelous summer even though it rained every single day. 

Sister Eileen: How many summers did you go to summer school there?

Sister Jeanne: Only one other summer as a Bachelor's Degree student. That's why I graduated from Siena Heights College because the prepondrance of my classes are transcripted to Siena Heights because I took them in the Caribbean Islands.

Sister Eileen: How would you comment on your education, the classes that you took at Barry?

Sister Jeanne: I enjoyed them greatly. I had many of the same teachers that I had at Siena Heights, so there wasn't that much of a difference for me from one institution to the other given the fact that the faculty, I had Sister Michael Catherine at both places. I think that you taught me only at Barry and Sister Marie Carolyn taught me only at Barry because I don't believe that, well you taught up here at Siena, but I never took classes from you. I don't think Sister Marie Carolyn ever did teach up here. 

Sister Eileen: Once in a while in the summer. When did you come back here as a faculty member and under what circumstances?

Sister Jeanne: I believe that my association began a year before I actually entered the faculty ranks. It was an accreditation year, I think it was 1970 and I was the alumni representative on the certification committee for History or Social Science perhaps it was both. 

Sister Eileen: I see. Then, when you came as a faculty member...

Sister Jeanne: That was 1971.

Sister Eileen: How did you happen to come here then?

Sister Jeanne: How come I happened to come to Barry College? By invitation. 

Sister Eileen: You had an appointment?

Sister Jeanne: No, I did apply and I was offered a contract.

Sister Eileen: Now, what was the period that you were at Barry then as a faculty member? 

Sister Jeanne: I taught from '71- '74 which would be three consecutive years. Then I applied for the Barry Faculty Fellowship and received that for three years. Then, came back for one semester, then was released to finish my studies for the following semester. Then I came back for three more years. I was there from '71-'81 in one capacity or another.

Sister Eileen: But, you were away for three years in the middle?

Sister Jeanne: In the middle, from '74-'77. 

Sister Eileen: Then, you went back. See, from '74-'77 you were away. Is there another period you were away after '71? How would you evaluate the atmosphere when you came to Barry?

Sister Jeanne: In '71?

Sister Eileen: Yes.

Sister Jeanne: Well, it seems to me that I have seen Barry in different decades with different personalities. So, in the '50's, the Barry I first knew was a little college which was a primary residential college that had so much beauty about it and so much community and small town village effect about it. The Barry of the sixties was a school that was growing, many professional programs being added, summer school classes with many teachers from the Dade County area seeking certification. Particularly in the Spring classes that were 400- 500, so I know that the classes I took History in the sixties as an undergraduate were more challenging in many ways than the classes I took as a student in Tallahassee in the late sixties which says a lot for Barry. 

     Then, Barry in the seventies when I was a faculty person for the first time, the early seventies, that was a struggling time because we were just beginning to go coed. I remember noticing the footprints on the walls and feeling bad because the beauty of the place wasn't as apparent because there was so much change happening. 

     The Barry of the later seventies, when I came back after studies was again going through a real growing phase whereas from the late sixties/early seventies, it was probably small to medium. At the end of that, it was from medium to small/large and almost bordering on university status. 

Sister Eileen: Who were some of the people who were there? Who was president when you came as a faculty member?

Sister Jeanne: As a faculty person, it was Sister Dorothy Browne.  And then she was succeeded by Sister Trinita Flood. Those were the only two presidents who were in office when I was a faculty person.

Sister Eileen: In what department were you teaching?

Sister Jeanne: History and Social Science I believe it was called.

Sister Eileen: How would you evaluate the curriculum at Barry when you were there as a faculty member?

Sister Jeanne: I think that the curriculum was designed for the student who was planning on going to graduate school. So, for that student it was a very helpful curriculum. But, the problem at the end of the seventies was that the preponderance of students who were opting for History were not necessarily planning to do Master's Degree's in History, so therefore the curriculum wasn't necessarily serving their needs. There were some curriculum changes that I think freed up students to perhaps take classes that would be helpful to them and to some of the professions in which they were interested. They were mainly blow-off because at that point it seemed like a great many of the people who opted for History were actually thinking about it as a pre-professional program. 

Sister Eileen: When you talk about changes in the curriculum, what do you mean? Do you remember any?

Sister Jeanne: Yes. I remember that there was a sequence in both European and also American History that was actually a two year, four semester upper-bi sequence. The student who came in not at the beginning, had difficulty competing with the student who started at the beginning and since the classes were in a cyclical kind of a basis, it was inevitable that people would start out in class D as in dog without ever having had A, B, or C. They would be competing with some students who had started in class A and had that class A, B, and C. There did seem to be a bit of a problem because students didn't want to take classes in which they weren't going to do well because the nature of the game was to do well so they could get into the professional school of their choice. It just seemed to be a difficulty, so the curriculum changes that happened had more kinds of regional offerings that began at the beginning or at least went from the beginning to a half period as opposed to a quarter period and enabled students then to have more courage to take the class. 

Sister Eileen: How would you characterize the students at this time when you were at Barry? Did you see any change first when you were there the first time between '71-'74 and '74-'77. Were they about the same or were they different?

Sister Jeanne: No, they were very different.

Sister Eileen: First of all how were they the first few years?

Sister Jeanne: The '71-'74 people were truly children of the sixties. School was important to them, but it wasn't an end in itself. But, for many of them it wasn't even a credential for them to go somewhere else. It was just simply something they were doing. They were very interested in politics. Particularly the '71-'72 graduates, not necessarily the ones who graduated after '72 because I could see the change happening even as I prepared to go away to grad school myself. When I came back in '77, a sense of professionalization and the need for credenting was very much a primary in the minds of the students, even at the professional level. 

Sister Eileen: How would you characterize the faculty?  Were they well prepared on the whole?  Not just in your classes, but throughout the college. Did you feel the faculty were meeting the needs of the students?   

Sister Jeanne: I believe that the faculty truly kept the students needs at heart and that the students received that.

Sister Eileen: Do you think that they were well prepared?

Sister Jeanne: They certainly had all the credentials and it could certainly be seen in the catalogs that they had these credentials.

Sister Eileen: How would you compare Sister Dorothy Browne's and Sister Trinita Flood's terms as President in the university and college?  What went on during their period?

Sister Jeanne: I think for Sister Dorothy, it must have been an experience of tinta topsy because she was president for this  growing from small to medium and it must have been a very exciting thing to watch this college grow but also to know that it wasn't causing a crisis. And some decisions had to be made among others whether to go coed or a single sex institution would remain. 

     In Sister Trinita's term, I think it was a matter of the roots growing out of the tree. So, with Sister Dorothy was all the leaves and bulbs and all this flowering. You could see all the flowering.  With Sister Trinita, a lot of roots happened.

Sister Eileen: What were some of the things going on? Did you see or hear anything?

Sister Jeanne: Most certainly. I was on the coed committee. I remember that we did a lot of research with other comparable institutions trying to understand what were the advantages and disadvantages in choosing a coed status. In fact, we already were coed in the graduate schools and we had male students in the arts classes. So, they were in drama, and music, and art programs and such. We also had guest speakers from Biscayne which at that point was an all male institution. So, it wasn't as if we hadn't had some practical experience, but it was, "Were we going to advertize ourself as this? Were we going to project towards the future with these ideas?" That serving on the committee was one of the most maturing experiences of my young faculty life because I surely believe and knew that my opinions would be considered and valued as much as senior members of that committee. So, it was a very good experience.

Sister Eileen: Who was the chairperson of that committee?

Sister Jeanne: I think Mary Ann Jungbauer. I'm not positive, but it seems to me that Mary Ann and Michael from social work and myself and there was one other man on the committee and I don't remember who it was. We met every other week and we gave ourselves reading assignments as well as other kinds of assignments. We visited other institutions as well. 

Sister Eileen: What other things went on that you recall?

Sister Jeanne:  I think the accreditation, the study began in 1970 and I think actual review was in '71 and so it was another very large experience. It was impressive to me how that kind of a study was organized. Again, the comparison of Barry with other institutions, realizes that we were in the forefront of some things and some times it would experience things that we would be doing like independent studies for classes that were directed studies. Those things were being done throughout the country and it was exciting to know that we were doing things that in fact were credible. 

     It was interesting to meet faculty members from other institutions coming in and participating in this evaluation process. I seem to remember that at that point there was a discussion whether Barry was going to be a university or a college. At that point we chose to remain a college. We did that because if we were to become a university, we would be a very small university and rather insignificant. Although, we were at the beginning stages and could have claimed that title at that time, but we chose not to do so and in doing that kept our growth back and kept our growth of the population of the college in proportion to the institutional development. That was a very good decision because what it did was it protected us from some haphazard growth and gave some kind of control to the growth that was happening. Those were all rather sophisticated ideas for me because I had been a high school faculty person before and those kinds of ideas and that kind of policy making was done in closed rooms, not necessarily smokey, but definitely closed. And for me to be a part of that collegial kind of atmosphere was very exciting for me. 

Sister Eileen: Can you think of anything else under Sister Dorothy that you would like to comment on?

Sister Jeanne: Well, I found Sister Dorothy's style marvelous because I think that she was someone who controlled in a very gentle way to all appearances at least. She knew what was going on and it was always a surprise to me that she knew students' names. I'm thinking of a student who I had recommended to represent the college on the board for public tv. Sister Dorothy made an effort to get to know that student and would ask me about that student and how that student was doing and so forth. That kind of interest in student leader types I found very much a part of her leadership style. She wasn't a with a faceless group, but instead people were real people. She had that personal touch. 

Sister Eileen: What do you think as you look back, what do you think was accomplished under Sister Dorothy?

Sister Jeanne: I think that the college survived the way it did, that it grew the way it did is a great accomplishment when you look at other colleges at that time that were floundering. I think that controlling the growth and in fact setting certain objectives is what brought Barry to university status in the '80's. I think if those kind of decisions hadn't been made in the late '60's and early '70's, the way the college is now would not be as successful. I think that was probably her greatest achievement, doing that kind of guiding.

Sister Eileen: What about Sister Trinita Flood? How would you describe the way she ran the college?

Sister Jeanne: This is very interesting because Sister Dorothy resigned and Sister Trinita took office just as I went over to study. For the first three years of Sister Trinita's term, I was in touch with Barry from afar.  In a sense, it was as if I came in in the middle. Coming in in the middle, what I could observe was that this rooting seemed to be happening. I believe there was a lot more happening that wasn't really apparent. It was a matter of settling in. It was a matter of policies being developed that actually had already been set. I think this controlling of the group was there. That kind of a policy and inflamentation of policy is perhaps difficult for those who are used to things that are blossoming and growing that they can see. I don't know that I can really comment on what happened in those three years that I wasn't there. The last three years, that was the general thing that I was sensing. I myself was not impatient because it seemed to me that good things were happening and we were going towards that university status and if we opted for that in the '80's it would make sense because in fact that's what we were.

Transcription (Cont.)

Sister Eileen: What would you say about the religious education present here at Barry as the campus ministry among the students?

Sister Jeanne: I wasn't that much associated with either religious studies, or discipline, or off campus ministry. I was very much involved in other faculty committees and one can only do so much.  I don't feel that I could really comment.

Sister Eileen: Did you feel that there was an active religious way on campus, some things that geared to the students?

Sister Jeanne: Well, I was at Mass every day and there were other students there. So, it would appear that what would be central for the Catholic campus was in fact central for some students.

Sister Eileen: Do you think that the way the college operated was really fulfilling its mission?

Sister Jeanne: I remember helping to write that mission statement. It was quite too mystic in its early definitions. I was more conscious in fulfilling that mission statement than my teachings in Humanities and History because that's what I could do. I think from that perspective I feel more able to comment. That in fact in classrooms there were sophisticated discussions about what Christianity was about and about what the ideal of the full Christian was and how it could be achieved. So, from that point of view, yes that mission statement was enough.

Sister Eileen: How would you characterize the weaknesses and strengths of Barry? First what were the differences between your first period and your second period? What were the strengths first? 

Sister Jeanne: It's a very interesting question. It's easiest for me to compare things by having some industries. When I came to Barry as a faculty person in '70, probably my primary index of measurement was my previous experience in high school. That was one of the main reasons why I knew I wanted to be a faculty person, but in fact had a larger conflict. That was one of the reasons that I sought to go get a PhD and have experience in another institution and come back. 

     I think I could look back to the first period best by heinsight. I think when it was going out, when I was just surviving those first few years. When I went away and could look back, what I felt Barry was like the first time around was a small school with a growing Latin population, conscious of the needs of the local area, reaching out in various kinds of social situations, striving to maintain academic excellence, striving to be faithful to its liberal arts tradition, but conscious of the fact that students that are coming, especially after '72, were interested in professional programs and not necessarily any liberal arts program. So, there was kind of a mismatch that the college was trying to deal with. I don't know that I knew that between '71 and '74. I was just trying to survive, but between '74 and '77, as I was understanding more about the faculty responsibility and faculty collegiality, I could see that if I could offer something on those levels when I went back, that would indeed be a contribution.  So when I came back in '77 to '81, I think that what we were trying to do was answer that need, trying to improve the match between the students we had and the programs which were in place. Recruiting students isn't any good if you can't retain students. There were retention problems and that was being met, I think by some program adaptation that brought us into more professional programs and pre-professional programs and so forth. 

     I remember the largest thing coming back that struck me was the School of Liberal Arts was becoming a smaller school. I was surprised because when I had gone to Georgetown, that was the center school.  Then it was just one of five and as I've said before we truly were on the verge of becoming a university and I was self-conscious of that. I can see where that came from and I knew that that had to do with this rooting process that that could happen. 

Sister Eileen: What do you think is Barry's greatest strength today and what do you see ahead?

Sister Jeanne: I have been away almost ten years. Lots of things have happened since. It seems we have truly come along as a university.  I'm looking forward to returning in October.  I think that what we can to do is add a P.S. on my tape in October and I could tell you at the end of my visit what has happened in the ten years From afar, it appears like the growth has been uninterrupted. It seems to be another flowering tree like in the time of Sister Dorothy. It seems like there could be nothing left of the 40 acres in the back.  We must be all filled with buildings. I don't know what is, I only know what seems to be and that's what seems to be.

Sister Eileen: What would you say are Barry's greatest weaknesses? You put them in another way.

Sister Jeanne: Well, to be in a rural area and to be in the mid-west was the greatest curse that could happen to any college in the late '60's and early '70's and to be in an urban area in the south or the south-west was of course a great blessing and that was Barry's blessing. But, I do believe that was also a curse because being in that particular situation, some choices had to be made. The choices that were made in that early period had to do with choosing to survive, so therefore we couldn't continue in the single sex tradition and in the Liberal Arts tradition. I think this was also correlated to a lot of enculturation factors that are related to the emerging women and professionalization trends that were touching them. I guess the greatest weakness was no one was omniscient.  No one knew them on high or the right choices to make. I suspect I wasn't the only one who was so confused going from '71 to '74. 

     From '77 to '81, as I have said before, I know there were people who were impatient because the growth wasn't obvious. They wanted the growth to be obvious, they wanted movement to happen and so forth. I really did not feel that way. I didn't think that was a weakness because I think that all the growth is a matter of continuity and also assimilation. I don't think that real growth happens if one doesn't understand it and participate in it. Unless one is gratefully gifted, I don't know how much growth one can see. I guess I have been beating around the bush. I don't know that I ever really thought about the weaknesses and strengths in that manner and could pinpoint them in that way. 

Sister Eileen: You started talking about the academic Dean. Who was the Dean when you first got there.

Sister Jeanne: Rita Schaefer.

Sister Eileen: And then later?

Sister Jeanne: Andre Cote.

Sister Eileen: How would you compare the relationships?

Sister Jeanne: Well, Rita's background was very much my own. I think because of that, we could work well together. She too had come out of a high school. She was very personable in a person who truly believed in knowing people and knowing students and being involved in things was significant. 

     Cote on the other hand was more removed. He wasn't really a faceless bureaucrat, but he wasn't too far from that in some ways because he didn't seem to know students even outstanding students nor did he seem to be particularly interested in knowing that. He seemed to be prioritizing instead of publicizing the programs which is a degree of professionalization and I think it was related to the growth of the college. In fact the Liberal Arts school was one among five so that these people have become the other Deans whereas Rita Schaefer was in fact the position chairs and even the faculty people that were in her school. I preferred working with Rita, but probably it had to do with the similarity of our backgrounds. 

Sister Eileen: Could you tell me a little about what you did for the 40th anniversary?

Sister Jeanne: We began to try to get in contact with the people we wanted to have tell us about the beginnings before people they could no longer do so. I think we were able to make contact with a good many of those people who died within about three or four years there after. If we had not found them, we couldn't have done so. 

     I was on the founders day committee because that's what it was called, every year from '77 through '81. So, I was a part of all of the planning for each one of those anniversaries. I found that to be a marvelously and spirited time and I brought some of that to Siena to do that kind of things here. It's interesting because of course, Siena is getting ready for its 75th and Barry is farther ahead in its collections of data and its writings than Siena is. It's interesting that Barry would be more self-conscious than Siena, but in fact that's true. 

Sister Eileen: Now that you've been to both colleges, is there anything else you would like to say in comparison?  First of all, who are the people?

Sister Jeanne: Well, Siena of course has the curse that all of the sociologists have identified. It is rural and it is mid- western and it shouldn't be surviving. The fact that it is surviving and the fact that some of the choices that have been made here are so much closer to a Liberal Arts tradition perhaps endure it to me. 

Sister Eileen: How would you compare the admission policies at both institutions.

Sister Jeanne: That's a hard one because I didn't really know about the admissions policies back at Barry. I received the students that were admitted as a faculty person. Nancy and I had been involved in admissions. I have been particularly involved in the program of people who are over the age of 23 and/or people who have dropped out of high school or college for a period of more than two and a half years.  With those people, we have deliberately chosen to go with a more flexible admissions policy, to find if it's feasible to help these people with a second chance. I have been amazed by what motivation that has accomplished given a transcript that isn't that impressive from high school. The majority of these sang traditional students who are admitted under the respectable kind of policy do well and do complete programs. 

Sister Eileen: Can you think of anything humorous, anything that has inference that happened while you were at Barry?

Sister Jeanne: Many. I'll never forget my very first semester teaching, I had full classes to begin with and at the close of registration, there were all these students for whom there were no classes. So, I was asked if I would open another section of World History. I think it was like a second section. They'd give me five classes and that particular class was going to be taught at 8 o'clock in the morning on Monday, Wednesday, Friday. Coming straight out of high school, a high school would be taught on Monday, Wednesday, and Friday and we always began at 8 o'clock. It never occurred to me as this was presented to me that this was going to be unusual above and beyond the double duty. So, I filled the position because I get up at 5 o'clock. I had already been up. I was wide awake. Here are all these students in the back row in their rain coats. I proceeded from the percane, pyramid, pocolypse, to the forum, there they still were in their raincoats not moving.  They didn't fall asleep, but they didn't look particularly awake. The thing was that it wasn't raining. At least it wasn't raining every single Monday, Wednesday, and Friday. Well, come to find out and I really don't remember what was the occasion, they weren't dressed. Those raincoats were over their pajamas.  They were rolling out of their beds and into my class. I don't know when I found that out, but it just occurs to me now that it could very well have happened when I was up here meeting one of the new candidates who had been in that class. Maybe it was she that told years afterwards, but I sort of think I remember that I found out in the course of that class. That was what was going on.

     Oh, I remember my first fire drill because when I first came to Barry, the Sisters were supposed to be living on the dormitories. I was in what is now Weber Hall. The fire drill happened and it was like 11:30 or 12 at night. And tending to be an extremely nothodical and perfectionistic person, of course I wanted to do this right.  I wanted to start with step one. I couldn't remember what I did with the instructions of what to do when a fire drill was going on. So, there was this horrible drill going on, I could hear all these noises. I was having this need to get my instruction book to see what to do. Then it suddenly occurred to me that if I didn't do this, I was going to be the only one left in the building and I was a nun and this would be terrible. I think I was one of the last people out of the dormitory and I don't think I ever did find the sheet for that fire drill and so forth. So, it was quite humorous because the students all thought it was funny.

     That was the same year I liked to listen to Classical music and Classical music sometimes in pieces, it crescendos having been very soft vigorously. When I turned the music on, it must have been in one of those soft phases. I was writing away and not even really paying attention and all of a sudden there was a knock on my door and it was from a student down the hall who was always blasting his stereo out into the pool. I mean terrible noises. He had the great joy to tell me that my music was so loud that he couldn't study. 

Sister Eileen: It a man over there?

Sister Jeanne: It seems to me it was a young man. I really can't remember. Maybe I was in Kelly at that point. Wasn't Kelly men?  I thought I was in Weber because Kelly also looked out onto the pool. I really don't remember, but I do remember the incident.

Sister Eileen: Was there anything else? Any other humorous incidents that you can recall?

Sister Jeanne: Well, I'll never forget the party that we had when I was on the faculty senate and I was part of the social committee. I was chair of the social committee. We decided that in that year, we would encourage faculty and student relationships by having coffee hours or other kinds of parties that would bring both faculty members and students together. So, we decided that once a month we would have a gathering. The admission price for a faculty person was one student and for a student the admission price was one faculty person. It was really interesting because at every single gathering we had more and that was the year that we had one out by the pool and we bobbed for apples and we had all sorts of things that were lots of fun with a big crowd of people. At the very end, as we were cleaning up, two of the maintenance men were picking up the great big inflatable pool in which we had bobbed for apples. It was all full of water of course we had taken out the apples and I was very close to them. I was wiping off the table. Somehow or another they managed to drop the inflatable pool and they were warning me to watch out because it was coming at me. But, when they yelled watch out, I was so surprised that I jumped and I lost my balance and I ended up under this inflatable pool.  There I was with my very own Niagara Falls falling down on top of me. Anyway, it was a marvelous way to end our Halloween celebration. Sister Eileen: Is there anything else you would like to say about Barry?

Sister Jeanne: Barry has so much potential because it is in the south and it is in the city. It will survive. My question is how will it survive. I suspect that that's in the mind of the policy makers.  

Sister Eileen: Well, it would be interesting to put a post script on this.

Sister Jeanne: You know, I can't believe this. I though here I am I've got everything. It's great -the classes that I taught, the committees I served on.

Sister Eileen: Well, maybe if you give me a copy of that or I could make a copy.

Sister Jeanne: I'll make a copy and send it to you. 

Sister Eileen: I appreciate that. Thank you Sister Jeanne.

Sister Jeanne: You are welcome.

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