Interview with Biruté Ciplijauskaité

Partial Transcript: Interviewer: I'm here in the home of emerita professor...

Partial Transcript: Interviewer: Well, let's begin at the beginning. Where and when were you born?
BC: In 1929, in Kaunas, Lithuania.

Segment Synopsis: Question: Where and when were you born? Answer: Born in Kaunas, Lithuania in 1929
Question: Family background? Answer: Both parents born on a farm, fled to Russia during German occupation of World War I. Met when they returned to Lithuania after the war. Father was famous gynecologist and good administrator, moved to establish a hospital in a different part of Lithuania in 1933. 1933-1939 were mentioned as “best years of my life.” Close community in Lithuania, good high school, good music.

Keywords: 1930s; Childhood; Conservatory; Education; Gynecologists; Lithuania; Lithuanian; Music education; WWI; World War I; high school

Partial Transcript: BC: Then, when Germans occupied Klaipeda, again, in '39, we went to Kaunas...

Segment Synopsis: [No question.] BC discusses German occupation starting in 1939 and how it led to family relocation and interruptions in high school education. Finished high school in Germany after family had fled Lithuania.
Interviewer asks follow up questions about the German and Soviet invasion of Lithuania and the flight of BC’s family. Soviets had identified BC’s family for deportation to Siberia, but the family was living in Vilnius because of her father’s job.

Keywords: 1940s; Education; German occupation; Kaunas; Klaipeda; Lithuania; Lithuanian; Russian occupation; Soviet occupation; Vilnius; WWII; World War II

Partial Transcript: Interviewer: So, you went to Germany. Was that because you had German connections...?
BC: We had nothing. We had absolutely nothing.

Segment Synopsis: Question: Why Germany? Answer: No connections in Germany. Father died of a heart attack before leaving Lithuania, leaving BC’s mother to care for three small daughters in foreign country. Discusses gratitude and admiration for her mother.

Keywords: German; German language; Germany; Lithuania; Lithuanian; WWII; World War II; refugees

Partial Transcript: Interviewer: So, before we move on to your time in Germany, I wanted to ask a bit about the world of middle-class Lithuania that you grew up in-
BC: I think in Lithuania, that was probably even considered higher.

Segment Synopsis: Question: Middle class Lithuanian life between world wars? Answer: Discussed freedom and organizing taking place in Baltic countries during this time. Mentioned hired help of family, a cook and a maid, and names of two sisters.

Keywords: Lithuania; Lithuanian; WWI; World War I; childhood; middle class; middle-class; post-war; upper class; upper-class; wealthy

Partial Transcript: Interviewer: Alright, so you, your mother, and your two sisters then, were really, at the threat of your lives, forced to move to Germany in, say, 1940...

Segment Synopsis: Question: What was Germany like during the war? Answer: First went to mother’s parents’ farm close to German border. Then relocated to German-controlled Czechoslovakia (Sudetenland), where her family was put to work. BC was only around 12 but was forced to work in an ammunition factory so was not in school at that time. BC mentions that she doesn’t remember many bad things about this time.

Keywords: 1930s; 1940s; Czech history; Czechoslovakia; German occupation; Lithuanian; Soviet invasion; Soviet occupation; Sudetenland; WWII; World War II; childhood; factory work; refugees

Partial Transcript: BC: And as the war ended, we went to meet that one cousin, the father's brother's son, who had established himself in Tübingen, that was already in Wurttemberg.

Segment Synopsis: [No question.] As war was ending, BC’s family moved further west (Tübingen?) to meet relatives, where “a more normal life started.” BC discussed difficulty of living with occupation forces in French occupation zone and how BC’s mother dealt with economic troubles during that time. Finished high school with other Lithuanian refugees living in Germany. BC discusses differences the American, French, and British occupation zones after the war.

Keywords: French-occupied Germany; Germany; Lithuanian; Lycée Lituanien Tübingen; WWII; World War II; education; high school; post-war; refugees

Partial Transcript: BC: Then, when the end of the war, the universities opened. So, each university was obliged- I don't know whether each, but several universities were obliged- to admit a quota of refugee students.

Segment Synopsis: [No question.] At the end of the war, the universities opened and admitted a quota of refugee students. BC’s university admitted 40 students and only 7 remained after the first year. Very difficult and strict school.
[No question.] BC discusses emigration from Germany to Canada and contract to work as a maid.

Keywords: Dolmetscherschule; Germany; Mainz University; college; education; translating; translation; university

Partial Transcript: BC: When then, we had to emigrate, we knew that we couldn't stay in Germany forever. So, we immigrated to Canada, my older sister and I.

Segment Synopsis: [No question.] BC discusses emigration from Germany to Canada and contract to work as a maid.

Keywords: Canada; Germany; immigration; sisters

Partial Transcript: Interviewer: We're resuming after a short break. Interview with Professor Ciplijauskaite. So, to finish up with your time in Germany, would you like to say a few final words about your experience there?

Segment Synopsis: Resuming after interruption by phone. Question: Final words about experience in Germany? Answer: Emphasizes impact this time had on her education and confidence in ability and the many good people her family met there.

Keywords: Germany; education; post-war; refugees

Partial Transcript: Interviewer: Okay, so, how did you end up in Canada?
BC: Well, as I said, there were possibilities to sign a contract for a years' work. You could go to South America, you could go to the States, you could go to Canada. Several of our friends had gone to Canada and seemed happy...

Segment Synopsis: Question: How did you end up in Canada? Answer: Contacts offered refugees opportunities to go to the United States, Canada, or South America in exchange for one year of work as a maid. Friends of BC’s family had gone to Canada previously and seemed happy. Younger sister and mother went to US—first west coast, then Chicago.

Keywords: Canada; domestic work; immigration; maid

Partial Transcript: Interviewer: So, you're in Canada, and you're doing domestic work.
BC: Oh yes. But again, I was lucky all my life through. I ended up with a family...

Segment Synopsis: Question: Experiences during domestic work in the US [Canada]? Answer: Family she was placed with allowed her to play the piano during her two hours of free time a day. BC discussed her interest in music as a child. Then discussed her typing class at a business school twice a week in the afternoon, which led to work as a secretary in after her year-long maid contract ended.

Keywords: childhood; conservatory; domestic work; piano

Partial Transcript: Interviewer: So, you're in Canada, and you have this opportunity to practice the piano, and then what happened?
BC: Oh, because I was not only practicing the piano, I was also taking-- I think it was twice a week in the afternoon-- I went out to a business school to learn typing.

Segment Synopsis: Then discussed her typing class at a business school twice a week in the afternoon, which led to work as a secretary in after her year-long maid contract ended.
Question: How long did you work as a secretary? Answer: BC explained that she worked as a secretary the rest of the time she was in Canada, attending evening classes to get her MA from the University of Montreal.

Keywords: Spanish; education; evening classes; graduate school; master's degree; masters degree; secretarial work; secretary; typing

Partial Transcript: Interviewer: So where there any-- you finished at Montreal with your MA in, what was the subject?
BC: In Spanish.
Interviewer: So already you had gravitated to Spanish.

Segment Synopsis: Question: What was your MA in? Answer: Spanish. BC explains that her MA took quite a few years because she was taking one course at a time but saved enough money while working to take a summer course in Spain (maybe in 1953). This course, and the instructor, made it clear to her that she wanted to study Spanish poetry.

Keywords: Jose Manuel Blecua; MA; Master's degree; Spain; Spanish; Spanish poetry; education; graduate; graduate school; masters degree; mentorship; poetry; travel

Partial Transcript: Interviewer: So, do you have any remembrance of what Spain was like in '53, or were you pretty much just there to take the course and travel?
BC: Well, I wanted to take the course, but I also traveled quite a bit. Everything was rather primitive, still...

Segment Synopsis: Question: Spain in 1953? Answer: Travelled quite a bit, but wasn’t interested in the politics and the oppression. Experienced traditional Spain before influx of tourists. BC’s school was in Northern Spain in the Pyrenees, where there were very few tourists. This experience inspired her to register as a full time student after returning to Montreal, though she continued to take only night classes and work during the day.

Keywords: Spain; travel

Partial Transcript: Interviewer: So, then, you had this opportunity to pursue your doctorate. Where did that come from?
BC: Well, that is, I met, I think, a student in Spain who had gone to Bryn Mawr.

Segment Synopsis: Question: Why did you decide to pursue a doctorate? Answer: Met student in Spain who had attended Bryn Mawr College and who encouraged BC to apply for a fellowship. She was able to complete the requirement for her degree in two years. BC discusses one very strict and critical professor she worked with at Bryn Mawr but said she was grateful for this criticism while writing her dissertation.

Keywords: Bryn Mawr; education; fellowships; grad school; graduate school; higher education

Partial Transcript: Interviewer: And this was, in those years, an all-female school, is that correct?
BC: Yes, yes.

Segment Synopsis: Brief comments about being a woman in academia, including the story of her interview at UW-Madison and why she decided to apply for the job in Madison.
Question: Dynamic caused by male professors at an all-women’s school? Answer: BC was very happy at Bryn Mawr because the professors “looked for your intelligence, not for you gender.”

Keywords: Bryn Mawr; Germaine Brée; PhD; UW-Madison; University of Wisconsin-Madison; academia; academic; academic life; doctorate; graduate school; higher education; women; women in academia

Partial Transcript: Interviewer: So, you came to Madison somewhat on the heels of Germaine Bree, you were welcomed by this rather rude comment from the chair of the department, and were given the position of assistant professor in the department of Spanish and Portuguese...

Segment Synopsis: Question: What was the Spanish / Portuguese department like in the early 60s? The university? Answer: In those years, the Spanish / Portuguese department shared the number one title with Harvard. BC attributes its stature to the faculty the department had at the time, including the Modernist Antonio Sanchez-Barbudo, and strong coverage in Medieval and Golden Age, which were considered the best in the country. BC mentioned Ed Kasten (Lloyd Kasten) who specialized in editing old texts and who trained students very well, and Mack Singleton in the Golden Age. BC also discusses success of students from this time.

Keywords: Department of Spanish and Portuguese; Spanish; UW-Madison; University of Wisconsin-Madison; academia; professors; scholars

Partial Transcript: Interviewer: So, how were you received in the department?
BC: I have no comment about that.

Segment Synopsis: Question: How were you received in the department? Answer: “I have no comment about that.” BC continues to talk about the Spanish / Portuguese department in the 1960s, specifically the excellent visiting scholars program.
Question: Mentor? Specifically for the tenure process? Answer: No. There was no process—just a decision by the administration / executive committee.

Keywords: Portuguese; Spanish; Spanish poetry; UW-Madison; University of Wisconsin-Madison; Visiting scholars program; academia; contemporary Spanish poetry; contemporary poetry; dissertations; humanities; publishing; tenure; visiting scholars

Partial Transcript: Interviewer: Any more insights into what Madison was like in those years of the expansion of the University, of the golden years of the humanities on campus...

Segment Synopsis: Question: Final thoughts about Madison during these years? Answer: BC comments on how there was more cross department communication because the university was smaller and the benefits of the visiting scholars program.
Interviewer summarizes BC’s path in the Spanish department. Question: What was the atmosphere like for you as a woman in this department? Answer: There was no animosity. There may have been a slight dismissal or lack of opportunity, but that was the case everywhere at that time. BC never used offers from other universities to get a better position in the department or salary increase because she knew she was not going to take the offer. Was more interested in research than money or department politics. BC mentioned the strength of UW’s libraries and quality of students for reasons she chose to stay despite better offers.

Keywords: George Mosse; Spanish; UW-Madison; University of Wisconsin-Madison; academia; academic excellence; humanities; libraries; professors; professorship

Partial Transcript: Interviewer: Okay, so you're in Madison now, you are developing your career, I think we have covered your first years. When you first arrived, where was the department located?

Segment Synopsis: Question: Location of department during this time? Answer: Bascom Hall. Less space and not as comfortable, “but it had tradition.” Moved to Van Hise in 1968, which BC did not like. However, she does not think the move changed the feeling of the department.

Keywords: Bascom Hall; UW-Madison; University of Wisconsin-Madison; Van Hise

Partial Transcript: Interviewer: Alright, well, let's talk, then, about your courses that you taught in those years. Were you teaching language courses? Literature courses?

Segment Synopsis: Question: Courses taught in those years? Answer: Taught language course when she had to, but preferred teaching literature and culture courses. There was a requirement of the department to teach some language courses. Enjoyed teaching even though she wouldn’t say she had a passion for it. There were always a few students that made teaching worth it.

Keywords: College; Spanish language; Spanish literature; Spanish poetry; Teaching; UW-Madison; University of Wisconsin-Madison; literature; professors; students; university

Partial Transcript: Interviewer: Okay, well then let's talk a bit, before we get into the institute, some of the great scholars you worked with... Let's talk a bit about your scholarship.

Segment Synopsis: Question: Scholarship? Answer: Main interest was Spanish poetry, but she says her teaching also influenced her research interests and writing. Her most quoted / well known work is an edition of a great classic—Gongora, which she did because a previous professor encouraged her to not only focus on contemporary poetry. BC talks about the process of visiting all the Gongora manuscripts to create critical edition.
[No question.] BC recalls one negative experience she had because of her gender. One monastery in Spain would not let her in to view a manuscript. 

Keywords: Gongora; Spain; Spanish poetry; Spanish poets; manuscripts; poetry

Partial Transcript: Interviewer: Tell me a bit about the mechanics of doing research in those years. Because it would've been, now, of course, with technology, it's different-
BC: Oh, totally different. But I believe in the old method. You did not go through any electronic devices. You went to the place, you looked at the original text, you felt the pages...

Segment Synopsis: Question: Mechanics of research during these years? Answer: BC discusses the experience of physically traveling to the manuscripts and the benefits of seeing the original text. She had considered having someone look at the poems she needed for her, but another scholar recommended she go visit herself. Had limited research funds for travel.
What attracted you to Gongora? Answer: Suggestion of mentor, who provided some references.

Keywords: Blecua; Gongora; Spanish poetry; Spanish poets; libraries; manuscripts; research; travel

Partial Transcript: Interviewer: We're resuming the interview with Professor Birute Ciplijauskaité, sorry for the pronunciation, after a short break. Birute, we were discussing your book on Gongora and the impact that it had in Spain and on your career...

Segment Synopsis: [Interview resumes after short break.] Interviewer & BC discuss publication of the Gongora edition, which was published by the Hispanic Seminary of Medieval Studies. BC had no contract for this book—was just interested in this research. Around this time, she was appointed a member of the Institute for Research in the Humanities, and the director of the institute, Robert Kingdon, suggested the Hispanic Seminary of Medieval Studies and convinced them to publish.
Interviewer and BC discuss other publications.

Keywords: Gongora; Institute for Research in the Humanities; Spanish poetry; publishing

Partial Transcript: Interviewer: So, then you started working on women in Spanish literature, in particular women poets. It looks like the first book was "The Unsatisfied Women: Adultery in the Realistic Novel," published in Barcelona. Tell me why you started working on women's literature, or, I don't know if you would call it that, women in literature...

Segment Synopsis: Question: Why you started working on women’s literature? Or women in literature? Answer: At that point (early 1980s), no one was writing about Spanish women writers, even though they were recognized. BC was impressed by the quality of the women writers and frustrated that men who were less talented were discussed more. She also discusses her own experiences as a woman: “in order to be treated as equal, you had to be better, otherwise they weren’t interested.”
Question: In terms of critical writing, were there any themes or discoveries? Answer: BC says she wouldn’t call herself a pioneer, but she brought attention to writers who were not being discussed and let the readers decide.

Keywords: Spanish literature; Spanish poets; Spanish women poets; Spanish women writers; female Spanish poets; female Spanish writers; female poets; female writers; literature; poetry; women poets; women writers

Partial Transcript: Interviewer: So, I see that you translated a book of the poetry of Maria Victoria Atencia.
BC: Oh yes. She is, in my opinion, she still is the greatest poet in Spain.

Segment Synopsis: Question: Translations of Maria Victoria Atencia? Answer: In BC’s opinion, she is the greatest female poet in Spain. Translated her work into Lithuanian, but no critical edition because there is no interest in a critical edition of a relatively unknown poet. However, BC has written about Atencia in Spanish.

Keywords: Maria Victoria Atencia; Spanish poets; Spanish women poets; female Spanish poets; female poets; literature in translation; poetry; poets; women poets

Partial Transcript: Interviewer: And there's no, you haven't really written any theoretical books or articles?
BC: Totally theory? No.

Segment Synopsis: Question: Literary theory? Feminist theory? Answer: Not considered in BC’s writing. “I want to speak about literature and not about politics.”
Final thoughts about your work on women in Spanish literature? Answer: “No, just that is has been very interesting and very satisfactory.”

Keywords: Renee Lang; Spanish; literature; literature in translation; publications; publishing

Partial Transcript: Interviewer: Okay, so, you moved a bit into translations of Spanish poetry, Spanish literature, into Lithuanian. Did you also translate Lithuanian poetry into Spanish or English?

Segment Synopsis: Question: Moved to translations of Spanish literature to Lithuanian. Did you also translate Lithuanian literature into Spanish? English? Answer: One or two poems, maybe. Into Spanish. Follow up: What languages are you comfortable with?

Keywords: Lithuanian language; Spanish language; literature in translation; multi lingual; multilingual; translation

Partial Transcript: Interviewer: Well, let's talk, then, about your affiliation with the Institute for Research in the Humanities at UW-Madison, and what this has meant to you in your career.

Segment Synopsis: Question: Institute for Research in the Humanities? Answer: Appointed in 1973. Described IRH as “heaven.” There were always a wide range of visiting scholars. BC discussed idea sharing over lunches and the ability of the scholars to make their research interesting to those outside of their discipline. Follow up: Names? Answer: Edward Wilson and Roy Jones from England. Follow up: UW faculty? Answer: Robert Kingdon and David Cronon, who ensured that many disciplines were represented, both were directors of the institute. BC attributed the soul, success, and beauty of the institute to Loretta Freiling, the Executive Secretary. Also mentioned Madeleine Doran, English department, and Elaine Marks, French department, saying it was important that there were women from the very beginning.
Question: Final thoughts? Answer: Such a happy community with so many fields represented.

Keywords: Institute for Research in the Humanities; Loretta Frieling; UW-Madison; University of Wisconsin-Madison; visiting scholars

Partial Transcript: Interviewer: Hello, this is John Tortorice, and we are here in the home of Professor Birute Ciplijauskaite. It is February 6, 2013, and this is the second part of a two-part interview that we are conducting for the Oral History Project at the University of Wisconsin-Madison.

Partial Transcript: Interviewer: Birute, you have worked over the years with some very significant Spanish poets and writers. I recall that you've had an extensive correspondence, for example, with the poet, Maria Attencia...

Segment Synopsis: Question: Work with significant Spanish poets and writers? Maria Victoria Atencia? Answer: BC doesn’t remember first contact. Met her after she had already been studying her work. Atencia’s husband was also a poet, possibly had connections there. Wasn’t until the 1990s until she was really recognized.

Keywords: Maria Victoria Atencia; Spanish poets; Spanish women poets; women poets

Partial Transcript: Interviewer: So, what is it about her poetry that had such an impact on you?
BC: No empty words.

Segment Synopsis: Question: What about her poetry had such an impact on you? Answer: No empty words. Each word sits in the right place. Also good combination of heart and mind.
Question: Did you writing have an impact on her success? Answer: Atencia attributes her success to BC—BC believes this to be an exaggeration.

Keywords: Maria Victoria Atencia; Spanish poets; Spanish women poets; female poets; poetry; poets; women poets

Partial Transcript: Interviewer: Is your appreciation for Atencia within a grouping of other women poets of this period who are her equal, or form a school, or form a new appreciation for women's literature in Spain, or-
BC: I wouldn't say that, really.
Interviewer: -is it more individual?

Segment Synopsis: Question: Other similar poets? Answer: BC is in contact with other female Spanish poets, but they do not act as a group of women poets. They are just good poets. BC thinks that some poets from southern Spain began sending her their work after she began writing about Atencia. BC discusses the treatment of female poets in Spanish—not recognized, considered second rate. So she felt it was important to being attention to them.
Question: Themes / connections across the women writers you have studied from different countries? Answer: Have been ignored in their countries, but are not belligerent.

Keywords: Spanish poets; Spanish women poets; comparative literature; female Spanish poets; female poets; poets; women in literature; women poets; women's literature

Partial Transcript: Interviewer: Well, this brings up, then, your collection of materials in the Department of Special Collections at the University of Wisconsin - Madison Libraries, which includes extensive correspondence with Spanish poets, writers, and others. And also a manuscript of a book that you prepared on the poet and writer Jorge Guillen?
BC: Well, that's not a book on him...

Segment Synopsis: Question: Special collections material. Manuscript of book about poet Jorge Guillen? Answer: Not book about him—collection of his correspondence with his first wife. BC worked on this for 8 years. Transcribed and annotated, but not translated (correspondence in French & Spanish). Guillen’s son wanted to book published as a work of Guillen with no credit to BC, which is why this manuscript was never published. BC calls this “the greatest disappointment of her life.”

Keywords: Jorge Guillen; Spanish language; Special Collections; Special Collections libraries; UW-Madison; University of Wisconsin-Madison; correspondance; manuscripts

Partial Transcript: Interviewer: Tell me a little bit about the work that you did on the Renee Lang collection, which is also in Special Collections? Maybe say a few words about who Renee Lang was, and what her importance is as a scholar?
BC: Well, she was a professor of French Literature...

Segment Synopsis: Question: Renee Lang collection? Answer: Professor of French literature from Marquette. Great correspondence with French authors and former students. Discusses Natalie Barney manuscript, which was never published because of a falling out between Lang and Barney.

Keywords: Natalie Barney; Natalie Clifford Barney; Renee Lang; Special Collections; UW-Madison; University of Wisconsin-Madison; special collections libraries

Partial Transcript: Interviewer: That brings up your students, and I know you've had some students that you really appreciated and have followed their careers, and that recently you were at a symposium where you received many gratifying responses to your influence on peoples' work who have gone on to quite distinguished careers...

Segment Synopsis: Question: Students? Answer: “Every student has so much hidden power. You just have to awaken it.” BC talks about student evaluations that called her impossible and her courses difficult but the students were grateful for the challenge. Mentions a former student who is now chair of the University of Pennsylvania’s Spanish department and writes extraordinary books. BC says these students make teaching worth it.

Keywords: College students; Mentorship; Teaching; Teaching styles

Partial Transcript: Interviewer: And this is what the great advantage is, of teaching, is that you actually learn from your students.
BC: Yes, absolutely. Absolutely. No, and the joy, that you get to see how well they can read. And to read poetry is more difficult than to read prose.

Segment Synopsis: [No question] BC talks about the joy of seeing her students read poetry, which is more challenging than prose because it is more condensed and more is implied. Very good poetry “makes you think through feeling.”

Keywords: Poetry; Teaching poetry

Partial Transcript: Interviewer: Well, I have a few more questions for you. One is, I know you've won some significant awards. Could you tell us a little about the honors you've received? I think it's important that that be mentioned.
BC: Well, I think the greatest honor, which really came totally unexpectedly...

Segment Synopsis: Question: Honors and awards? Answer: Greatest honor was the metal from the King of Spain, which took her totally by surprise.

Keywords: Order of Alfonso X el Sabio

Partial Transcript: Interviewer: Tell me a little bit about, we spoke about it briefly earlier, but about your take on post-Stalinist Lithuania, on the literature there, on the culture, on the vibrancy of the media? I mean, they are producing great singers, I know, from the Baltic states...

Segment Synopsis: Question: Thoughts on post-Stalin Lithuania? Answer: Outstanding singers from Lithuania. More free from oppression because they sing established operas. BC allow follows literature, which astounds her with the use and manipulation of language, but the stories aren’t interesting. BC hopes the exposure to more world literature will improve this.

Keywords: Lithuanian art; Lithuanian artists; Lithuanian authors; Lithuanian language; Lithuanian literature; Lithuanian musicians; Lithuanian singers; Lithuanian writers

Partial Transcript: Interviewer: Do you still have family back in Lithuania? I know you have endowed a scholarship there?
BC: I still do, and the students still go, I have one fellowship every summer for Spain for a student, and then another, which can be distributed how they find...

Segment Synopsis: Question: Family still in Lithuania? Answer: Yes, still has family. Also, her students still go.
Question: Fund to honor father? Answer: Yes. BC’s father was a gynecologist who founded a school for gynecological nurses, which is still open. BC founded an award for the best student at that school. She also established an award at the conservatory for the winner of a contest—usually a pianist.
Ongoing restitution? Answer: Complex. She discusses how this shows the results of the Russian occupation, particularly corruption.

Keywords: endowed scholarships; restitution; scholarships; study abroad; travel fellowships

Partial Transcript: Interviewer: Well, perhaps we should just talk briefly about your trips to Puerto Rico for the music, for the Casals Festival?
BC: No, actually, I did not go especially for the Casals Festival. The first time I went to Puerto Rico was to go to visit friends...

Segment Synopsis: Question: Trips to Puerto Rico? Answer: First went to visit friends—German painters who had fled Nazi Germany. She always travelled to Puerto Rico after Christmas for a week.
Question: Final thoughts?

Keywords: Casals; Casals Festival; Puerto Rico