Thursday, July 02, 2009

Flag Ceremonies

My Suggestions on Flag Ceremonies in Boy Scout Camp

I'll bet I've seen more Flag Ceremonies than you have. I love it when everything is done just right, when the Senior Patrol Leader knows every line, when the flag goes up fast and crisp, or comes down slowly, pulled hand over hand. But sometimes I also like to see mistakes: when the flag starts up the line that runs through the caribeener then comes down to be started up again, upside down, or when once brought to the top, and the boy comes to attention to salute it the flag starts back down on its own. There are the times when the SPL forgets the words, and when he says them wrong of funny. It is not these painful errors that please but the way they are met by the assembly of 300 boys standing at attention. I have yet to hear a snicker or wisecrack. How is it, I ask, that such a mob of teenagers can stand by while given a chance to mock a peer in trouble and hold their tongs. Respect, you answer. Respect, I say, and not a little bit of sympathy, and finally might I suggest, empathy. Especially form all the other Senior Patrol Leaders in the crowd who know that tomorrow it could well be them.


What more do we need to have as citizens of this great country that to have respect for each other, and sympathy, and empathy? The Flag Ceremony is an important part of camp. It is where citizenship is taught and lived, it is where information is shared, and it is where enthusiasm is built. A good Flag Ceremony is fun, it is inspirational, it is a direct link between the camp program and its administration and the boys and their leaders. It unites the camp in knowledge of what is going on and builds enthusiasm and participation in the camp's programs and opportunities.

I aspire to be an artiest and I know, in spite of all the Post Modern claptrap to the contrary, that beauty can only be produced by following rules. A good Flag Ceremony follows some basic rules. Once you have mastered them you can, like any great artist, “become creative.” What follows is for the Opening Flag Ceremony, the one that starts the day. I will provide variations for other ceremonies once we get this one down.


Rule one: the staff must be there ten minuets early.


Rule two: the staff must stand in a straight line, with hands behind their back at parade rest and pay attention.


Rule three: the staff must sing enthusiastically as the scouts assemble. I have a series of songs which we sing before each flag ceremony. I have them posted by day and by which flag ceremony it is so I can reference them. Practice them until your crew sings them loudly and well. They should be fun songs which are complicated enough to retain their interest and powerful enough to set the mood of the staff which sings them and the scouts who are listing. In the morning I make sure they are loud, fast, and up beat. I lead them myself. I like to theme them: Sea shanties, Celtic tunes, etc.


Rule four: have Commissioners or other staff helping the troops line up behind their SPL.


Rule five: have a Commissioner or other staff member in charge. About five minuets before the actual posting of the colors, have that leader start with a song which involves the entire camp. Some songs that we use are: “Fighting the Battle of the Morning Limbering,” “Father Abraham,” and “Atu Da Ta.”


Rule six: Have a single cheer which all the troops who are at the assembly area can participate in and have your Commissioner lead the camp, including the staff in doing this cheer. The staff should be particularly enthusiastic. I like “Mabuha”, “The Camp Mosquito”, “Igy, Igy, Igy, Oy, Oy, Oy.” I do not have troops give their yells in the morning – it takes too long.


Rule seven: Have the staff cheer the scouts. This cheer must be fun, enthusiastic, and well preformed. I like “Let me see you” “Dum Dum Duh Duh” and “Yesterday Was Hike Day.” These takes a good leaders, so I can have the best, I usually have my Program Director lead them.


Rule eight: START ON TIME, if the flag ceremony is scheduled for 9:30, at 9:30 the Commissioner in charge will turn the time over to the troop or staff Color Guard and the flag will be raised. Troops that are late will be asked to wait quietly to the side of the formation until the call of "at ease." After the first time, most of the troops will be there on time. If you wait even a minuet, troops will never become punctual. NOTE: Troops that present the flag ceremony should have been there early and practiced putting up the flag and their Camp Friend should have helped train them. I like to give a speech to the entire camp as part of the first flag ceremony (Monday Night) in which I explain how to behave. In short; that they should follow the commands hand salute and two, that those in uniform should salute and those not in uniform should put there hands over their heart. All none uniform hats should be removed. When the flag is brought down they can drop their salute after the flag has been removed from the halyards but they should remain at attention and quiet until the flag is fonded and the color guard dismissed. In the morning they salute through the pledge and then drop their salute but remain at attention until the color guard is dismissed. After the color guard is dismissed the staff should lead the assembly in polite applause.


Rule nine: Present information to the camp in an orderly method, department by department, following the same pattern every day. Make sure that the skits main purpose is to convey information and not just to entertain either the staff or the scouts. I usually go: Nature, Field Sports, Water Front, ACE, Commissioner, Camp Wide Business, High Inspection Scores, and then give the “Camp Time” for the day.

Rule ten: Never go over thirty minuets. Flag Ceremony must be done in time for the scouts to get to their respective activities for the day.


Rule eleven: The Camp Director should attend all Flag Ceremonies. This seems to go without saying, but it occurred to me that some may not understand. The Camp Director must show that Flag Ceremony is important to him, and he must be there to encourage, and critique.


I will next present detailed accounts of all of our morning flag ceremonies, including the agenda – a written copy of which is in the hand of our conducting Commissioner – and word by word descriptions of what is to be said and done. I will also include pictures.

Morning Flag Ceremonies

Tuesday Morning


Pre Opening


Songs by Staff - (lead by the Camp Director): "Will It Reach," "Fish Heads," and "I Love to Go,"
Participation song (lead by the Commissioner) "Fighting the Battle of the Morning Limbering,"
Troop Yell - (led by the Cinnussioner) "Mabuha!" (Stomp your feet, pound your chest, jump up and down and yell Mabuha!)
Staff yell - (Lead by Program Director) "Let me See you ____ Whats that you say!"
Flag Ceremony by troop #____.


Business (Each step introduced by the Commissioner who leads the chants.)


Nature Director, introduce by “Trees Flowers Dirt....
Naturalist
Polar Bear
Commando Corps


Field Sports Director, introduced by “Twang Bang Where's ...”
Dime Club / Top Archer
Hans & Frans - Range Shoot!
Pathfinder


Waterfront Director, introduced by “Yo ho ho ho a pirates life for me”.


Anounce - Mile Swim, Safe Swim Defense, Safety AfloatBaywatch (Includes the tee shirt commercial.)
Overnight Canoe


ACE Director, introduced by “Its Ace and His assistant, Ace and his assistant...”
Activity of the day
Rock Jock


Commissioner Business:
High Landers & Wee Scout
Round Table – 11:00 AM @ the Chapel
Announce Scout Craft Skill Events @ 7:30
Tonight is also the Fellowship of the Moose
High Inspection Scores for the Day


Official Camp Time


Dismiss for Merit Badges and ACE activities.


Pictures from Tuesday Morning Fllag Ceremony

Steve Erwin's beautiful wife Terry explains the need to attend the Naturalist.

Steve's failure to attend the Naturalist causes him to misidentify the Polar Bear.
Too bad for Steve!

The Polar Bear explains how to join his exclusive Society.

Rambo - "Commando Corps; all the way!!"



The Pathfinder of Camp Loll confronts a French Castle.

He explains the migration of compasses.


Hans and Franz;

are here to pump you up.


Bay Watch uses their First Aid skills to battle the sun.


Where's the beach?!


It's ACE and his assistant.

The Rock Jock
I am the man!

The wee scout learns not to litter.


If you waist our Highlands we'll waist you!


Thursday Morning
Pre Opening:
Songs by Staff (lead by the Camp Director) "My Father" Twas 1800 & 53" "Tiz Advartized in Boston," 'I've Got Sixpence"
Troop Participation Song (led by the Commissioner) "Father Abraham"
Troop yell (led by the Commissioner) Igy Igy Igy – Oy oy oy
Staff yell (led by the Program Director or Commissioner) “Yesterday was hike day wasnt it Great...”
Flag Ceremony by troop #_____
Business (Each step led by the Commissioner who leads the chants)
Nature Director, introduced by “Trees Flowers Dirt....
Naturalist
Polar Bear
Commando Corps
Field Sports Director, introducedby “Twang Bang Where's ...”
Dime Club / Top Archer
Hans & Frans.. Range Shoot!
Pathfinder
Waterfront Director, introduced by “Yo ho yo ho a pirates life for me”
Anounce - Mile swim, Safe Swim Defense, Safety Afloat
Baywatch

ACE Director, introduced by “Its Ace and His assistant, Ace and his assistant...”
Activity
Rock Jock

Announcement from the Trading Post!
Commissioner
High Landers & Wee Scout (Not my Responsibility)
Round Table – 11:00 AM @ the Chapel
Announce the Highland Games, and after that the Honor Trail
Announce the Scoutmaster and all adult leader lunch w/ the staff yell
“Potato chips, Potato chips...”
High Inspection Scores for the Day ---
Then official camp time.

Dismiss for Merit Badges and Other ACE activities


Pictures of Thursday Flag Ceremony

Always have a Commissioner in charge
of directing every step of the program.

All the performers wait backstage.



"Steve" comes out looking for smaller
game, but will still meet the Polar Bear
and anounce the Naturalist.


The we have the dance of he Polar Bear.



Rambo hands out his awesome head bands.



A rather cocky Rambo finds out just
how helpful Bay Watch can be.


The ACE Assistant as a corn dog. The adventures
for the day are sailing and black powder shooting. Go
figure.


The Rock Jock demonstrates the
"chest hair growing" virtues of
the second-year rappell.


The Highlanders stand by to educate the wee-
scout on taking responsibility for everyone's litter.

Friday Morning Flag Ceremony

Pre Opening

Staff songs (led by the Camp Director) "Three Little Angels," "Herby," "Where Oh Where Is Suzzy,".

Troop participation song (led by the Commissioner) “A tu da ta a Tu da ta..” Yell for all the troops (led by the Commissioner) "Camp Loll Mosquito".

Staff yell (led by the Program Director) "Dum Dum cheer"

Flag Ceremony By troop #_____


Business (each stage led by the Commissioner who leads the chants)


Nature Director introduced by "Trees, Flowers, Dirt" chant.

Naturalist

Polar Bear

Commando Corps

Field Sports, introduced by “Twang Bang Where's ...”

Dime Club / Top Archer

Hans & Frans.. Range Shoot!

Pathfinder

Waterfront introduced by “Yo ho yo ho a pirates life for me”

Baywatch

Mile Swim

ACE introduced by “Its Ace and His assistant, Ace and his assistant...”

Activity

Rock Jock

Message from the Trading Post

Commissioner

High Landers & Wee Scout

Round Table – 11:00 AM @ the Chapel

Closing campfire tonight

High Inspection Scores for the Day

Official Camp Time

Dismiss for Merit Badge classess and ACE activities

Pictures of Friday Morining's Flag Ceremony

The Polar Bear teaches "Steve" a lesson

on plant and animal identification

The Polar Bear addresses the Camp.

The Dance of the Polar Bears

The Old Bridge Keep confront Nepoleon Dynamite.

The Bridge Keeper does away with Napoleon Dyamite

Could this possibly be? Mutany!

The Captian and his crew learn the true meaning of life

"Marriage is what brings us together today."

The Rock Jock; so manly that only "real men"

can understand him.

The Wee-scout learns to access-her-eyes.



One of the Highlanders trys to go civilized; something
about a woman.

The Highlanders and friends find the Wee-scout even at home.
We have all their "blue cards".
As this post is getting a little large for me to work with I will place the evening Flag Ceremonies on a new posting above.

Wednesday, July 01, 2009

Work and Staff Weeks at Loll 2009

Work Week and Staff Week at Loll were cold
and wet.


It rained




and rained;





then it hailed.






It was so cold we slept in the Lodge for a week;
our tent sites were full of snow.




Still, we celebrated Mid Summer's Night. I
wanted to hold the ceremony inside, but the
King said no.





It was his choice.





We did all the training.

We hiked to Union Falls,








and to Survay Peak.



When the Scouts arived we were ready, and
we were stronger too.

Some Suggestions on Opening a Boy Scout Camp in the Rain.

This is a "work in progress". I will continue to add to the story and the lists as I have time and oppertunity.

We were scheduled to open camp on June 13th. The Thursday before; Jody and I were actually on our way to pick up the U-Hall; it was raining very hard and Bill called to suggest we wait until the next Tuesday. I wondered why, and he said he thought the weather might be better. I wondered why. I reasoned that since we go to scout camp to face difficult challenges and grow by overcoming them we might as well start on time. I had been up the Saturday before. The six of us got within five miles of camp before the snow blocked the road. We hiked in and out – that's ten miles for the old man. I was so cold and tired when we got back to the car I couldn't turn the key. It is very nice to have strong young men around. I judged we would be able to drive in by the next Saturday. I was right.

It was a cloudy day, with rain here and there as we drove through Pocotello and Idaho Falls. As always, we stopped in St. Anthony. We had lunch at the little park by the river, the memorial park. In 1918, twenty- four young men from St. Anthony were killed in a day in the “war to end all wars”. We stood at the foot of the bronze doe boy.






He towered above us on a pedestal of volcanic boulders; a clutch of German helmets hanging from his belt. I asked the crew to consider how those boys chose to spend their summer, what they gave for their country, and suggested we should ask our selves what we will make of our summer in the mountains they fought to keep free. We hurried on, trying to keep ahead of the rain clouds. It was raining in Ashton, but not on the road to camp. Not yet.

Here is a list of the stories I told or read to staff over next two rainy weeks, as they struggled to rest paradise out of the jaws of the Wyoming winter.

Vern Dunn's “Vern, we need you.” story
My first days a Bartlett – “If I could go home I would”
Oscar Wilde's “Happy Prince”
"Abeu Ben Adam" by Leigh Hunt
Seton's on Sympathy from Two Little Savages
Service's "The Three Voices."
“The Little Blue Engine” by Shell Silverstein
Meeting the fox from the Little Prince by Antoine de Saint Exupery
“The Spell of the Yukon” also by Service
Arm wrestling form The Old Man and the Sea by Hemingway
Karol's Frog Princess
Meno's Boy from Plato's Meno
"Rokurokubi" by Ueda Akinari; as told by me
Styles of Leadership S1, S2, S3, S4
"Because You're a Scout" from the 1954 BSA Hand Book, with my story of Engelton's
Tough Kids
Sacae warriors in the forest and snow from Thermopile by Ernle Bradford, pg 96
“Good Timber” by Hugh Mallach
“The Old Juniper” by Carlo Clumsee
“The Highwayman” by Alfred Noyes
“The Deacon's Masterpiece” by Oliver Wendell Homes
I bet I've seen more flag ceremonies than you have.
Scout Pool and Saddam Husein
Craig Miller's letter
“Opportunity” by Edward R Sill
“My Hope for Your” by Paul Harvey
"Moon Face" by Jack London
“Hitler's Mistake” from Stephen Ambros and the NPR
"The Wimp" from Celestial Navigations
"The Coach" from Celestial Navagations
Goethe's "Conclusion"

Movies and Videos:
The Wolf That Changed America
Rio Bravo
Bill and Tedd's Excellent Adventure
Amazing Grace

Monday, June 08, 2009

I Feel a Draft


Prolog


I lived in Alaska when I was a kid. One Christmas a model came in the mail from my uncle. For weeks I shook the box and wondered what sort of model it was, and at last I decided it was a battleship. It wasn’t. So I started buying model battleships for myself. I built the Bismarck, the Arizona, the Yamamoto, and the Missouri. I even had a model of the Olympia, flag ship of the Great White Fleet. I played with them on the black linoleum tiles of our living room floor.

One day I played “battleships” while my mother watched the Twilit Zone. The episode stared a very young Robert Redford and an old woman that looked like my aunt Winnie. The old woman was afraid of Death. There were all sorts of people trying to get in to see her; to convince her to sell her apartment so they could build a new building on the site, but she would not let anyone in. She was afraid they would be Death. One night, there was a fight in the alley outside her window. A young policeman, played by Redford, was injured, and to save his life she let him in. She would not call for help, but cared for him, and came to like him. Of course, he was Death. By the time she found out, she wasn’t afraid any more. She passed in peace, but I cried, because she reminded me of my aunt Winnie. My mother asked, “What’s the matter?” I told her the old woman’s death made me sad. She asked me what I thought happened every time a battleship sank. “Don’t you know thousands of men die?” Well, she ruined that game for me. When we moved to Brigham City, Utah, I put the ships on a shelf above my bed; all those I didn’tblow up with cherry bombs; coating them with model cement and setting them flaming and adrift on the Pioneer Park pond.

I heard of Vietnam for the first time when I was in the fifth grade. Remember those “country reports” fifth graders give? I chose Austria-Hungary. An early sign of my passion for the past; it didn’t bother me that Austria-Hungary had been extinct since 1918. I thought Franz Joseph had a nifty mustache. After a spate of reports on France, Holland, and Tahiti, a boy came to the front of the class with a scrap book bloated by newspaper clippings; they were all about Vietnam. I had never heard of that place before; after that, I would hear about it every day for many years.

By Jr. High, my buddies and I spent a lot of time thinking about the war in Vietnam. I always supported the containment of communism, my parents did – we were anti-communist. Brigham City was built on an alluvial fan; with the Jr. High at the top and our house at the bottom of the long gradual hill. I got very good a costing; no hands. I would gather pockets full of chestnuts on the Court House lawn and throw them into the open ditches as I glided home. The splash was like a battleship shell hitting the sea. When I got into high school my bike got stolen and I had to walk. When there were box elder bugs on the side walk I would pretend I was a helicopter hunting Viet Kong, and stomp on them. It made the trip to school and back go quickly. We all knew about the draft and we talked a lot about the war. The details seeped or flooded into our souls. I remember talking about kicking cans. Whenever an American boy sees a can on the road he kicks it; it’s nature. We knew that the Viet Kong would fill cans with explosives so when a kid kicked it, it would blow his leg off. We were warned about little kids. A lonely soldier, would see a little kid crying, and pick it up to hug and comfort and it would blow up and kill the soldier. What bothered me the most were the pungee sticks. Long slivers of bamboo steeped in human feces. The Viet Kong would stick them in the long grass at the side of the jungle trails, their germ soaked tips pointing up. Then the “Gooks” would hide in the bush ahead. When the American platoon was in place, the guerrillas would fire off a few shots. All American soldiers are trained to “hit the dirt” when they hear gun fire and the GI’s would throw themselves onto the pungee sticks in the barrow pit. This is what we talked about when we weren’t discussing sex, or sports, or Scouts, or the newest episode of Star Trek. It was what we thought about all the time. I read a lot of books and wished for more beautiful wars.

We watched the war on the TV news. Our family watched CBS. Walter Cronkite was the CBS anchor man in those days. Everyday, for years, he would end his news cast with a casualty count. So many killed today, bringing the number for the week to such and such, and the total in the war to. . .

It has only been in the past few years that my students have had any inkling of what is was like to grow up facing an “endless” war. Now, they hear the talking heads, the army of Cronkite want-to-bee’s, droning on. There were plenty of war protesters. But there was this difference; they do not face the draft. I think I remember watching a draft lottery. I see in my mind a great Plexiglas tank with a tube sticking out the top; inside, ping-pong balls swirled around like bubbles. Ever now and then, a ball would be sucked up into the tube and be fished out by some admirals and generals with chests full of ribbons. On each ball was a date. The first ball out might have “6/3” printed on it. Then all the boys born 19 years before on that day would have the draft number one, the next ball would determine the next draft number, and thus the process would continue until all the days of the year were assigned. I had the draft number 118.

My dad worked with the military. He explained to me that, “It’s better to be telling people what to do than being told; be an officer.” I also knew that if one enlisted they got to choose their branch of the service. I loved battleships, although in those days, before the re-commissioning of the New Jersey, I knew there were no battleships in the U.S. Navy. I also knew that North Vietnam didn’t have much of a navy; that seemed to put our sailors at an advantage, finally, there were the pungee sticks at sea. I chose the Navy.

As is my way; I read books about navy battles and naval heroes. I was always reading; the movies were so bad when I was young. I did enjoy Waterloo and Patton, also Romeo and Juliet. Everything else was too angry. I reread the Lord of the Rings and wanted to be an elfin prince but always ended up Gandalf. I became wizard and commander, and forged my fame on the quarterdeck with wisdom and magic. I began to resent Vietnam’s lack of sea power, and there didn’t seem much chance of any kind of Star Fleet position. I saw possibilities in the gun boats on the Mekong River; a place to craft the stories about me. But how does one get from the Utah desert to the rivers of South East Asia?

Then it happened, God intervened. A Naval Junior Reserve Officer Training Corp (NJROTC) unit was established at Box Elder high school. I joined that first, my senior, year. Fresh back from Boy Scout Camp, I entered a world of uniforms and titles, of marching, and the manual of arms. Our teachers were real Navy men. Commander Michaels, an Annapolis Graduate who had been to the South Pole, and Chief Bassett, a Navy Seal who had fought in Vietnam.

You might think that the anti-war “movement” would miss rural Utah. Not so. Our class room was firebombed. The ROTC met in a portable building behind the school. One night someone threw a cider jug full of gasoline through the window and chucked in a match. The bomber was caught by breakfast. The FBI checked the gas stations until they found one where somebody had pumped gas into a glass jug. The new building was nice; it had wood paneled walls.

We got past the bombs; murder was something else. The nation was torn in two when Lieutenant Cowley and his crew murdered 500 South Vietnamese at My Lie. Many, who considered all Vietnamese our enemies, celebrated. Others saw this isolated and obscene abuse as symptomatic of American Imperialism; the proof that we were unjustly in the wrong war, in the wrong place, at the wrong time. Chief Bassett explained the truth.

After weeks of observation the officer jobs were handed out. Note: everyone went by last names. Butler was Cadet Commander, I was made executive, first, officer. I was okay with that. Butler was one of the toughest guys in the school, he could grow sideburns. If I couldn’t be Captain Kirk, at least I was Spock. I worked very hard at my job and at my class work. I got the highest scores, learned the manual of arms for rifle and sword, marched at every drill, wore my uniform perfectly; I even spit polished my shoes.

Then came the shower incident. The gym showers were hard to adjust; and once one got the water just right, someone would turn on another head and scald or freeze you. One afternoon, all alone in the shower room; I got the water perfectly adjusted, hopped in, lathered up, and Butler came in. He shoved me aside, and stepped into my shower. Not one of the tough kids at Box Elder High, I was perhaps the most foolish. I backed up against the wall, brought my foot up against the tile, and threw my naked body against Butler; knocking him out of the shower. He rushed back, fists clenched. Inches form my face he snarled. “If you were anyone else, I’d kill you.” I have often wondered what it was about me that distilled his mercy. I like to think that he held some deep, if grudging respect for me; more likely he didn’t want to ruin his reputation. I see him sitting with the bully boys at the bar.

“You ever killed anybody?” someone asks.

“Ah, just Conner,” says Butler. Everyone titters.

“You killed Conner,” they scoff. Oh the shame.

Not long after the Battle of the Bath, Butler got in a fight with Commander Michaels. I don’t know the details; I do know Butler got kicked out of NJROTC, As Executive officer, when the captain went missing; I became the Company Commander.

We had many adventures together: marched in parades, color guard at the Golden Spike commemoration. We had a formal military ball to which we officers wore our sword belts. A word about swords; we got to pick our own. First pick, I chose the longest one. Big mistake. Parade rest with the sword requires one to thrust the blade at an angle to the front. One hot afternoon, as we stood on the sweltering asphalt I gave the command, “parade rest!” and drove my sword three inches into the tar-Mack.

In May we headed for San Diego, to the Naval Training center. What a great week. We got tear gassed, marched everywhere, were awakened by the Marines at their calisthenics; one of our guys got pooped on by a seagull. A highlight was the rifle range. My father had put a rifle in my hands before I can remember. I read the scores at morning assembly. I was pleased to see my score of seventy eight was twenty points higher than any other. I keep my success a secret, modesty I suppose, and I read the next three. Commander Michaels announced that there was one score I had not given. He gave my score. Someone groaned, “I knew I was shooting at the wrong target.” So much for my pride.

A Company Commander has a lot of paperwork to do and no time to do it in. This challenge compounded with another to provide a solution to both. The toilet and bath facilities at the Naval Training center were a bit disconcerting to a modest boy. There were twenty-five toilets in a line with no walls between, and across the room, in full view, there was bank of showers. Answering the “call of nature” in front of a room full of naked men was not within my comfort zone. The fact that the one place the lights were on after “lights out” was the head, gave me an idea. Once everyone was in bed, I would settle on a pot in the empty bathroom; my paperwork on my knees and take care of all my business at once. The only interruption was the Fire Watch, who greeted me with a salute and an admonition every ten minuets.

At weeks end there was a selection of Top Cadet. I and my Guidon Bearer were both nominated by the Chief who supervised our crew. I had chosen this Guidon Bearer myself; he was the natural leader of our group, a handsome fellow, already a man – I looked like a child beside him. The competition culminated in an interview with the base commander. I stood in the Captain’s office before several officers as he questioned me from behind his desk. I don’t remember much, but his last question was, “What do you think of the My Lai Massacre?” I gave the answer my teacher, my Chief, had taught.

“We are in Vietnam to stop the spread of Communism. Communists kill people who don’t agree with them, they use murder and terror to destroy freedom. America cannot do what we have gone to stop.” The next day I was awarded Top Cadet; the highest honor of my “military carrier”.

That spring I received two nominations to the Naval Academy at Annapolis. I was on my way to the quarter deck.

First came the “draft” physical. Again, my lack of physical presence made so much exposure difficult, but I seemed to survive. Then the letter came. I had failed the physical. One had to have perfect vision to attend Annapolis. They did offer me a “second best”. I would have a full ride scholarship to any university with an NROTC program. This was perfect.

The University of Utah had a program, and I was off to Bailiff Hall. I took a second physical, got into classes; was even elected class chairman of the freshman cadets. I credit my experience, and my mouth. We were measured of our uniforms, drilled in street cloths, and studied declination. When the uniforms arrived, I was in charge of handing them out. Big brown paper wrapped packages with names. When I gave out the last, I realized there was no package for me. I went to the Captain. “Oh, Conner, I need to talk to you. It seems you failed your physical.” I was told I had one last chance; if I could get my eyesight to 20/70 I could get a waver. I would lose my scholarship but I would be allowed into ROTC. It didn’t seem fair.

Once more I put my foot to the tile. I went to my eye doctor. He gave me the system he used to help pilots prep for their eye exams, a big and a little eye chart. I would post the big chart twenty feet away and hold the card in my hand and exercise by focusing back and forth between them. I went without my glasses for two weeks. Finally I had my Mormon Bishop and his councilors bless me, oil and all.


I Feel a Draft

The moon light came in through the open curtains and the soft breeze through the screen; I lay there; looking at the line of toy battleships on the shelf above the bed, and wondered why I wanted to cry. I could hear the cheers and happy noise from the ball park a few blocks off, but I just lay there watching the battleships and waiting for the tears to come.

I had entered the induction center for the third time early that morning. At eighteen, I was an old pro at the selective service physical. The benches, the reception desk, the sleepy boys waiting for the exam to begin, even the impersonal attitudes of the men and women in their uniforms and white coats did not frighten me.

This was my battle. I had to pass the physical if I was to become an admiral. I’d failed two times before, but my dreams had not dimmed. Dreams of space ships and battleships, and gun boats on the rivers of Vietnam; dreams of glory and power and adventure that never left my mind: Caesar, Nelson, Perry on the Lakes, Captain Kirk, Alexander, and Gandalf; these were my heroes, and they were always with me. Adventures read and reread, lived and relived. The guns, the ships, the ranks of soldiers, and the uniforms; I knew them all. They were all part of my dream.

After we had all completed our paper work, instructions were given like little speeches, and the crowd of nervous boys was herded down the hall toward the locker room. I mooed – moooooo – and there was nervous laughter. Reality crowded in on my dreams as I striped and crammed my cloths into the tiny locker. Someday, I would be a great warrior, but for now, I was a scrawny boy. I looked younger than I was and didn’t like standing around in my underwear. The waxed cement floors were cold and so was the air. I folded my arms across my chest.

The boy beside me was not scrawny. He was beautiful, and I couldn’t help looking at him. His shoulders and chest were round with muscles, his arms thick and manly. There were a few hairs around his nipples. His skin was tan and his hair sun-streaked. The boy wore red silk boxer shorts which hung carelessly open in the front as he sat looking at his feet. His body was completely at ease, being naked didn’t bother it. This boy’s suffering was in his eyes and voice as he looked up at me and said, “Hi.”

I was moved by some emotion. I wanted to be friends with this beautiful boy. My experience and determination lent me the confidence my body could not give, and that this impressive youth could be so plainly pitiful, gave me strength.

“Well, here we go,” I said easily. “Don’t worry, I’ve been through before, it’s kind of fun.” It was not so much what I said but the way I was able to say it that set my mind as at ease as the body in the red shorts. That pleased me.

“You’ve been through before?”

“Ya, it’s the eyes.” I tapped my thick glasses. But I’ll get in yet.”

“You want to get in?” He paused, “I’d give anything to stay out.” Red Shorts voice almost broke, “you’re crazy.”

“Oh, I want to be an officer.” I was chatty, “I had an appointment to Annapolis, you know the Naval Academy, but if I can get a waver I can still take NROTC. Come on I’ll show you were to go.”

I felt cocky; it was almost like being someone else. At the first station all the boys were given a clear plastic cup and directed to step into a small bathroom to fill our cup in turn. My mind was racing. I was trying to think of conversation; anything to say to put Red Shorts at ease and give me an excuse to talk to him. The urine samples were crowded together on a small cart, each marked with a strip of paper with the producer’s name on it. The content of ever cup was a different shade of yellow and each had a different amount of foam afloat on top.

“It looks like a beer tasting table.” I ventured, although I had never seen a beer tasting table. Red Short and some of the other guys close at hand chuckled.

“I should have sugar under my finger nails, to dump in the cup,” said Red Shorts.

“It doesn’t work,” said a pimply kid. “They take you anyway. Some guys cut their toes off; they take you anyway.”

“You can’t be an officer if you haven’t got perfect eyes.” I was an expert. “They’ll draft you, but you can’t be an officer.”

Two “older men” turned to look at me. They were obviously returned Mormon missionaries. That would make them twenty-one or older. They looked older and they were naked. I knew Mormon missionaries didn’t wear their underwear in public.

“They drafted you?” one scorned, “How old are you anyway?”

“I’m eighteen.” I said. The two laughed and turned away. “Come on.” I was eager to show I wasn’t rattled. “You’ll really get a kick out of the next one.”

About eight boys, including Red Shorts and I were herded against a wall and told to turn around and drop our shorts.

“What do you bet they shoot us,” someone said.

“We’ll be doing the shooting,” I said. I turned to smile at my charge; very pleased with my cleverness. Red Shorts didn’t know what was going on, but he smiled timidly.

“Bend over and spread your cheeks,” snapped the doctor. I grabbed either side of my face and turned to Red Shorts beaming. This time he saw the humor.

After the doctor had seen what he wanted, he had the line face front. Followed by an assistant carrying a box of thin plastic wrap gloves he started down the line. “Turn your head and cough!” he barked again and again; jamming a finger into each groin in turn; between changes of gloves.

Shorts in place we got in another line. We were inseparable now. We were buddies.

“Hurry up and wait, hurry up and wait,” I chanted; remembering a saying my father liked.

“They say they bury sharpened sticks with human . . . waist on them,” Red Shorts hesitated as he said waist. “They tie bombs to little kids.”

“That’s why I want to be out on a big safe ship,” I said.

“Ya, makes sense. I hear if an M16 bullet hits you in the hand it will travel all over inside your body and kill you. Just from hitting you in the hand.” Red Shorts looked at me. He looked like he wanted to say more, or maybe cry.

“Sit down and look in here.”

Red Shorts sat down and put his face to the eye machine. They young soldier–like attendant flicked some dials and told him to read the line. I would be next. I hated the eye test; it reveled my failing; I thought of it as my enemy. I meant to look at the machine, but found myself staring at my friend, his back, his broad shoulders, his thick neck; barely visible under the long bushy hair.

“Okay,” said the soldier, “you wear contacts?”

“No.”

“Next.”

I sat down. “Take off your glasses and look in here.” I removed the glasses and put my eyes into the sockets. I squinted; little black blurs flashed past in the light.

“Read this.”

“I can’t see it.” I could hear my own voice, but again it was like being someone else; someone else talking.

“This.”

“No.”

“Say when.” The blurs flashed by till the big fuzzy E appeared.

“Okay,” I said.

“Next.”

There was an ache in my chest as I sat in front of the locker. So many dreams just out of reach; it wasn’t fair. But, I didn’t feel as bad as I thought I should; maybe I even felt good.

I dressed quickly. I hurried to cover myself. Red Shorts was in no rush; he pulled his pants on and then went for his shoes, slowly tying the laces. I watched him sitting there. I wanted to memorize him. I didn’t even know his name, but I wanted to memorize his form and his face. The boy looked up and smiled. I look hard at his face, his handsome face, strong and beautiful.

Sincerely and quietly he said, “I hope you make it.”

“I hope you don’t.” We smiled at each other like friends. Then I left, I couldn’t stay and stair any more. At the door I looked back; he was standing there in his perfect body with little hairs around each nipple.

At home that night I sat waiting for dinner. I was half listening to the news and thinking about the boy in the red shorts. Suddenly what the man on the TV was saying sunk in. The numbers he was chanting, the figures on the screen didn’t register, but I saw a face, a tanned, handsome face surrounded with sun streaked hair, above round muscles, a few chest hairs, and red silk boxer shorts.

“Killed to date in Vietnam,” the announcer finished. I began to wonder if my friend would be a number someday. Now the numbers and the battles and the sinking ships carried a face, one I had memorized. I went to bed early, lay in the moon light, stared at the toy battle ships and waited for the tears to come to my eyes; my blessed eyes.

Epilogue

I left the University of Utah at the end of the quarter, and that summer applied for a deferment and went on an LDS mission in the fall. We sneaked off on missions in those days. Were we draft dodgers? I actually received a letter from the Navy telling me there had been a change and that I could re-apply. I did not. I went to Japan. There, the vast majority of the people I met had great affection for and gratitude toward America. There were those who used the war in Vietnam to reproach us; mostly as a ploy to get out of listening to us talk about eternal families and Jesus. Then, one day, I noticed that no one was talking war anymore. When I called the Mission Assistants to make my report, I asked what was going on. “Didn’t you hear, the war’s over, we lost.”

I came home a bit of a pacifist. Perhaps I wanted to believe that as war was wrong not fighting was right. So many of us were fooled, or fools. I didn’t want to be an admiral anymore. I taught Japanese in Hawaii, studied botany, and loved nature; I read and took history classes as my avocation.

I wrote “I Feel a Draft” down while I was still in college, during the down hill slide of the Nixon administration, or perhaps while healing with Jerry Ford. The only war America was fighting then was cold. For seven years I was a professional Boy Scout. I got married, we had children; took in a boat-person, a Laotian. We directed camps, lived in Jackson Hole, at last I became a school teacher.

I have shared this story with my students all these years. For a long time I took pride in it, or at least felt lucky. In the long years of peace, as the Soviet Union crumbled and the shame of deserting the Vietnamese dimed; it seemed to speak to the young people I taught of a past they would never have to face, of heroes without relevance. For a long time I seemed the hero of my story.

Now the long war between good and evil returns, and I see the world again as I did as a boy; I am at a loss as to what to do. I am grateful to those who served, to those who do serve. Red Short is the hero. I feel unworthy and in debt; like a teenager on Christmas morning. In youth, one receives gifts before one understands giving. I cannot repay now that I am old and safe and free. Is there a second best way to serve ones country?

Saturday, May 30, 2009

History through the Great Books - Book List

Here is the list of "Great Books" that I provide for my students. These are not all the great books ever written, nor are they all the books I have ever read, however I have read all of these; except for The History of Don Quixote de la Mancha, and Walden. I have tried several times on both – but Don Quixote is too sad, and Walden is pompous and boring. Many of the books below have greatly affected the history of the world; others are here because they have affected me. I hope you enjoy them.

History through the Great Books
Reading List

(2150 BC) The Epic of Gilgamesh

Homer (800 BC) The Iliad, The Odyssey

Aeschylus (525 BC) Agamemnon, Eumenides

Sophocles (495 BC) Oedipus the King, Oedipus at Colonus, Antigone, Electra

Herodotus (484 BC) The History of the Persian War

Euripides (480 BC) Medea, Hippolytus, The Trojan Women

Thucydides (460 BC) The Peloponnesian War

Plato (428 BC) Lysis, Symposium, Meno, Apology, Crito, Phaedo, Alcibiades, The Republic; (There are many more.)

Aristotle (384 BC) Logic, Politics, Poetics, Rhetoric; (and much more)

Aristophanes (380 BC) The Clouds, The Wasps, The Birds, The Frogs, Lysistrata

Marcus Tullius Cicero, (106 BC) On the Laws, The Republic

Julius Caesar (102 BC) Gallic Wars

Virgil (70 BC) The Aeneid

Livy (59BC) The Histories of Rome

Tacitus (55 BC) The Annals and the Histories

Plutarch (40 BC) Lives of Noble Greeks and Romans

Augustine (430 AD) The Confessions, The City of God

(750 BC) Beowulf

Dante Alighieri (1265 AD) The Divine Comedy

Desiderius Erasmus (1467 AD) The Praise of Folly

Thomas Malory (1469 AD) Le Morte D’Arthur

Nicolo Machiavelli (1469 AD) The Prince

Nicolas Copernicus (1473 AD) On the Revolutions of the Heavenly Spheres

Miguel De Cervantes (1547 AD) The History of Don Quixote de la Mancha

Galileo Galilei (1564 AD) Two New Sciences

William Shakespeare (1564 AD)
Comedies – The Taming of the Shrew, A Midsummer Night’s Dream, The Merchant of Venice, Twelfth Night, Much Ado About Nothing;
Tragedies – Romeo and Juliet, Hamlet, Othello, King Lear, Macbeth, Titus Andronicus, The Tragedy of King Richard the Third, Julius Caesar, Antony and Cleopatra ;
Histories – Henry the Fifth, Cymbeline

Thomas Hobbes (1588 AD) Leviathan

Frances Bacon (1551 AD) Essays

Johannes Kepler (1571 AD) The Harmonies of the World

John Milton (1608 AD) Paradise Lost
John Lock (1632) Two Treatises on Government

Jonathan Swift (1667 AD) Gulliver’s Travels, A Modest Proposal

Voltaire (1694 AD) Candide

Benjamin Franklin (1706 AD) The Autobiography

Henry Fielding (1707 AD) Tom Jones

Jean-Jacques Rousseau (1712 AD) Confessions, The Social Contract or Principles of Political Right

Thomas Paine (1737 AD) Common Sense, The Rights of Man, The Age of Reason

Sir Walter Scott (1771 AD) Ivanhoe

Alexander Hamilton, John Jay, James Madison (1788 AD) The Federalist Papers

Nineteenth Century
J. M. Barrie - Peter Pan
Edward Bellamy – Looking Backward

Frank Bullen – The Cruse of the Cachalot

Lewis Carroll - Alice’s Adventures in Wonderland, Through the Looking Glass

Joseph Conrad – Lord Jim, Heart of Darkness
James Fennimore Cooper – The Last of the Mohicans
Charles Darwin – The Origin of the Species, The Decent of Man

Charles Dickens – Oliver Twist, Great Expectations, A Tale of Two Cities, David Copperfield

Alexander Dumas – The Three Musketeers

George Eliot – Silas Marner

Nathanial Hawthorne – The Scarlet Letter, Twice Told Tales, The House of the Seven Gables

Victor Hugo – Notre Dame de Paris, Les Miserables

Rudyard Kipling – The Jungle Books I & II, Kim

Karl Marx – The Manifesto of the Communist Party

Herman Melville – Moby Dick, Billy Budd

Alexander Pushkin – Eugene Onegin

Upton Sinclair – The Jungle
Robert Lewis Stevenson – The Black Arrow, Treasure Island

Harriet Beecher Stowe – Uncle Tom’s Cabin

Henry David Thoreau – Walden, Duty of Civil Disobedience

Mark Twain – Life on the Mississippi, Adventurers of Tom Sawyer, Adventures of Huckleberry Finn, Short Stories – Eve’s Diary, Extract from Adam’s Diary, Captain Stormfield’s Visit to Heaven, The Man that Corrupted Hadleyburg, The Mysterious Stranger, Fennimore Cooper's Literary Offenses, The Awful German Language

Leo Tolstoy – War and Peace, Anna Kerenia

Ivan Turgenev – Fathers and Sons

Oscar Wilde – The Complete Fairy Tales, The Picture of Dorian Gray

Twentieth Century

L. Frank Baum – The Wizard of Oz, The Land of Oz, Ozma of Oz, Dorothy and the Wizard in Oz, The Road to Oz, The Emerald City of Oz, The Scarecrow of Oz, Rinkitink in Oz, The Lost Princes of Oz, The Tin Woodman of Oz, The Magic of Oz, Glinda of Oz

Pearl S. Buck – The Good Earth

Lydia Chakovskaya – Sofia Petrovna
Bryce Courtenay - The Power of One

Arthur Conan Doyle – The Adventures of Sherlock Holmes, The Hound of the Baskervilles

Michael Ende – The Neverending Story

Albert Einstein – Relativity the Special and the General Theory

C. S. Forester – Mr. Midshipman Hornblower, Lieutenant Hornblower, Hornblower and the Hotspur, Hornblower During the Crisis, Hornblower and the Atrops, Beat to Quarters, Ship of the Line, Flying Colors, Commodore Hornblower, Lord Hornblower, Admiral Hornblower in the West Indies

E. M. Forster – A Passage to India

Jean Giono – The Man Who Planted Trees

Fyodor Gladkav – Cement

William Golding – Lord of the Flies

Robert Graves – I Claudius, Claudius the God and His Wife Messalina, The White Goddess, King Jesus, The Greek Myths – Complete Edition

Arthur L. Guptill – Drawing and Sketching in Pencil

Robert Beverly Hale – Drawing Lessons from the Great Masters, Anatomy Lessons from the Great Masters

Alex Haley – Roots

Edith Hamilton – The Greek Way

Ernest Hemingway – The Old Man and the Sea

Frank Herbert – Dune

James Hilton – Goodbye Mr. Chips

John Knowles – A Separate Peace

Harper Lee – To Kill a Mockingbird

C. S. Lewis – The Lion the Witch and the Wardrobe, Mere Christianity, The Screw Tape Letters

William Manchester – American Caesar

Norman McClean – A River Runs Through It

James Mortimer – Rumpole of the Bailey
Richard Nixon – No More Vietnams

George Orwell – Animal Farm, 1984

Stephen Pressfield – Gates of Fire, The Virtues of War
Mary Renault - The Last of the Wine, The King Must Die, The Bull from the Sea

Earnest Thompson Seton – Wild Animals I Have Known, Two Little Savages, Rolf in the Woods. Trails of an Artiest Naturalist, Animal Heroes, The Birch Bark Roll of the Woodcraft Indians, BSA Handbook

Alexander Solzhenitsyn – One Day in the Life of Ivan Denisovich, The First Circle, The Gulag Archipelago

Irving Stone – The Agony and the Ecstasy

J. R. R. Tolkien – The Hobbit, The Lord of the Rings, The Silmarillion

Eugene Zamiatin - We

Wednesday, May 27, 2009

Book Talk

A request to present my “favorite book of the year” prompted me to put together a Book Talk for my fellow teachers. I offered it at faculty meeting along with two others presenters.

President Obama’s dependence on his teleprompter was much in the news [I note that Joe Biden made a joke about it today, May 27, 2009] so I began with a bit of a rib, “This may be a little rough without a teleprompter.”

I went on to warn them that they wouldn’t be able to use their ray guns to take the quiz at the end. Some classes at Layton High have recently been fitted with electronic test taking devices which allow students to answer questions from power-point presentations by pushing buttons on a hand held remote. Their scores and other data are stored for displayed and contemplation.

I pointed out that teaching is my second carrier. After seven years as a professional Boy Scout – I admit I have never had a real job – teaching looked very attractive to me. It has proven to be everything I had hoped; I am paid to talk and read books.

I have read several books since last May, including the DC comic book version of the Iliad, and the Truth about Muhammad by Robert Spence. As we have a teacher at our school named Robert Spence I noted that it is rather exciting to find an author avoiding fatwa here at Layton High

I pointed out that books come in different sizes: and I think Einstein would have agreed that the length has nothing to do with the number of pages. Indeed the longest book of the year was Relativity, the Special and General Theory by Albert Einstein.

I read it on the insistence of my son in law; who graduated last year from the U’s college of Engineering with a degree in Computer Science and who started work the next week earning more than any one in public education CAN ever make. He wanted me to read the book so that I would be able to talk with him about something on his level! The page count is 178 – but I was much relieved to find the last 47 pages were appendices; which I felt justified in avoiding. Having “finished” the book we held the long awaited discussion. It ended badly when he discovered I had the audacity to disagree with Einstein. I told him not to feel so bad – when I read the Bible I find myself arguing with God.

I also read a very short 801 page Tom Jones by Henry Fielding. Our school Librarian made the mistake of asking me how I liked it. There is half an hour of her life she will never get back. I had attempted to read the book in high school, tantalized by the promise of so much sex. However I found that when ever Tom got a woman in bed, Fielding would sum up the chapter with, “I will leave the rest to the reader’s imagination.” Not much to visualize there at age 16 – so I gave it up. However, now, after thirty years of marriage, I found it far more titillating.

I then explained that these are not the books I want to talk about!

The best book I read this past year was Drawing and Sketching in Pencil by Arthur L. Guptill. (Here I held up my copy for display) One opinion I have gained over the past 30 years is this: those who can – do, those who can’t – teach, and those who can’t teach - teach teachers. In this book I have finally found the exception that proves the rule: a great teacher teaching – and doing it in the best way, by example. Guptill teaches us how to teach by masterfully teaching. I believe that if all the time and treasure poured into grants and programs, accreditations, standardized testing, and “No Child Left Behind,” had been otherwise invested and every teacher in America given a copy of this book and the inclination to read it, American education would have been, in truth, improved.


I directed them to a page of my notes taken while reading Guptill; confessing that I haven’t really gotten the computer thing down; I gave them all copies, pointing out that I am just getting going with the copy machine. I warned them that if they actually read the quotes I supply below they would see that I haven’t gotten the “spell check” down. I explained, if you would look at this last page you’ll see my notes on the detail Guptill went to in explaining how to sharpen a pencil.

I can share only a glimpse of Drawing and Sketching in Pencil with you. But I have attempted to do just that. Please read some quotes. You can grasp the extended impact of this book by substituting any other life activity for drawing; the maxims are equally as true. Please note that most of these quotes are single sentences, Guptill had never heard of Ernest Hemingway.

Pg. XII D – For the beginner needs a teacher and no book or books can take the place of personal instruction. - - in fact, a book of this sort can do little but offer general instructions and suggest a bit of knowledge and a little inspiration; - - if the reader gains a few thoughts that are new or has ideas which were partly forgotten brought back to him or is made to see familiar things from an enlarged viewpoint, this work will have served a useful purpose. (This is what teachers do, we take what books have and enlarge our students.)

Pg. 78 B – It is impossible to over-emphasize the need for constant practice if one is to acquire more than ordinary skill in drawing. Many students with considerable innate ability fail to make the best use of it because of their lack of interest or perseverance, whereas others, who show at first far less natural talent, but who work for it, often gain such skill as to far outshine those students with greater inborn aptitude. It is deplorable that so many persons fail to make the most of their natural abilities, but is, on the other hand, most gratifying to find others who force themselves to the front through their persistency and commendable effort. (Those who work, and can be inspired to work hard, will advance.)

Pg. 184 A&B – There are students, for instance, so imbued with earnestness and enthusiasm, so passionately found of drawing, that they seize with avidity every hint or suggestion which is offered as an aid to the development of their talent, and who at the same time possess enough commonsense to realize their own shortcomings and weaknesses and to direct their own energies to the best advantage in their attempt to over come them, so planning their study and practice that they move on step-by-step up a road of steady progress. (The students we all wish we had; we all wish we were.)

Pg. 184 B – Needless to say men of this type [see the quote above] are scarce, however, the average student falling into one or another of three classes, the first including such as either underrate their own ability or are easily disheartened, the second and largest class consisting of those having a fair amount of ability and confidence coupled with a willingness to work, and with an excellent attitude towards the acceptance of instruction and criticism, the third being made up of a few such vain and self-conceited individuals as hold the egotistical opinion that their work is the acme of perfection ignoring with thinly masked ridicule the suggestions of their instructors and fellow students, seemingly ignorant or careless of the fact that their attitude of antagonism is deterrent to their own progress. (The students we have to deal with. This book was written in 1922; this problem is not new.)

Pg. 184 – So make your choice with care, but once you go to a teacher, put yourself under his direction unreservedly, and even though you sometimes fail to agree with him or his corrections or criticism, try to get his viewpoint, to see from his eyes may be broader than you own. (Find a teacher – be a teacher.)

Pg. 186 B – So in closing let us repeat, then, that each man should study his needs and straightway commence to correct his faults and overcome his weaknesses, seeking instruction, inviting criticism, comparing results with drawing by others and so striving constantly for greater perfection, remembering that one never reach the point were it is not possible for him to advance still further, - - and let it be remembered, too, that even though one fails to acquire exceptional skill, what ever of dexterity is gained will always prove a source of pleasure and satisfaction. (This is the last paragraph of the book; we should find joy in our efforts, and help our students to find joy in doing their best.)


“Now,” I told them, “is the time to applaud.”

Books read from May 2008 through May 2009

Life is a Miracle: An Essay Against Modern Superstition, Wendell Berry, 153 pgs

Drawing and Sketching in Pencil, Arthur L. Guptill, 186 pgs.

Perspective Made Easy, Ernest R. Norling, 203 pgs.

Age of Bronze A thousand Ships, Eric Shanower, 206 pgs.

Age of Bronze Sacrifice, Eric Shanower, 214 pgs.

Age of Bronze Betrayal, Eric Shanower, 162 pgs.

The Truth about Muhammad, Robert Spencer, 195 pgs.

The Never Ending Story, Michael Ende, 377 pgs.


The Iliad of Homer, Marvel Classic Comic, Adapted by Roy Thomas & Miguel Angel Sepulveda, 180 pgs. (I counted)

Relativity, the Special and General Theory, Albert Einstein, 129 pgs.

Tom Jones, Henry Fielding, 801 pgs.

The 10 Big Lies about America, Michael Medved, 262 pgs.

The Elements of Style, William Strunk Jr. and E. B. White, 87 pgs.

Between You and I, James Cachrane, 132 pgs.

Saturday, May 23, 2009

The Dream of Achilles

Achilles had the choice of two fates. He could choose to die young, battling before the walls of Troy, and gain eternal fame; or he could live to be old, beloved of his grandchildren, but forgotten when they were gone. He chose his grandchildren. Achilles is the archetype of all heroes; he is the personification of greatness, because, although he dreamed of his grandson’s love, he fought for justice, knowing his victory would cost him his dream.

I was recently one of the judges tasked to select four graduation speakers from a field of twenty-two eager high school seniors. The topic was based on a quote by Henry David Thoreau challenging all to reach for their dreams. As the tryouts wore on, speech after speech full of references to Lincoln, King, Mandela, and Obama, of blind men climbing Mt. Everest and dying men giving “Last Lectures,” I found myself questioning my life’s accomplishments. It is one thing for kids of 18 to contemplate hitching their wagons to the stars, but when there is not realistic way to calculate one’s pile of birthdays into anything corresponding to the middle-age of any human that has lived outside the Old Testament, such dreaming is depressing. Then I had a thought that brought great pleasure and peace.

I recalled how the weekend before, I had been on a “Fathers and Sons” camping trip with my eldest and his four year old son. I hate camping, and the night was particularly uncomfortable, most of it spent in a fight to keep my grandson warm while I froze; wrapping his sweet perfection in my old arms beneath a pile of quilts. We got up early and played hide-and-seek with his invisible dragon. As I carried my beautiful grandson across the camp lawn, he suddenly placed his hands to either side of my face, brought his eyes close to mine, and saying, “Grandpa, I love you,” kissed me on the lips.

Sitting in that classroom, awash in the accounts of the great men whose deeds have changed the world, and buffeted by the daring of youth reaching for their dreams, I realized I already had the “Dream of Achilles”!

Thursday, May 14, 2009

Talking Points and Questions on Detention at Guantanamo Bay and the Enhanced Interrogation of Terrorists

Current issues discussions in my Government Class have naturally led to a dust up over water-boarding and detentions at Guantanamo. I organized my thoughts and shared them with my students. Only one got up and walked out. I have recorded my thoughts below.

The argument that claims that water-boarding has been classed as torture by past US judicial action is based on references to lists on which true torture techniques; actions such as beating, clubbing, and burning with cigarettes have been delineated. It is at least questionable as to whether water-boarding alone would have been considered torture. Be that as it may; it is instructive to note that Congress could not pass a law against water-boarding, nor has the Supreme Court ruled it as cruel and unusual punishment or as torture. The Constitution gives one person, the President of the United States, the prerogative to act in the extraordinary circumstances encountered in defending the nation. President Bush made one decision, President Obama seems to have made another; does that mean that either man was wrong?

Detention of enemy combatants has long been acceptable under the rules of war – including the Geneva Convention. At one time the solution for dealing with enemies captured on the battle field was to massacre them, make them slaves, or exhibit them in bloody obliteration at the Coliseum.

The Geneva Convention treaties are applicable within certain express criteria which, terrorists do not fit, (fighting for their country, wearing a uniform, acting under orders of a legitimate and recognized chain of command), therefore the US is not bound to treat terrorists in the same way they are required to treat enemy soldiers captured in treaty relevant conflicts. It should be remembered that spies can be shot or hung, a rather severe violation of their human rights, because they are not covered by treaty protections and because they are in violation of the rules of war. Since none of the terrorists captured wore uniforms, and therefore were all in violation of the rules of war, could they not have been tried at the “drum-head” as spies and hung?

There is a difference between an enemy combatant and an accused criminal prisoner. Enemy Combatants are not entitled to the presumption of innocence, there is no due process requirement in relationship to them, and there is no obligation to provide them with a speedy and public trial. No trial is required at all.

Similar differences apply to POW’s. (Although enemy combatants are not POW’s, POW’s are referenced here to show that there are accepted exceptions to US Constitutional standards.) POW’s do not receive trials; they can be exchanged, but need not be released as long as “the War” continues.

I note that some enemy prisoners have been tried for “war crimes” after their capture – a clear violation of the Geneva Convention – and some have been executed by US and other tribunals. It is curious that many of those who decry “harsh interrogation” cite these acts with glee.

Many things done to prisoners, criminal and otherwise, are painful and humiliating. Besides the horrors of imprisonment; hard labor, solitary confinement, restricted diet, imposed schedules, the loss of First Amendment rights (no free speech , assembly, press, the right to vote, etc.), not to mention execution, surely the cruelest form of punishment imaginable; are all inflected on American Citizens with full Constitutional rights. It is because imprisonment is torturous that the threat of it can be used to coerce criminals into plea-bargains and confessions. Obviously, we are capable of drawing lines. Prisons are for punishment as well as rehabilitation and all punishment seems cruel and unusual to those who are being punished.

When one is battling enemies on the battle field, it is apparent that one is justified in using any tactic necessary to destroy the foe or render him harmless. Once an enemy surrenders, morality dictates that he be treated differently. However, if he, by his refusal to cooperate, continues to threaten lives, he is not rendered harmless, and one is forced to consider what actions can be taken to eliminate such a continuing threat. This sets up the “ticking time bomb” scenario.

It is reasonable that an enemy rendered harmless has a certain just claim to humane treatment, even protection; however, if they are not harmless, can the drastic measure we use to render enemies safe be considered for use against them? Realize that in order to make enemies “harmless”, we have fire-bombed cities full of civilians, we have sunk ships packed with thousands of conscripted soldiers and sailors, we have unleashed atomic bombs and vaporized thousands of innocent children. To protect our nation and its citizens, our heroes – on the battlefield and in law enforcement –stab, beat, club and shoot people everyday. Police officers even shoot down common thieves who appear to threaten them and kill burglars in high speed chases. Lawmen have shot down drunken innocents who simply found themselves in the wrong place at the wrong time. We impose blockades, starving millions; we cut off medical supplies to entire nations, allowing disease and suffering to spread; and we destroy economies, ripping apart families and devastating generations. We send our own children into violent service which often damages their physical and mental health for the rest of their lives; all too often they are killed. We require our police and firemen to run into burning and collapsing buildings, our pilots to complete dangerous training and frequently perform life threatening maneuvers so that they can be prepared to defend us.

An applicable analogy?

Child abuse is wrong. Burning a child with cigarettes, or hot irons, or burning coals would be child abuse. Whipping them with a lash, cutting them with knives, breaking their bones or joints is recognizable abuse. What about spanking, or grounding? I know some children who feel they are “verbally abused” when scolded by a parent, or even when their opinions are questioned by a teacher. There are those who think having to do their homework is torture, learning made into punishment. Can we draw lines between abuse and actions which coerce children into right behavior by practices which are painful, disagreeable; even humiliating? Are such actions ever made permissible by the greater issues to be considered?

How are these lines drawn – who draws them – can reasonable people disagree on them? Should the consequences of a child’s disobedience or a terrorist’s subterfuge be considered in drawing such lines? Who gets to decide?

Tuesday, May 12, 2009

Universal Recognition of Right and Wrong: Self Evident Truth and Man

On January 31, 2009, an event gave evidence to the equality of all men. The media, obsessed with fluctuations in economies, football games, and the misbehaviors of celebrities, chose to all but ignore it; there was a short AP story; buried on page A7 in the my local newspaper. As a student of History, I have hope that the significance of the day will be recognized and celebrated when the politics of “hope” and “change” return to the governance of reason. The event – the peaceful and democratic provincial elections conducted throughout Iraq - demonstrates the existence of Truths which are self evident to all reasoning beings. In spite of years of terrorist atrocities, decades of brutal dictatorship and centuries of superstitious indoctrination: given their freedom, the Iraqis behaved, quite naturally, like humans.

While the Iraqi miracle gives empirical evidence that neither geography, climate, race, religion, culture, nor language can override the common nature of men, it is in the study of our history that we can find proof of our common mind and expose the truths reason reveals. Faced with the horrific evil wrought by those whose glory and power rested on the thralldom of others, George W. Bush proposed that, given freedom, people would choose the right. President Bush followed up his words with deeds, crushing oppressive terror states in Iraq and Afghanistan to let in the light of truth and gave fifty million the chance to be human and thus humane.

His distracters, sadly more interested in political power for themselves and their causes than in the safety of Americans or the freedom of mankind, have actually gone so far as to argue that democracy and freedom are American ideas not suitable for Muslim states or necessarily desirable for all nations. I actually heard an MSNBC talking head equat bringing freedom to Iraq and Afghanistan to British Imperialism, and the emergence of democracy; a right for which thousands of Iraqis gave their lives to procure for their fellows; compared to the imposition of puppet monarchies by the French and British in their mandates carved out of the wreckage of the Ottoman Empire. Such opinions are either disastrously uninformed or dastardly deceptive. The unalienable rights of life, liberty, and the pursuit of happiness are not an expedient concoction scribbled down by Thomas Jefferson to justify war; they are an incantation invoking eternal truths.

In spite of the universal failure of Marxism, and the exposition of the abominations perpetrated in desperate attempts to impose communism on mankind, it is still fashionable, in some circles, to cling to the baseless myths of historical determinism, the pseudo-social science that Marx invoked in his attempt to bind all things to his phantasm of economic progress. Marx claimed that new truths come into existence marching lock step through history with his arbitrary truncations of human existence. Such a view shows a simple lack of study. It is still fashionable about the halls of academia to ascribe the ideas of capitalism and democracy to the “age of Enlightenment” and claim that the “natural rights theory” was crafted by European men: Hobbs to Lock to Montesquieu to Voltaire to Jefferson; linked to Adam Smith. Once this silliness appeared in the text books and became enshrined in the generationally regurgitated lecture notes of professors; now dutifully posted on Wikipedia; it became accepted by those whose learning is limited to listening to lectures. It is far from the truth. None of these men would have claimed to have invented the ideas attributed to them any more than Copernicus would have claimed to have originated the idea of the heliocentric model, nor to have himself, placed the sun at the center of the world. The truths which Lock and Jefferson evoked not only predated their time, but have quite simply always existed, and have been recognized, if not realized, by humans as long as they have had the capacity to reason.

Words allow the communication of ideas and writing allows for the communication of ideas over time and space. From the day when the most ancient of oral traditions were put down in written words, the historic evidence of the universal existence of human reason and the reasoned recognition of universal truths has been documented.

The events recounted in Homer’s Iliad, as attested to by the archaeology of Schliemann and records found at Nineveh, occurred about 1200 BC; approximately the same time that Moses climbed Sinai. In this “oldest of books”, a poem four hundred years in the making, we clearly see the truths recognized by Jefferson and aspired to by the free peoples of Iraq. The day came when Agamemnon, King of Men, unjustly took the woman Briseis from Achilles. The words of Achilles, the archetypical hero, demonstrate his understanding of the natural laws which enable justice and underpin all good governments. His affirmation is the same as Jefferson’s. Any king who does not fulfill his duty to protect the rights of his people is no king. It is the right and the duty of free men – of heroes – to desert such tyrants. Achilles speaks:

"Why must we battle Trojans, men of Argos? Why did he muster an army, lead us here, that son of Atreus? Why, why in the world if not for Helen with her loose and lustrous hair? Are they the only men alive who love their wives, those sons of Atreus? Never! Any decent man, a man with sense, loves his own, cares for his own as deeply as I. I loved that woman with all my heart, though I won her like a trophy with my spear. . . But now that he’s torn my honor from my hands, robbed me, lied to me – don’t let him try me now. I know him too well – he’ll never win me over!"

Three hundred years after Homer’s poem recorded Achilles’ “revolution”, Sophocles wrote the tragedy Antigone. Neither the story recounted in the play nor its Truths were original to the poet. Sophocles tells of a princess’ act of civil disobedience; the justice of which rang as true to the Athenian audience then as the acts of Gandhi, Martin Luther King, and Nelson Mandela made sense to reasoning minds in the twentieth century. It is this universal recognition of justice, this conscious acceptance of Truth that is demonstrably common to the experience of all free people. The two brother kings of Thebes had fought for power. Eteocles defended his city with his warriors; Polyneices attacked his own people with foreign troops. At the end of the battle, both kings lay dead. Creon, their uncle, took the throne. Eager to demonstrate his power and judgment, he decreed that his nephew, Polyneices, should be left unburied; his purpose was to damn the young man’s soul. Whether one believes that leaving the body of the dead to the dogs condemns the soul to eternal wanderings was not the issue – it was that Creon believed it would and determination to usurp that power; placing his man-made law at odds with Laws of nature and nature’s God. Antigone defied injustice and buried her brother. Dragged before her uncle, Antigone confronted the tyrant with reason, the unfailing and logical proposition that one must place eternal Laws above the whims of men. When Martin Luther King defied the statutes of segregation, thinking people knew he was right and that the legislators and sheriffs who decreed otherwise – even though they represented the will of the majority - were wrong. The wrong opinion of the many collapsed before the power of the Truth. Sophocles gives voice to reason:

Creon (to Antigone): "You – tell me not at length but in a word.
You knew the order not to do this thing?"

Antigone: "I knew, of course I knew. The word was plain."

Creon And still you dared to overstep these laws?

Antigone: "For me it was not Zeus who made that order.
Nor did the justice who lives with the gods below
Mark down such laws to hold among mankind.
Nor did I think your orders we so strong
That you, a mortal man, could over-run
The gods’ unwritten and unfailing Laws,
Not now, not yesterday’s, they always live,
And no one knows their origin in time."

Confucius, contemporary with Sophocles but a world away, admonishes his disciples, “Faced with what is right, to leave it undone shows a lack of courage.” Confucius brings his wisdom to bear on unjust government and the obligations of all men to recognize tyranny and act. “If what he [the ruler] says is good and no one goes against him, good. But if what he says is not good and no one goes against him, then is this not almost a case of leading the state to ruin?” The inclusion of Confucius as a none-western example of “world wide” recognition of these Laws may be rather skimpy. May I suggest another?

After the over through of the Grand Magus (522 B.C.), the Persian revolutionaries met to discuss the future government they would craft for their empire. In the end, Darius was chosen king by the neighing of a horse, but the debate, as recorded by Herodotus, is instructive. The actual leader of the rebellion, Otanes, after outlining the evils of monarchy and oligarchy, begged his cohorts to choose democracy. His words, “A tyrant disturbs ancient laws, violates women, kills men without trial. But a people ruling – first, the very name of it is so beautiful; and secondly, a people does none of these things.” Note the phrase “disturbs ancient laws”. It is instructive to note that we now call Persia, Iran, and that the center of the Persian Empire was Babylon – just down stream form Bagdad. It seems that a long time ago, someone from Iraq could comprehend freedom.

At the same time, the wisdom recognized in China and Iran was stirring action in Rome.
Confident of the power his position gave him, the son of the king of Rome raped Lucretia. Once she had revealed the crime to her husband Lucretia killed herself. Lucius Junius Brutus, the savior of the Roman people, took action. With the bloody knife in hand, he brought the truth to the oppressed people. They would recognize the same natural Laws that were self evident to Achilles, and would inspire Jefferson. Livy recounts Brutus’ words:

"By this girl’s blood – non more chaste till a tyrant wronged her – and by the gods, I swear that with sword and fire, and whatever else can lend strength to my arm, I will pursue Lucius Tarquinius the Proud, his wicked wife, and all his children, and never again will I let them or any other man be king in Rome."

In the waning days of the Roman Republic, Cicero appealed to the same reason in his defense of Justice in his dialogue On the Laws. He and his brother Quintus discuss the nature of natural and eternal Law as opposed to the often unjust statues of men. They conclude that one can actually judge a state and its laws by their agreement with universal Truths. Cicero also makes the same conclusion I am seeking to espouse; that the Truths upon which just nations are based are eternal and recognized naturally by all men. When men are free to choose, they will naturally choose justice and right.

Marcus: "Ever since we were children, Quintus, we have learned to call, “if one summon another to court”, and other rules of the same kind, laws. But we must come to the true understanding of the matter, which is as follows: this and other commands and prohibitions of nations have the power to summon to righteousness and away from wrong-doing; but this power is not merely older than the existence of nations and states, it is coeval [of the same age] with the God who guards and rules heaven and earth. For the divine mind cannot exist without reason, and divine reason cannot but have this power to establish right and wrong . . . Even if there was not written law against rape at Rome in the reign of Lucius Tarquinius, we cannot say on that account that Sextus Tarquinius did not break the eternal Law by violating Lucretia, the daughter of Lucretius! For reason did exist, derived from the Nature of the universe, urging men to right conduct and diverting them from wrongdoing, and this reason did not first become Law when it was written down, but when it first came into existence; and it came into existence simultaneously with the divine mind. Wherefore the true and primal Law, applied to command and prohibition is the right reason of supreme Jupiter."

Quintus: "I agree with you brother, that what is right and true is also eternal, and does not begin or end with written statutes."

Cicero wrote before the birth of Jesus, before the reign of the first Roman Emperor, before the Anglo Saxons reached England, before Muhammad, the invasions of the Huns, or the Mongols. An ocean of time and space separate Cicero and the people of Iraq, but they recognize the same truths. Clearly, Cicero predated the Enlightenment philosophers of the 18th century. But, there can be little doubt that all of these men had read their Cicero, and it is just as certain that when he is read in Bagdad his words will ring as true. I have a friend in Bagdad today, a Coast Guard officer, instructor of military law, and a lawyer who is teaching the Rule of Law to the Iraqis. It will not be easy – the Achaeans, the Romans, the Chinese and the Americans have often fallen short of their duty to the Truth, but after so much sacrifice and so much wisdom, we can hope they too will choose the right, they will realize their humanity. For as Cicero says:

"Law is the highest reason, implanted in Nature, which commands what ought to be done and forbids the opposite. This reason, when firmly fixed and fully developed in the human mind, is LAW. And so they believe that Law is intelligence, whose natural function is to command right conduct and forbid wrongdoing . . . Now if this is correct, and I think it to be in general, then the origin of Justice is to be found in Law, for Law is a natural force; it is the mind and reason of the intelligent man, the standard by which Justice and Injustice are measured. . . But in determining what Justice is, let us begin with that supreme Law which had its origin ages before any written Law existed or any State had been established."

A new state has been established in Iraq, its constitution crafted by the will of the people, its freedom bought by their blood. If it succeeds, it will be a great victory for justice and reason; if it fails it will be a harbinger of man’s inability to reach his divine potential. Either way, that so many have tried so hard and achieved so much is empirical proof of the ancient arguments that reveal the eternal nature of Truth, Justice and the human way!

Thursday, April 16, 2009