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(1 - 4 of 4)
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- Gleason, Josephine, Brown, Emily, Campbell, Mildred
- Date
- [After 1955]
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LOUISE FARGO BROWN 1878 - 1955 Louise Fargo Brown was born in Buffalo, New York of pioneer stock. Early Browns had helped to extend the frontiers along the Mohawk and the Ohio, and Fargos were among the 'h9ers pushing westward to California. These deeds were long since done. But the s irit in which they were done and the qualities leading to their accomplishment, - a lively curiosity, love of the new venture, generosity, a zest for life itself, great good humor and warmth of spirit -...
Show moreLOUISE FARGO BROWN 1878 - 1955 Louise Fargo Brown was born in Buffalo, New York of pioneer stock. Early Browns had helped to extend the frontiers along the Mohawk and the Ohio, and Fargos were among the 'h9ers pushing westward to California. These deeds were long since done. But the s irit in which they were done and the qualities leading to their accomplishment, - a lively curiosity, love of the new venture, generosity, a zest for life itself, great good humor and warmth of spirit - were the rich legacy bequeathed to Louise Fargo Brown. Throughout her life she remained something of the pioneer, with a keen awareness that every generation has its own frontiers to extend, whether of the mind or space. She received her early schooling in the Buffalo schools and her B.A. degree from Cornell University in 1903. In 1905, she entered the graduate school at Cornell and long before Fulbrights and Fords and Guggenheims had made the privilege of foreign study almost a comonplace, Cornell twice awarded Miss Brown its Andrew White Travelling Fellowship. This gave her two wonderful years in Europe, the first at London and Oxford, the second in Basle, Zurich and Geneva. An article based on the research of these years appeared in the En lish Historiggl Review while she was yet a graduate student?‘ §he receTtéd_the Ph.D. from Cornell in 1909, and except for a spring semester at Vassar in 1915, was instructor in history at Wellesley from 1909 to 1915. During this period she completed her first t f th B ti t d book, The Political Activi ies o e a s span Fifth Hhnareh Men in En'land,§prin th5_§nt3rre num, a 500E which received the Herbert'§axter_Adams Prize from the American Historical Association for the best monograph of the year in Modern European History. In 1915 Miss Brown was offered the post of Dean of Women and professor of History at the University of Nevada. She was at this post when America entered World War I in the spring of 1917. Browns, Towers, and Fargos had served their country in earlier wars. Louise Fargo Brown volunteered; and from 1917 to 1919 was detailed to do historical work in Washington. Her pamphlet on The Freedom of the Seas was sent in MS for use at the Paris Peace'Uonference. It delighted her sense of humor that in return for her services as LOUISE mace BROWN (Continued) historian the United States government had conferred upon her the rank of sergeant in the Marines. To the delight of her colleagues on the Vassar bridle path, the sergeant's uniform became the bistorian's riding 0 1 In Miss Brown, during the semester at Vassar in 1915, Lucy Maynard Salmon had seen seething of her own pioneering spirit in history teaching. Hence she was recalled to Vassar in 1919 to begin the years of ser- vice which lasted until her retirement in l9hh. Here she became a lively and spirited member of the college community. She was always a champion of the underdog, and a rugged fighter for the causes in which she be- lieved. At one point she even entered Dutchess County politics and ran for County Court clerk. Some of her colleagues still remember her star role in a Founder's Day program on "Matthew Vassar's Times". During these years she published two additional books, The First Earl of Shaftsbu in 1933, under the auspices 0? tEe Kmerican Historical Association, and A ostle of Democracy, the life of Lucy Maynard Sa§Eon, in l9U3. er wor in England was recognized in her election as Fellow of the Royal Historical Society. In 1930 she was co-founder of the Berkshire Historical Con- ference, still a thriving organization of women historians. The course at Vassar for which alumnae best remember Miss Brown bore the suggestive title, "The History of Tolerance". To some students it was the most pro- vocative course they had at Vassar. Her interests and activities did not end with retirement. In l9h8, in collaboration with George B. Carson she published a European history text, Men and Centuries of European Civilization, a new approac n ex. oo s. Miss Brown's recent years were spent in Norfolk, Virginia. That one was past seventy need not keep one from exploring and enjoying this new region. She at once identified herself with the local historians and became custodian of their local archives. But as much as she loved the past, she could drop old MSS at a moment's notice to engage in a social or political struggle. Hence, when the scourge of McCarthyism LOUISE FARGO aaowu (Continued) ravaged the land, the old warhorse entered the lists again. Vassar Alumnae who saw the dejected figure of Titus Oates in stocks on the cover of The Nation for April, 195M could not have been too greatly sur- prised to discover that the author of the article, ‘Portrait of an Informer; a Seventeenth Century Moral" was their old teacher of the "History of Tolerance". Those of us who came as young instructors during her term at Vassar remember gratefully her kindness and friendliness during our years of initiation. All of her colleagues respected her integrity and her courage and found Vassar a less colorful community when she was no longer here. Respectfully submitted, Josephine Gleason Emily Brow: Mildred Campbell XIV - 70-71
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- Gleason, Josephine, Pennock, Clarice, Rothwell, William, Ross, James Bruce
- Date
- [After 1961]
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MARY_VIRCINlA,HElNLEIN l903 - 1961 Mary Virginia Heinlein was born in 1903 in Bridgeport, Ohio. She must have liked her town. She insisted on going to its public schools, against the preference of her family for pri- vate ones. Years later she could bring generations of Bridge- port people alive for us with her reminiscences. Or one might hear her and an old neighbor from home telling over with relish all the institutions of higher learning in their native state. Perhaps these steady ties...
Show moreMARY_VIRCINlA,HElNLEIN l903 - 1961 Mary Virginia Heinlein was born in 1903 in Bridgeport, Ohio. She must have liked her town. She insisted on going to its public schools, against the preference of her family for pri- vate ones. Years later she could bring generations of Bridge- port people alive for us with her reminiscences. Or one might hear her and an old neighbor from home telling over with relish all the institutions of higher learning in their native state. Perhaps these steady ties with the place she first knew had a share in her passion for authenticity, in the richness and sub- stance of her experience of the wide world. It was in Bridgeport that the theatre took hold of her. She saw all the plays that Chautauqua on its circuit and stock companies on their tours brought to her part of the Ohio Valley; and early in life she began to find her way backstage to talk with the players. For her own part, this theatre-goer, who was also getting to be well-read, initiated her playmates into many dramatic ventures. So, when she came to Vassar College in l923 to enter the Junior class, after two years at Ohio State University, it was natural that her teacher, Winifred Smith, should be struck by her intui- tive and vivid understanding of Elizabethan drama, unusual in students then or now; by her quick response even to the old- fashioned Elizabethan humor and comedy, which she could interpret in the medium of American rural dialect and slang. At Vassar, she chose some of the courses that Vassar Alumnae are still talking about. One of them was Henry Nobel MacCracken's Chaucer and the Early Renaissance. Her teacher must have seen her then as he saw her long after. The other day Mr. MacCracken wrote: "The chief quality of Mary Virginia Heinlein - my student, colleague, director, and friend — was dedication to the very point of possession. For two-score years I never ceased to wonder at its intensity." It was not the Vassar actors but the debaters whom she joined as a student. Mr. MacCracken remembers this, too: "An obscure member (as we often let a transfer be) of a brilliant class, with no toehold in her glass mountain, she climbed to the presi- dency of Debate Council, then the most favored of college sports In the fall of 1925 she led her team against one from Cambridge University, whose most notable member was Richard Austin Butler (now Great Britain's Home Secretary). The issue was: Resolved that modern democracies are not compatible with personal liberty l MARY VIRGINIA HEINLEIN (Continued) The judges‘ award went to the English. But Mr. MacCracken thought they found it a hollow award: "They had come to win converts not debates; and the Vassar audience voted solidly for Mary Virginia's side." From Vassar Miss Heinlein went straight to the Theater Guild School of New York. The next six years she spent in the theatre, studying in this country and in Europe, acting in New York and in travelling companies, trying her hand at directing - managing. In these years she was deeply influenced by the psychological exploration of the experimental dramatists of the twenties; and this became one of her continuing and developing interests. Then came the lean years of the thirties. She went home to Ohio, into her father's law office, and the law school of the State University. But the fine career in the law, and perhaps in the State Legislature, that her Vassar teachers and friends began now to predict for her barely got under way. In l933 Sarah Lawrence College offered her an opportunity that she could not resist: to introduce drama into its liberal arts curriculum. It is hard for Vassar people to remember how radical and rare such an opportunity was in those days because Vassar's own pioneering in the Arts began early. For twenty years in our own Department of English, students had been tak- ing courses in playwriting and play production, and putting their learning to the test, first in the campus dramatic work- shop, then in the Poughkeepsie Community Theatre and finally in the Experimental Theatre. By the time Miss Heinlein returned to Vassar the Division of Drama had been established. She came in 1942 as Professor of Drama and Director of the Experimental Theatre. She brought with her a clear vision of what the education of women should be, and of the place of the arts in this education Her own words give the best statement of her goals as a teacher Our teaching philosophy is sensible and simple. We believe that a student's status is a dignified one, comparable to a profession, and that the student's chief business is learning. Since all things change and man's wisdom is finite, the important thing for the student to learn is hpw to learn so that her experience here may be the start of an ever continuing process of self-education. We teach, therefore, techniques of learning and hope the student acquires the taste for constant exploration. MARY VIRGINIA HEINLEIN (Continued) Our goal is the student's independence of us, an independence based on the genuine confidence which comes from knowing that one has a reasonable under- standing of oneself and the ability to do useful work, and on her realization that final responsibility for her education as well as for her direction in life rests upon herself alone. We believe, also, that for some individuals the practice of an art is an integrating and truly educating process, demanding, as it does, the involvement of the whole personality and the constant searching and testing of oneself, and calling at the same time for the utmost flexibility, originality, and spontaneity, and the most rigorous self-discipline, organization, and order. We believe that drama furnishes proper substance for the students‘ meditation, dealing, as it does, with the most important question affecting man, the meaning of his own existence; and that it presents to the mind, as do the myths, rites and dreams from which it comes those symbols and images the contemplation of which leads the human spirit toward its true and proper development. This is not a definition of permissive teaching, and Miss Heinlein's students did not have an easy time of it. "She behaved," one of them says, "As if our naivete were a fault we could shed if we chose; and she chose that we get rid of it fast." A young woman might kick hard against the pricks - hard enough for all to see. But ten years later she would write that Miss Heinlein was her great teacher, the first person she had ever known who showed "intellectual passion." She would say that in having to submit to the "authority of accuracy and precision"; to subject the development of her ideas to the rigor of logic, to suffer the explorations of her own mind, she was getting her introduction to "a great science, in the fine old Greek sense of the word." We all had a share in Miss Heinlein's educational enterprise, evenififlfie of us who never appeared on her stage, or lent the resources and insights of their own professions to her produc- tions. We were her audience, whom she made feel as essential to the theatre, between curtain—up and curtain-down, as her cast. Some of us had to take it on faith, now and then, that the play before us was, in her words, "so good that it needed doing." But in the end every one of us had his own treasury of satisfying memories of her theatre; perhaps the power and the insights in her production of The Tempest; perhaps the MARY VIRGINIA HEINLEIN (Continued) sights and sounds of young women, so moving, against the stylized sets of The Mother_of Us All; perhaps the perfection of The Blood Wedding, that “brooding folkplay of simple peasants, devoid of all decor but mere sunlight on plaster walls." All those years Miss Heinlein took her part in the national and international affairs of the theatre. She held office in the American National Theatre and Academy, the State and National Theatre Conferences, the American Educational Theatre Association, the American Society for Theatre Research. She was a delegate to Conferences of the U. S. Commission for UNESCO to the National Theatre Assemblies. Her paper for the Inter- national Congress of Theatre Scholars and Historians held in Venice in '57 was published in German by the Institute for Theatre Science of the University of Vienna, and in other languages. She gave lectures on the drama, wrote articles and reviews, made reports for Foundations. She found time to write for children a play called The Panda and the Spy, first given at Vassar in 1943, and still showing in children's theatres. She visited theatres around the world. Now and then, by way of a holiday, yet keeping her hand in, she would spend a summer in one of the stock companies. In collaboration with Mrs. Stavrides, she had almost completed a translation of the memoirs of Andre Antoine, founder of the Theatre Libre in Paris. But important as it was, her public role has for her friends and colleagues far less reality than her warm and generous personality, with its unique combination of wit and wisdom which responded so directly to the authentic, yet was so quick to unmask the false and deflate the pretentious. It has less reality than the gallant, playful and truly comic spirit that set our mundane concerns in a proper perspective. On December 20, 1961, Mary Virginia Heinlein taught her last class. She died on Christmas Day. Josephine Gleason Clarice Pennock William Rothwell James Bruce Ross, Chairman XV 333-390
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- Gleason, Josephine, Mace, Dean, Turner, Susan
- Date
- [After 1971]
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80 HELEN DRUSILLA LOCKWOOD 1891 - 1971 Helen Drusilla Lockwood, Professor Emeritus of English and from 1950 to 1956 Chairman of the Department, died in Seaford, Sussex, England, on March 27, 1971, at the age of seventy-nine. Miss Lockwood had retired from the college in 1956, after teach- ing here for twenty-nine years. Although for the last decade of her life she spent most of her time in England, she returned several times a year to Poughkeepsie, where she kept a residence; and she...
Show more80 HELEN DRUSILLA LOCKWOOD 1891 - 1971 Helen Drusilla Lockwood, Professor Emeritus of English and from 1950 to 1956 Chairman of the Department, died in Seaford, Sussex, England, on March 27, 1971, at the age of seventy-nine. Miss Lockwood had retired from the college in 1956, after teach- ing here for twenty-nine years. Although for the last decade of her life she spent most of her time in England, she returned several times a year to Poughkeepsie, where she kept a residence; and she continued until her death to be interested in the affairs of the college and in the Poughkeepsie community. Her substantial gifts to Vassar's Center for Black Studies in 1969 and 1970, and her confidence that the program was likely to contribute to the whole community reminded those who knew her of her belief in the interlocking concerns of learning in the classroom and life outside. Miss Lockwood was graduated from Vassar in 1912. She returned as a member of the faculty in 1927 after years of study, travel and teaching, which included a doctorate from Columbia in Compara- tive Literature and participation in several sumer sessions of the Bryn Mawr School for Women in Industry. Her published dis- sertation was a study of French working men and the English Chartists in literature from 1830 to 1848. Helen Lockwood had a lively sense of a tradition of great teach- ing at Vassar: a tradition of pioneering and originality. She wrote of an earlier faculty that was concerned not to copy other educational institutions but, and I quote "to recognize the needs of people and to meet them." If at its founding Vassar's first originality (recognizing the need of women to be educated) was "its classical curriculum designed to be equal to that of the best university in the country," the "standard of measure- ment" of these early leaders, she claimed, "was life itself. Maria Mitchell taking her students to Kansas to observe an eclipse of the sun in 1870 was no less characteristic than their reading Plato in Greek." She believed, then, that there was a tradition to perpetuate here, and she perpetuated it in her own way. 4 9i HELEN DRUSILLA LOCKWOOD (Continued) For her the great teacher of her student days was Lucy Maynard Salmon, the historian. "I cannot remember," Miss Lockwood wrote years later, "when Miss Salmon's realism was not a presence challenging all decisions." In l937 she made a dream of Miss Salmon's come true in the Social Museum, which she initiated and directed until economy dictated its end in l95l. The museum was described as "drawing on many departments for direc- tion in research and for scholarly substance, and on the community for raw materials" to produce exhibitions that were "creative exercises in the graphic representation of social facts." Miss Lockwood's course in Public Discussion was announced in the Alumnae Quarterly in 1933 as a development in the Depart- ment of English of its "tradition of social criticism and debate." The particular forerunners were the department's courses in Argumentation, which she had valued highly as a student. And there was her own enjoyable and impressive career in the extra- curricular debates that filled the old Assembly Hall in her student days. l9l2's Vassarion had set against her name the lines: In arguing, the simple heat . Scorched both the slippers off his feet. She liked, too, to think of this course, like the Poughkeepsie Forum in which she took part, as carrying on the American tradi- tion of debate around the cracker barrels of country stores. In the new course there was an explicit shift from argument to an arrival at consensus. But, however steadily held as a goal of discussion, consensus was not a compulsion. A colleague has recalled from faculty meetings and committees that her "incessant and tireless wars against cant and nonsense were perpetual encouragements to those who were weaker and less ener- getic in battle." Old students, too, remember that conviction was not sacrificed to consensus. In the teaching of literature and writing, her view of English as an art that begins in experience and gives form and vision to it was not unique in her department. But in the subjects she taught -- American Literature, Blake to Keats, The Contemp- orary Press -- her strong social interests gave a particular push to her efforts to bring her students to an understanding of the dynamics of a work of the imagination. An examination of language and its implications was, however, always essential to this activity, whether it be Wordsworth's great lines on the French Revolution, or the Declaration of Independence, or the students’ own writing (where she declined to let them be satisfied with easy verbal skills). Her conduct of the coordinating QL HELEN DRUSILLA LOCKWOOD (Continued) gr seminar in American Culture made students press back to the roots of their generalizations through language. One of her favorite images was of the misguided student - or faculty member - jumping from abstraction to abstraction as from tree to tree. Problems of communicating in the modern world; langu- age and imagination; the philosophy of free speech -- formed the context of writing and critical analysis in her famous course in The Contemporary Press, which she inaugurated two years after her arrival at Vassar and taught until her retirement. Miss Lockwood did not o'erleap the bounds of the discipline of English, as was sometimes charged; but in her urgency to con- nect it with large human concerns, she was bold to stretch them. An experimental course, Today's Cities, with New York there to study, probably came nearest to Helen Lockwood's conception of what Vassar should be doing. This course, offered by six depart- ments, under her chairmanship, in 1945 and 1946 engaged the full academic time of its twenty freshmen during the third term of Vassar's wartime curriculum. One characteristic of the temper of the post—war years as these teachers saw it was the growing impatience of young people with the gulf they experienced between the world of the classroom and the world without. Today's Cities, Miss Lockwood wrote, could lead them to "clearer conceptions of how the world works" and how poetry and sciences "when related to each other can illumine its struggles and help to direct them." Helen Lockwood was a stirring and memorable teacher. Coming from her, the not uncommon question, "Well, what's on your minds?" was bound to bring response, and then things began to happen. Some- times a young woman regreted having revealed her mind's contents, knew at once that she could not, would not, arrive at consensus with Miss Lockwood, and went her way, perhaps never to forgive or forget. But for others the experience was tonic. And for many alumnae being in her courses was one of the great events of their college years. There are those who remember Blake to Keats or American Literature as giving them hours of rich, heightened awareness; they instigated the Faculty-Alumnae meetings to revive the experience. And there are those who took from her a measure for their lives (as Helen Lockwood did from Miss Salmon); and those who have counted on her for support as they worked out their crises in talk or letters. Helen Lockwood sought vision and worth for her department as well as for students and for Vassar as a whole. Younger col- leagues, sometimes very different from her in cast of mind and HELEN DRUSILLA LOCKWOOD (Continued) in feeling, often took something from her that enlarged their conceptions of teaching and strengthened their own individual- ity. Her extraordinary intellectual vitality and interest in the world endured to the end of her life, as did her faith in the development of the critical intelligence and its power to do good. This faith was expressed in the phrasing of her will where she wrote that, after certain bequests to friends and to public institutions in Poughkeepsie and elsewhere, she was leaving the "residue and remainder of her estate" to Vassar College without restriction, "with the hope that my interest in the quality of teaching and my concern with pioneering in the reinterpretation and deepening of a liberal education will be remembered." Respectfully submitted, Josephine Gleason Dean Mace Susan Turner, Chairman /7 w 4 k
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- Gleason, Josephine, Pennock, Clarice, Spicer, Verna, Asprey, Winifred
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- [After 1966]
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‘+3 SYDNOR HARBISON WALKER 1891 - 1966 Miss Sydnor Harbison Walker, Vassar alumna, faculty member, trustee and Assistant to the President, died December 12, 1966, at her home in Millbrook, New York, at the age of 75. She was born in Louisville, Kentucky, the daughter of Walter and Mary Sydnor Perkins Walker. After attending Louisville schools, Miss Walker came to Vassar and was graduated in 1913 with honors. Economics was her major interest and she returned to Vassar to teach it in 1917, with...
Show more‘+3 SYDNOR HARBISON WALKER 1891 - 1966 Miss Sydnor Harbison Walker, Vassar alumna, faculty member, trustee and Assistant to the President, died December 12, 1966, at her home in Millbrook, New York, at the age of 75. She was born in Louisville, Kentucky, the daughter of Walter and Mary Sydnor Perkins Walker. After attending Louisville schools, Miss Walker came to Vassar and was graduated in 1913 with honors. Economics was her major interest and she returned to Vassar to teach it in 1917, with an M.A. from the University of Southern California. Professor Emeritus Mabel Newcomer, a young col- league at the time, writes that "her quick wit and gaiety made her well liked among students in the residential hall where she lived ..... as a teacher she exhibited these same qualities, combined with clarity of thought and expression .... although she could be sharply critical of the careless and the dilatory." In 1919 Miss Walker decided that she needed some practical experience and went to work for a pioneering firm of indust- rial relations consultants where she wrote their weekly news letter. Three members of this young firm became college presidents and some years later Miss Walker herself was on the way to the presidency of a prominent college for women. A fourth member of the firm was Beardsley Ruml. In 1921 Miss Walker engaged in the relief work of the American Friends Service Comittee, first in Vienna and later in Russia In a letter to President Emeritus MacCracken, she vividly describes her experience. "We are now feeding about 15,000 a week through our depots, and we are supplying clothing to nearly 3,000. Our work is done on an individual case basis, which we think to be the soundest, not only from a social point of view, but because we believe that method essential for the creation of a spirit of international good-will - at no time a secondary object in our program... In addition to the feeding and clothing.... we are teaching mothers to care for their babies through the welfare centers; we are supporting a score of hospitals and other institutions for children; we have restocked farms with poultry and cattle and are helping farmers to build up permanent food resources for the city; and we are assisting materially in such constructive Austrian enterprises as the building of suburban land settlements and the creation of a ‘f4 SYDNOR HARBISON WALKER — continued market abroad for the art work of many gifted persons...we feel that we are a real part of the life of the city and not a superimposed group of relief workers." It is not hard for those who knew Miss Walker to visualize her presiding over relief work in the Imperial Palace of the Hofburg, whose stately corridors were cheerless and deserted save for these activities. Returning to America in 1924, Miss Walker combined her inter- ests in industrial relations with social welfare and educa- tion by becoming a research assistant at the Laura Spelman Rockefeller Memorial Fund in New York. In the meantime she received her doctorate in economics from Columbia University in 1928 with a dissertation on "Social Work and the Training of Social Workers." When the Rockefeller Foundation absorbed the Spelman Fund in 1929, Miss Walker began her association of twenty years with the Foundation. She moved from the research department to the position of Associate Director of the Social Sciences Division and finally became its Acting Director. While there she developed a program of international relations involving considerable travel in Europe and South America in very respon- sible positions. In 1933 she collaborated in the preparation of the report of President Hoover's Comittee on Social Trends, contributing a chapter entitled, "Privately Supported Social Work." In 1939 Miss Walker was proposed for trustee of Vassar College by the Faculty Club and she was elected by the board. Again quoting Miss Newcomer, "her contribution as a Vassar trustee was very rea1....Her experience on the faculty and as a student, and her current work in the Rockefeller Foundation, had given her a real understanding of the problems of the college and enabled her to offer constructive criticism and suggestion for change." _ Her resignation as trustee occurred in October 1942, and came because of a crippling illness which led eventually to her permanent confinement to a wheel chair. A friend and fellow alumna described her long battle against mistaken diagnoses, official predictions of helplessness and the end of her career. "Sydnor simply rejected the idea of permanent immobility.... for a person who never knew what fatigue meant, who never could understand inactivity, either mental or physical, 1 < SYDNOR HARBISON WALKER - continued nothing could have been more tragic than paralysis." When Miss Walker realized that complete recovery was impossible, on her own initiative she went to one of the first rehabilitation clinics in New York and learned to help herself to a remarkable degree. Also she wrote, and the Woodrow Wilson Foundation published in l945, a report entitled "The First Hundred Days of the Atomic Age." In 1948 another opportunity to serve Vassar came to Miss Walker when Miss Blanding named her Assistant to the President. She returned to live in Metcalf House and became an active participant in Vassar's development. Miss Blanding knew her as "a brilliant woman who never lost her zest for life nor her interest in things of the mind. She was a voracious reader and stimulating companion." After Miss Walker's retirement in 1957, she bought a large colonial house in Millbrook, reminiscent of her native Kentucky. There she continued her vital interest in Vassar and in the many friendships she had made throughout her rich and colorful life. Respectfully submitted, Josephine Gleason Clarice Pennock Verna Spicer Winifred Asprey, Chairman XVIII BBQ-336
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