Weapon School Quotes

The Friday before winter break, my mom packed me an overnight bag and a few deadly weapons and took me to a new boarding school.

I stared at her in amazement. "How do you even live with yourself?"..."You're willing to sell children to a foreign government so they can be used as weapons, possibly against other Americans. I don't get it. Were you hiding behind a door on morals and ethics day?...You couldn't mother someone if they shot five gallons of estrogen into your veins.

Good question. (Acheron) I have a better one. How are we going to clean up this mess? (Kyrian) Nah, mine’s even better. How do you hide a chainsaw in your locker at school? I’m thinking they’re not going to stop, and while the school has a strict no-weapons policy, I don’t think the plastic sporks in the cafeteria are going to do much to combat them. I need protection, man. Serious protection. (Nick)

I've concluded that genius is as common as dirt. We suppress genius because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

How to explain to the earth that it was more functional as a vegetable patch than a flower garden, just as factories were more functional than schools and boys were more functional as weapons than as humans.

Isn't Bunson's training evil geniuses?" "Yes, mostly." "Well, is that wise? Having a mess of seedling evil geniuses falling in love with you willy-nilly? What if they feel spurned?" "Ah, but in the interim, think of the lovely gifts they can make you. Monique bragged that one of her boys made her silver and wood hair sticks as anti-supernatural weapons. With amethyst inlay. And another made her an exploding wicker chicken." "Goodness, what's that for?" Dimity pursed her lips. "Who doesn't want an exploding wicker chicken?

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance.

Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies.

A NATION'S GREATNESS DEPENDS ON ITS LEADER To vastly improve your country and truly make it great again, start by choosing a better leader. Do not let the media or the establishment make you pick from the people they choose, but instead choose from those they do not pick. Pick a leader from among the people who is heart-driven, one who identifies with the common man on the street and understands what the country needs on every level. Do not pick a leader who is only money-driven and does not understand or identify with the common man, but only what corporations need on every level. Pick a peacemaker. One who unites, not divides. A cultured leader who supports the arts and true freedom of speech, not censorship. Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist. Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies. Most importantly, a great leader must serve the best interests of the people first, not those of multinational corporations. Human life should never be sacrificed for monetary profit. There are no exceptions. In addition, a leader should always be open to criticism, not silencing dissent. Any leader who does not tolerate criticism from the public is afraid of their dirty hands to be revealed under heavy light. And such a leader is dangerous, because they only feel secure in the darkness. Only a leader who is free from corruption welcomes scrutiny; for scrutiny allows a good leader to be an even greater leader. And lastly, pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

To adapt to our complex world of weaponized information, maybe schools should teach data as we do languages.

Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist.

Guns kill far more quickly and efficiently than knives, or crossbows, or toenail clippers; and, unlike bombs, you don't need to build one in your basement -- they come ready-made! There's a reason why guns are the overwhelming weapon of choice among mass murderers.

If we can use an H-bomb--and as you said it's no checker game; it's real, it's war and nobody is fooling around--isn't it sort of ridiculous to go crawling around in the weeds, throwing knives and maybe getting yourself killed . . . and even losing the war . . . when you've got a real weapon you can use to win? What's the point in a whole lot of men risking their lives with obsolete weapons when one professor type can do so much more just by pushing a button?' Zim didn't answer at once, which wasn't like him at all. Then he said softly, 'Are you happy in the Infantry, Hendrick? You can resign, you know.' Hendrick muttered something; Zim said, 'Speak up!' I'm not itching to resign, sir. I'm going to sweat out my term.' I see. Well, the question you asked is one that a sergeant isn't really qualified to answer . . . and one that you shouldn't ask me. You're supposed to know the answer before you join up. Or you should. Did your school have a course in History and Moral Philosophy?' What? Sure--yes, sir.' Then you've heard the answer. But I'll give you my own--unofficial--views on it. If you wanted to teach a baby a lesson, would you cuts its head off?' Why . . . no, sir!' Of course not. You'd paddle it. There can be circumstances when it's just as foolish to hit an enemy with an H-Bomb as it would be to spank a baby with an ax. War is not violence and killing, pure and simple; war is controlled violence, for a purpose. The purpose of war is to support your government's decisions by force. The purpose is never to kill the enemy just to be killing him . . . but to make him do what you want him to do. Not killing . . . but controlled and purposeful violence. But it's not your business or mine to decide the purpose of the control. It's never a soldier's business to decide when or where or how--or why--he fights; that belongs to the statesmen and the generals. The statesmen decide why and how much; the generals take it from there and tell us where and when and how. We supply the violence; other people--"older and wiser heads," as they say--supply the control. Which is as it should be. That's the best answer I can give you. If it doesn't satisfy you, I'll get you a chit to go talk to the regimental commander. If he can't convince you--then go home and be a civilian! Because in that case you will certainly never make a soldier.

These kids spend a majority of their time in school, and if they’re not having a positive experience, they can become depressed. In some cases, they lash out, grabbing whatever weapon is available to them. It can be an assault rifle, a knife, a Molotov cocktail, poison, Indian burns or MMA. But if you take one weapon away, these kids are just going to grab the next thing available to them. Maybe they will use a gun with a smaller clip, limiting the amount of lives they can take. Or maybe they’ll get more creative, and think of something far more terrible. So taking a weapon away won’t really solve anything, and this is my point here.

I’m every girl who’s ever run from a man with a weapon, every girl who ever ran for her life across spaces where she was supposed to be safe. I crash into the next studio and I’m Julia running through her dorm, I’m Heather running down her high school halls, I’m Marilyn running through the Texas afternoon, I’m Dani running through a hospital, I’m Adrienne running through this camp, this camp where there will always be a girl running and screaming and screaming, and I’m Lynnette, running at last, and he can’t catch me, I’m as fast as all of us put together, I’m faster than Billy Walker, I’m faster than the Ghost, I’m faster than the entire Volker family, I’m the fastest girl in the world.

...Were you in the military?" "Are you kidding me? I was in high school." "High school," he said quietly. "You’re American. And a civilian?" "Uh, yes. An American civilian." "Lovely. A straight answer. Keep it up. Did somebody train you?" "No, nobody trained me. Unless you count the Rhode Island child welfare and juvenile justice systems. Why?" Malachi held up his hand and ticked off the reasons with his fingers. "You stole a Guard's weapon. If I'm not mistaken, it belonged to a Gate Guard. Which means you managed to do it on your way into the city. You escaped Amid even after he had you in hand. You slashed his leg in just the right place, preventing him from chasing you. Under extreme duress, injured and cornered, you threw a knife and hit a target-" "It's not like I hit something vital.

The country is solidly behind the various proposals to limit access to dangerous weapons, especially high capacity automatic weapons. However, only a short time after the Bloomfield tragedy, it became clear that Congress and the President had other ideas and are still in bed with the NRA.

The next day she carried her secret weapon to school in her satchel. She was tingling with excitement. She was longing to tell matilda about her plan of battle. In fact, she wanted to tell the whole class. But she finally decided to tell nobody. It was better that way, because then no one, even when put under the most severe torture, would be able to name her as a culprit.

We create a machine with intelligence and self-awareness and push it out into our imperfect world. Devised along generally rational lines, well disposed to others, such a mind soon finds itself in a hurricane of contradictions. We’ve lived with them and the list wearies us. Millions dying of diseases we know how to cure. Millions living in poverty when there’s enough to go around. We degrade the biosphere when we know it’s our only home. We threaten each other with nuclear weapons when we know where it could lead. We love living things but we permit a mass extinction of species. And all the rest – genocide, torture, enslavement, domestic murder, child abuse, school shootings, rape and scores of daily outrages.

With school turning out more runners, jumpers, racers, tinkerers, grabbers, snatchers, fliers, and swimmers instead of examiners, critics, knowers, and imaginative creators, the word 'intellectual,' of course, became the swear word it deserved to be. You always dread the unfamiliar. Surely you remember the boy in your own school class who was exceptionally ‘bright,’ did most of the reciting and answering while the others sat like so many leaden idols, hating him. And wasn’t it this bright boy you selected and tortured after hours? Of course it was. We must all be alike. Not everyone born free and equal, as the Constitution says, but everyone made equal. Each man the image of every other; then all are happy, for there are no mountains to make them cower, to judge themselves again. So! A book is a loaded gun in the house next door. Burn it. Take the shot from the weapon. Breach man's mind. Who knows who might be the target of the well-read man? Me?

They had not, under the heavens and on earth, one single weapon. They don't control the land they live on, the schools which train them, the heat and food their bodies need to live through the winter's cold, the media which gives them language, the military weapons for which they give most of their money. There is no more time in this city. Reasonable people don't let themselves dream because no dream can be true. They have a cry that bought them back to first causes: But we who have no mothers, no fathers, no homes or love. Where are we going to run?

If I were the Devil . . . I mean, if I were the Prince of Darkness, I would of course, want to engulf the whole earth in darkness. I would have a third of its real estate and four-fifths of its population, but I would not be happy until I had seized the ripest apple on the tree, so I should set about however necessary to take over the United States. I would begin with a campaign of whispers. With the wisdom of a serpent, I would whisper to you as I whispered to Eve: “Do as you please.” “Do as you please.” To the young, I would whisper, “The Bible is a myth.” I would convince them that man created God instead of the other way around. I would confide that what is bad is good, and what is good is “square”. In the ears of the young marrieds, I would whisper that work is debasing, that cocktail parties are good for you. I would caution them not to be extreme in religion, in patriotism, in moral conduct. And the old, I would teach to pray. I would teach them to say after me: “Our Father, which art in Washington” . . . If I were the devil, I’d educate authors in how to make lurid literature exciting so that anything else would appear dull an uninteresting. I’d threaten T.V. with dirtier movies and vice versa. And then, if I were the devil, I’d get organized. I’d infiltrate unions and urge more loafing and less work, because idle hands usually work for me. I’d peddle narcotics to whom I could. I’d sell alcohol to ladies and gentlemen of distinction. And I’d tranquilize the rest with pills. If I were the devil, I would encourage schools to refine yound intellects but neglect to discipline emotions . . . let those run wild. I would designate an athiest to front for me before the highest courts in the land and I would get preachers to say “she’s right.” With flattery and promises of power, I could get the courts to rule what I construe as against God and in favor of pornography, and thus, I would evict God from the courthouse, and then from the school house, and then from the houses of Congress and then, in His own churches I would substitute psychology for religion, and I would deify science because that way men would become smart enough to create super weapons but not wise enough to control them. If I were Satan, I’d make the symbol of Easter an egg, and the symbol of Christmas, a bottle. If I were the devil, I would take from those who have and I would give to those who wanted, until I had killed the incentive of the ambitious. And then, my police state would force everybody back to work. Then, I could separate families, putting children in uniform, women in coal mines, and objectors in slave camps. In other words, if I were Satan, I’d just keep on doing what he’s doing. (Speech was broadcast by ABC Radio commentator Paul Harvey on April 3, 1965)

We don’t need state-certified teachers to make education happen — certification probably guarantees it won’t.

This Jesus of Nazereth without money and arms, conquered more millions than Alexander, Caeser, Muhammad and Napoleon; without science and learning, He shed more light on matters human and divine than all philosophers and scholars combined; without the eloquence of schools, He spoke such words of life as were never spoke before or since and produced effects which lie beyond the reach of orator poet; without writing a single line, He set more pens in motion and furnished themes for more sermons, orations, discussions, learned volumes, works of art and songs of praise than the whole army of great men of ancient and modern times.

Liberty On my notebooks from school On my desk and the trees On the sand, on the snow I write your name On every page read On all the white sheets Stone blood paper or ash I write your name On the golden images On the soldier’s weapons On the crowns of kings I write your name On the jungle, the desert The nests and the bushes On the echo of childhood I write your name On the wonder of nights On the white bread of days On the seasons engaged I write your name On all my blue rags On the pond mildewed sun On the lake living moon I write your name On the fields, the horizon The wings of the birds On the windmill of shadows I write your name On the foam of the clouds On the sweat of the storm On dark insipid rain I write your name On the glittering forms On the bells of colour On physical truth I write your name On the wakened paths On the opened ways On the scattered places I write your name On the lamp that gives light On the lamp that is drowned On my house reunited I write your name On the bisected fruit Of my mirror and room On my bed’s empty shell I write your name On my dog greedy tender On his listening ears On his awkward paws I write your name On the sill of my door On familiar things On the fire’s sacred stream I write your name On all flesh that’s in tune On the brows of my friends On each hand that extends I write your name On the glass of surprises On lips that attend High over the silence I write your name On my ravaged refuges On my fallen lighthouses On the walls of my boredom I write your name On passionless absence On naked solitude On the marches of death I write your name On health that’s regained On danger that’s past On hope without memories I write your name By the power of the word I regain my life I was born to know you And to name you LIBERTY

When unspeakable violence is enacted upon innocents, say, in a school or movie theatre, and the survivors and the families of the victims, in the throes of pain and anguish, want to ask, “Why did this happen?,” “How did this happen?,” and “What can we do to prevent this from happening again?,” and one of the areas they (still we) focus their scrutiny is that of the highly efficient weapons of warfare that are casually available to us citizens of the United States, then we frightened gun owners have the chance to be human and say, “Okay, this is a horrible tragedy. Let’s open up a conversation here.” Instead, I’m surmising, out of fear, we throw up our defenses and behave in a very confrontational way toward such a conversation , citing the Second Amendment as the ultimate protection of our rights, no matter how ridiculously murderous the firearm, which, unfortunately, makes us look like dicks.

Tatiana fretted over him before he left as if he were a five-year-old on his first day of school. Shura, don't forget to wear your helmet wherever you go, even if it's just down the trail to the river. Don't forget to bring extra magazines. Look at this combat vest. You can fit more than five hundred rounds. It's unbelievable. Load yourself up with ammo. Bring a few extra cartridges. You don't want to run out. Don't forget to clean your M-16 every day. You don't want your rifle to jam." Tatia, this is the third generation of the M-16. It doesn't jam anymore. The gunpowder doesn't burn as much. The rifle is self-cleaning." When you attach the rocket bandolier, don't tighten it too close to your belt, the friction from bending will chafe you, and then irritation follows, and then infection... ...Bring at least two warning flares for the helicopters. Maybe a smoke bomb, too?" Gee, I hadn't thought of that." Bring your Colt - that's your lucky weapon - bring it, as well as the standard -issue Ruger. Oh, and I have personally organized your medical supplies: lots of bandages, four complete emergency kits, two QuickClots - no I decided three. They're light. I got Helena at PMH to write a prescription for morphine, for penicillin, for -" Alexander put his hand over her mouth. "Tania," he said, "do you want to just go yourself?" When he took the hand away, she said, "Yes." He kissed her. She said, "Spam. Three cans. And keep your canteen always filled with water, in case you can't get to the plasma. It'll help." Yes, Tania" And this cross, right around your neck. Do you remember the prayer of the heart?" Lord Jesus Christ, Son of God, have mercy on me, a sinner." Good. And the wedding band. Right around your finger. Do you remember the wedding prayer?" Gloria in Excelsis, please just a little more." Very good. Never take off the steel helmet, ever. Promise?" You said that already. But yes, Tania." Do you remember what the most important thing is?" To always wear a condom." She smacked his chest. To stop the bleeding," he said, hugging her. Yes. To stop the bleeding. Everything else they can fix." Yes, Tania.

I strongly believe that non-violence should be taught at school levels as an important subject. Specially experiments with non-violence should be taught with due importance. I urge the United Nations to play its role to spread the value of non-violence in the school levels across the world.

But the Butlerians turn fear into violence and panic into a weapon. By creating imaginary problems and raising the specter of nonexistent enemies, they transform common people into a wild herd that destroys everything they do not understand.

All we needed were guts, brains, and semiautomatic weapons.

Nobody will ever pry the guns out of the hands of these Second Amendment American idiots. And if they do, God bless them. Only criminals will have weapons. 

At this school, the only real weapons were words, so I'd become skilled at wielding them.

The most rebellious thing you can do is get educated. Forget what they told you in school. Get educated! I ain’t saying play by the rules. Get educated! Get educated! Get educated! Break the chains of their enslavement. Get educated! Even if you’re on the pavement. Get educated! What a weapon that your brain is. Get educated! Get educated! Get educated!”   AKALA

Do you think we're being robbed?" I whispered. He nodded gravely, then crawled over to my closet and opened it. "Did you want to borrow something more formal to wear for the robbery? I'm not sure I have anything in your size." "Shh," he whispered. "Don't you at least have a tennis racket or anything?" "You think they came here looking for a doubles partner?" He turned quickly and gave me a look, then whipped a Wiffle bat out of the mess. "Wow," I said. "You jock-type people really are single-minded, aren't you? Uh-oh, we're being robbed. Let's play ball!" "It's for a weapon," Carson whispered. "You're gonna hit them with a Wiffle bat?" "What else you got?" "Um...A pillow" "Exactly" ... "Stay behind me," he whispered. "Can I just say that I never knew this about me before, but weirdly enough this whole protective he-man thing actually turns me on." "Josie." "What," I asked. "Shut Up." I grabbed my pillow, just in case, so to speak, and tiptoed behind him around the mussed-up bed. "Maybe we should just hide in the closet." He turned around, rolled his eyes and kissed me. "Shh," he repeated.

Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist.

when competition is seen as essential to a good life, when winning against one’s neighbors is put at the heart of society, business thrives. To win, others have to lose: the more losers, the better winning feels.

Ted: A fucking good poem is a weapon. It's-- and not like a-- a popgun or something. - It's a bomb. It's like a bloody big bomb. Sylvia: That’s why they make children learn them in school. They don't want them messing about with them on their own. I mean, just imagine if a sonnet went off accidentally. Boom.

With school turning out more runners, jumpers, racers, tinkerers, grabbers, snatchers, fliers and swimmers instead of examiners, critics, knowers and imaginative creators, the word 'intellectual' of course, became the swear word it deserved to be. You always dread the unfamiliar. Surely you remember the boy in your own school class who was exceptionally 'bright,' did most of the reciting and answering while the others sat like so many leaden idols, hating him. And wasn't it this bright boy you selected for beatings and tortures after hours? Of course it was. We must all be alike. Not everyone born free and equal, as the Constitution says, but everyone made equal. Each man the image of every other; then all are happy, for there are no mountains to make them cower, to judge themselves against. So! A book is a loaded gun in the house next door. Burn it. Take the shot from the weapon. Breach man's mind. Who knows who might be the target of a well-read man? Me? I won't stomach them for a minute. And so when houses were finally fireproofed completely, all over the world [...] there was no longer need of firemen for the old purposes. They were given the new job, as custodians of our peace of mind, the focus of our understandable and rightful dread of being inferior: official censors, judges and executors.

With werewolves gone and fire stoked, Sidheav stopped shaking. The tea, once it arrived, had its customary effect--engendering comfort and loosening the tongue. *That's tea for you*, thought Sophronia, *the great social lubricant.* Soon they had the whole story out of her. No wonder tea was considered a vital weapon of espionage.

Women, for their part, are always complaining that we raise them only to be vain and coquettish, that we keep them amused with trifles so that we may more easily remain their masters; they blame us for the faults we attribute to them. What stupidity! And since when is it men who concern themselves with the education of girls? Who is preventing the mothers from raising them as they please? There are no schools for girls—what a tragedy! Would God, there were none for boys! They would be raised more sensibly and more straightforwardly. Is anyone forcing your daughters to waste their time on foolish trifles? Are they forced against their will to spend half their lives on their appearance, following your example? Are you prevented from instructing them, or having them instructed according to your wishes? Is it our fault if they please us when they are beautiful, if their airs and graces seduce us, if the art they learn from you attracts and flatters us, if we like to see them tastefully attired, if we let them display at leisure the weapons with which they subjugate us? Well then, decide to raise them like men; the men will gladly agree; the more women want to resemble them, the less women will govern them, and then men will truly be the masters.

The thought of the Gita is not pure Monism although it sees in one unchanging, pure, eternal Self the foundation of all cosmic existence, nor Mayavada although it speaks of the Maya of the three modes of Prakriti omnipresent in the created world; nor is it qualified Monism although it places in the One his eternal supreme Prakriti manifested in the form of the Jiva and lays most stress on dwelling in God rather than dissolution as the supreme state of spiritual consciousness; nor is it Sankhya although it explains the created world by the double principle of Purusha and Prakriti; nor is it Vaishnava Theism although it presents to us Krishna, who is the Avatara of Vishnu according to the Puranas, as the supreme Deity and allows no essential difference nor any actual superiority of the status of the indefinable relationless Brahman over that of this Lord of beings who is the Master of the universe and the Friend of all creatures. Like the earlier spiritual synthesis of the Upanishads this later synthesis at once spiritual and intellectual avoids naturally every such rigid determination as would injure its universal comprehensiveness. Its aim is precisely the opposite to that of the polemist commentators who found this Scripture established as one of the three highest Vedantic authorities and attempted to turn it into a weapon of offence and defence against other schools and systems. The Gita is not a weapon for dialectical warfare; it is a gate opening on the whole world of spiritual truth and experience and the view it gives us embraces all the provinces of that supreme region. It maps out, but it does not cut up or build walls or hedges to confine our vision.

Based on what he had overheard, one of his classmates had placed second in the Putnam Competition, as a high school junior. He knew for a fact that one of the girls had managed to take over the plenary session of the national model UN and push through a motion sanctioning the use of nuclear weapons to protect a critically endangered species of sea turtle. This while representing Lesotho.

How many schoolteachers were aware of what they actually were a part of? Surely a number close to zero. In schoolteaching, as in hamburger-flipping, the paycheck is the decisive ingredient. No insult is meant, at bottom this is what realpolitik means. We all have to eat.

You hear it most when politicians who live in places like Hyannis Port and Beacon Hill and Wellesley make decisions that affect people who live in Dorchester and Roxbury and Jamaica Plain, and then step back and say there isn’t a war going on. There is a war going on. It’s happening in playgrounds, not health clubs. It’s fought on cement, not lawns. It’s fought with pipes and bottles, and lately, automatic weapons. And as long as it doesn’t push through the heavy oak doors where they fight with prep school educations and filibusters and two-martini lunches, it will never actually exist.

But you see, "libertarian" has a special meaning in the United States. The United Statesis off the spectrum of the main tradition in this respect: what's called "libertarianism" here is unbridled capitalism. Now, that's always been opposed in the European libertarian tradition, where every anarchist has been a socialist—because the point is, if you have unbridled capitalism, you have all kinds of authority: you have extreme authority. If capital is privately controlled, then people are going to have to rent themselves in order to survive. Now, you can say, "they rent themselves freely, it's a free contract"—but that's a joke. If your choice is, "do what I tell you or starve," that's not a choice—it's in fact what was commonly referred to as wage slavery in more civilized times, like the eighteenth and nineteenth centuries, for example. The American version of "libertarianism" is an aberration, though—nobody really takes it seriously. I mean, everybody knows that a society that worked by American libertarian principles would self-destruct in three seconds. The only reason people pretend to take it seriously is because you can use it as a weapon. Like, when somebody comes out in favor of a tax, you can say: "No, I'm a libertarian, I'm against that tax"—but of course, I'm still in favor of the government building roads, and having schools, and killing Libyans, and all that sort of stuff. Now, there are consistent libertarians, people like Murray Rothbard [American academic]—and if you just read the world that they describe, it's a world so full of hate that no human being would want to live in it. This is a world where you don't have roads because you don't see any reason why you should cooperate in building a road that you're not going to use: if you want a road, you get together with a bunch of other people who are going to use that road and you build it, then you charge people to ride on it. If you don't like the pollution from somebody's automobile, you take them to court and you litigate it. Who would want to live in a world like that? It's a world built on hatred. The whole thing's not even worth talking about, though. First of all, it couldn't function for a second-and if it could, all you'd want to do is get out, or commit suicide or something. But this is a special American aberration, it's not really serious.

Do you have someone in mind, Galen?" Toraf asks, popping a shrimp into his mouth. "Is it someone I know?" "Shut up, Toraf," Galen growls. He closes his eyes, massages his temples. This could have gone a lot better in so many ways. "Oh," Toraf says. "It must be someone I know, then." "Toraf, I swear by Triton's trident-" "These are the best shrimp you've ever made, Rachel," Toraf continues. "I can't wait to cook shrimp on our island. I'll get the seasoning for us, Rayna." "She's not going to any island with you, Toraf!" Emma yells. "Oh, but she is, Emma. Rayna wants to be my mate. Don't you, princess?" he smiles. Rayna shakes her head. "It's no use, Emma. I really don't have a choice." She resigns herself to the seat next to Emma, who peers down at her, incredulous. "You do have a choice. You can come live with me at my house. I'll make sure he can't get near you." Toraf's expression indicates he didn't consider that possibility before goading Emma. Galen laughs. "It's not so funny anymore is it, tadpole?" he says, nudging him. Toraf shakes his head. "She's not staying with you, Emma." "We'll see about that, tadpole," she returns. "Galen, do something," Toraf says, not taking his eyes off Emma. Galen grins. "Such as?" "I don't know, arrest her or something," Toraf says, crossing his arms. Emma locks eyes with Galen, stealing his breath. "Yeah, Galen. Come arrest me if you're feeling up to it. But I'm telling you right now, the second you lay a hand on me, I'm busting this glass over your head and using it to split your lip like Toraf's." She picks up her heavy drinking glass and splashes the last drops of orange juice onto the table. Everyone gasps except Galen-who laughs so hard he almost upturns his chair. Emma's nostrils flare. "You don't think I'll do it? There's only one way to find out, isn't there, Highness?" The whole airy house echoes Galen's deep-throated howls. Wiping the tears from his eyes, he elbows Toraf, who's looking at him like he drank too much saltwater. "Do you know those foolish humans at her school voted her the sweetest out of all of them?" Toraf's expression softens as he looks up at Emma, chuckling. Galen's guffaws prove contagious-Toraf is soon pounding the table to catch his breath. Even Rachel snickers from behind her oven mitt. The bluster leaves Emma's expression. Galen can tell she's in danger of smiling. She places the glass on the table as if it's still full and she doesn't want to spill it. "Well, that was a couple of years ago." This time Galen's chair does turn back, and he sprawls onto the floor. When Rayna starts giggling, Emma gives in, too. "I guess...I guess I do have sort of a temper," she says, smiling sheepishly. She walks around the table to stand over Galen. Peering down, she offers her hand. He grins up at her. "Show me your other hand." She laughs and shows him it's empty. "No weapons." "Pretty resourceful," he says, accepting her hand. "I'll never look at a drinking glass the same way." He does most of the work of pulling himself up but can't resist the opportunity to touch her. She shrugs. "Survival instinct, maybe?" He nods. "Or you're trying to cut my lips off so you won't have to kiss me." He's pleased when she looks away, pink restaining her cheeks. "Rayna tries that all the time," Toraf chimes in. "Sometimes when her aim is good, it works, but most of the time kissing her is my reward for the pain.

Where did you get that?" shouted Cassie, rubbing her temples fiercely, fighting to focus. "This?" Isabella swung at a hooded figure as it made a lunge for her, cracking her weapon into its head. The figure dropped like a stone. "I bring this to school every term, Cassie! I knew it would come in handsome." "Handy," said Cassie, shaking her head clear at last.

prior to the 1968 Gun Control Act, any person could legally own all sorts of weapons, including machine guns. Yet these guns prompted no school shootings. What

Yes,” I said, because you can’t show weakness to posh people or they’ll mercilessly take advantage. I think it’s something they learn at school in between conversational French and practical condescension.

Today is the starting line for the rest of your life. Yes, today is the tomorrow you worried about yesterday. The problem with the past is that we remember memories we shouldn't, and we don't forget what we should“ If your eyes are stuck in the rearview mirror, you're stuck in the past. If you're stuck in the past, you're not looking ahead. If you're not looking ahead, you can't hit the mark of your future. The universe doesn't care about your past. It is blind to it. The universe doesn't care that I wore pink pants in high school. (Hey, remember Miami Vice?) The universe doesn't care that I got in a fight with Francis Franken and lost. The universe doesn't care about your MBA from UCLA, your drug-dealing father, or that you wet your bed in junior high. The universe simply doesn't care. One person and one person only weaponizes past transgressions: you.

My mother delayed my enrollment in the Fascist scouts, the Balilla, as long as possible, firstly because she did not want me to learn how to handle weapons, but also because the meetings that were then held on Sunday mornings (before the Fascist Saturday was instituted) consisted mostly of a Mass in the scouts' chapel. When I had to be enrolled as part of my school duties, she asked that I be excused from the Mass; this was impossible for disciplinary reasons, but my mother saw to it that the chaplain and the commander were aware that I was not a Catholic and that I should not be asked to perform any external acts of devotion in church. In short, I often found myself in situations different from others, looked on as if I were some strange animal. I do not think this harmed me: one gets used to persisting in one's habits, to finding oneself isolated for good reasons, to putting up with the discomfort that this causes, to finding the right way to hold on to positions which are not shared by the majority. But above all I grew up tolerant of others' opinions, particularly in the field of religion, remembering how irksome it was to hear myself mocked because I did not follow the majority's beliefs. And at the same time I have remained totally devoid of that taste for anticlericalism which is so common in those who are educated surrounded by religion. I have insisted on setting down these memories because I see that many non-believing friends let their children have a religious education 'so as not to give them complexes', 'so that they don't feel different from the others.' I believe that this behavior displays a lack of courage which is totally damaging pedagogically. Why should a young child not begin to understand that you can face a small amount of discomfort in order to stay faithful to an idea? And in any case, who said that young people should not have complexes? Complexes arise through a natural attrition with the reality that surrounds us, and when you have complexes you try to overcome them. Life is in fact nothing but this triumphing over one's own complexes, without which the formation of a character and personality does not happen.

For Eric, Columbine was a performance. Homicidal art. He actually referred to his audience in his journal: “the majority of the audience wont even understand my motives,” he complained. He scripted Columbine as made-for-TV murder, and his chief concern was that we would be too stupid to see the point. Fear was Eric’s ultimate weapon. He wanted to maximize the terror. He didn’t want kids to fear isolated events like a sporting event or a dance; he wanted them to fear their daily lives. It worked. Parents across the country were afraid to send their kids to school. Eric didn’t have the political agenda of a terrorist, but he had adopted terrorist tactics. Sociology professor Mark Juergensmeyer identified the central characteristic of terrorism as “performance violence.” Terrorists design events “to be spectacular in their viciousness and awesome in their destructive power. Such instances of exaggerated violence are constructed events: they are mind-numbing, mesmerizing theater.” The audience—for Timothy McVeigh, Eric Harris, or the Palestine Liberation Organization—was always miles away, watching on TV. Terrorists rarely settle for just shooting; that limits the damage to individuals. They prefer to blow up things—buildings, usually, and the smart ones choose carefully. “During that brief dramatic moment when a terrorist act levels a building or damages some entity that a society regards as central to its existence, the perpetrators of the act assert that they—and not the secular government—have ultimate control over that entity and its centrality,” Juergensmeyer wrote. He pointed out that during the same day as the first attack on the World Trade Center, in 1993, a deadlier attack was leveled against a coffee shop in Cairo. The attacks were presumably coordinated by the same group. The body count was worse in Egypt, yet the explosion was barely reported outside that country. “A coffeehouse is not the World Trade Center,” he explained. Most terrorists target symbols of the system they abhor—generally, iconic government buildings. Eric followed the same logic. He understood that the cornerstone of his plan was the explosives. When all his bombs fizzled, everything about his attack was misread. He didn’t just fail to top Timothy McVeigh’s record—he wasn’t even recognized for trying. He was never categorized with his peer group. We lumped him in with the pathetic loners who shot people.

The programme into which Cheryl was inducted combined all the different ways the intelligence community had learned could cause intense psychological change in adults and children. It had been learned through the use of both knowledgeable and 'unwitting' volunteers. They were subjected to sensory overload, isolation, drugs and hypnosis, all used on bodies that had been weakened from mild hunger. The horror of the programme was that it would be like having an elementary school sex education class conducted by a paedophile rapist. It would have been banned had the American government signed the Helsinki Accords. But, of course, they hadn't. For the test that day and in those that followed, Cheryl Hersha was positioned so she faced a portable movie screen. A 16mm movie projector was on a platform, along with several reels of film. Each was a short pornographic film meant to make her aware of sexuality in a variety of forms...

The ability to mute my peers was one of my favorite things about attending school online, and I took advantage of it almost daily. The best thing about it was that they could see that you’d muted them, and they couldn’t do a damn thing about it. There was never any fighting on school grounds. The simulation simply didn’t allow it. The entire planet of Ludus was a no-PvP zone, meaning that no player-versus-player combat was permitted. At this school, the only real weapons were words, so I’d become skilled at wielding them.

From the line, watching, three things are striking: (a) what on TV is a brisk crack is here a whooming roar that apparently is what a shotgun really sounds like; (b) trapshooting looks comparatively easy, because now the stocky older guy who's replaced the trim bearded guy at the rail is also blowing these little fluorescent plates away one after the other, so that a steady rain of lumpy orange crud is falling into the Nadir's wake; (c) a clay pigeon, when shot, undergoes a frighteningly familiar-looking midflight peripeteia -- erupting material, changing vector, and plummeting seaward in a corkscrewy way that all eerily recalls footage of the 1986 Challenger disaster. All the shooters who precede me seem to fire with a kind of casual scorn, and all get eight out of ten or above. But it turns out that, of these six guys, three have military-combat backgrounds, another two are L. L. Bean-model-type brothers who spend weeks every year hunting various fast-flying species with their "Papa" in southern Canada, and the last has got not only his own earmuffs, plus his own shotgun in a special crushed-velvet-lined case, but also his own trapshooting range in his backyard (31) in North Carolina. When it's finally my turn, the earmuffs they give me have somebody else's ear-oil on them and don't fit my head very well. The gun itself is shockingly heavy and stinks of what I'm told is cordite, small pubic spirals of which are still exiting the barrel from the Korea-vet who preceded me and is tied for first with 10/10. The two brothers are the only entrants even near my age; both got scores of 9/10 and are now appraising me coolly from identical prep-school-slouch positions against the starboard rail. The Greek NCOs seem extremely bored. I am handed the heavy gun and told to "be bracing a hip" against the aft rail and then to place the stock of the weapon against, no, not the shoulder of my hold-the-gun arm but the shoulder of my pull-the-trigger arm. (My initial error in this latter regard results in a severely distorted aim that makes the Greek by the catapult do a rather neat drop-and-roll.) Let's not spend a lot of time drawing this whole incident out. Let me simply say that, yes, my own trapshooting score was noticeably lower than the other entrants' scores, then simply make a few disinterested observations for the benefit of any novice contemplating trapshooting from a 7NC Megaship, and then we'll move on: (1) A certain level of displayed ineptitude with a firearm will cause everyone who knows anything about firearms to converge on you all at the same time with cautions and advice and handy tips. (2) A lot of the advice in (1) boils down to exhortations to "lead" the launched pigeon, but nobody explains whether this means that the gun's barrel should move across the sky with the pigeon or should instead sort of lie in static ambush along some point in the pigeon's projected path. (3) Whatever a "hair trigger" is, a shotgun does not have one. (4) If you've never fired a gun before, the urge to close your eyes at the precise moment of concussion is, for all practical purposes, irresistible. (5) The well-known "kick" of a fired shotgun is no misnomer; it knocks you back several steps with your arms pinwheeling wildly for balance, which when you're holding a still-loaded gun results in mass screaming and ducking and then on the next shot a conspicuous thinning of the crowd in the 9-Aft gallery above. Finally, (6), know that an unshot discus's movement against the vast lapis lazuli dome of the open ocean's sky is sun-like -- i.e., orange and parabolic and right-to-left -- and that its disappearance into the sea is edge-first and splashless and sad.

Giving these lil’ fellas a gun was important to keep the name of the Rebellions strong, because whenever the name drops, it’s only a matter of time before someone kicks your door in. Scrooge, former leader of the Rebellion Raiders street gang that once boasted of having some ten thousand members

As they entered November, the weather turned very cold. The mountains around the school became icy gray and the lake like chilled steel. Every morning the ground was covered in frost. Hagrid could be seen from the upstairs windows defrosting broomsticks on the Quidditch field, bundled up in a long moleskin overcoat, rabbit fur gloves, and enormous beaverskin boots. The Quidditch season had begun. On Saturday, Harry would be playing in his first match after weeks of training: Gryffindor versus Slytherin. If Gryffindor won, they would move up into second place in the House Championship. Hardly anyone had seen Harry play because Wood had decided that, as their secret weapon, Harry should be kept, well, secret. But the news that he was playing Seeker had leaked out somehow, and Harry didn’t know which was worse — people telling him he’d be brilliant or people telling him they’d be running around underneath him holding a mattress. It was really lucky that Harry now had Hermione as a friend. He didn’t know how he’d have gotten through all his homework without her, what with all the last-minute Quidditch practice Wood was making them do. She had also lent him Quidditch Through the Ages, which turned out to be a very interesting read.

. . . why not ask your congressman or woman to support universal background checks? Ask him or her to renew the ban on military-style assault weapons and high-capacity magazines. Offer a pink slip to any legislator who refuses to explain his or her lack of support for these common-sense measures. With rights come responsibilities. While we enjoy a right to bear arms, we have a societal obligation to do so responsibly and safely. We are, after all, responsible for each other. Our governing is done by the people and for the people.  It is in the best interest of the people, all the people, to apply common sense to the gun issue . . .

Such colourless phrases as he achieved were produced with a difficulty, a hesitancy, simulated perhaps, but decidedly effective in their unconcealed ineptness. Like most successful men, he had turned this apparent disadvantage into a powerful weapon of offense and defense, in the way that the sledge-hammer impact of his comment left, by its banality, every other speaker at a standstill, giving him as a rule complete mastery of the conversational field. A vast capacity for imposing boredom, a sense of immensely powerful stuffiness, emanated from him, sapping every drop of vitality from weaker spirits. "So you were at school together," he said slowly.

What more easily explained and natural? With school turning out more runners, jumpers, racers, tinkerers, grabbers, snatchers, fliers, and swimmers instead of examiners, critics, knowers, and imaginative creators, the word ‘intellectual,’ of course, became the swear word it deserved to be. You always dread the unfamiliar. Surely you remember the boy in your own school class who was exceptionally ‘bright,’ did most of the reciting and answering while the others sat like so many leaden idols, hating him. And wasn’t it this bright boy you selected for beatings and tortures after hours? Of course it was. We must all be alike. Not everyone born free and equal, as the Constitution says, but everyone made equal. Each man the image of every other; then all are happy, for there are no mountains to make them cower, to judge themselves against. So! A book is a loaded gun in the house next door. Burn it. Take the shot from the weapon. Breach man’s mind. Who knows who might be the target of the well-read man?

In my 14 years of existence, I've never had a girl write nice things about me. I want to cry, and I think of that night with my mother, at the school social and how nice she and Noah were, and how kindness punches you in the heart more than meanness ever can. It's the most powerful weapon there is. And I wonder why people don't use it more often.

Everyone at the University of Chicago was smart—there was no arguing that—but Elaine was a world-wise woman among children, with a mind that seemed to run only at high speed, a cruel wit that could be weaponized at a moment’s notice, and an intimidating raw and unbalanced intelligence that came from all those years of skipping school to devour books on her own instead.

Whether blatant or subtle, brainwashing has become a major, time-consuming activity in American education at all levels. Some zealots have not hesitated to use the traditional brain-washing technique of emotional trauma in the classroom to soften up children for their message. Gruesome and graphic movies on nuclear war, for example, have reduced some school children to tears—after which the teacher makes a pitch for whatever movement claims to reduce such dangers. Another technique is the ambush shock: A seventh-grade teacher in Manhattan, for example, innocently asked her students to discuss their future plans—after which she said: “Haven’t any of you realized that in this world with nuclear weapons no one in this class will be alive in the year 2000?”75 These

Everyone's here except for St. Clair." Meredith cranes her neck around the cafeteria. "He's usually running late." "Always," Josh corrects. "Always running late." I clear my throat. "I think I met him last night. In the hallway." "Good hair and an English accent?" Meredith asks. "Um.Yeah.I guess." I try to keep my voice casual. Josh smirks. "Everyone's in luuurve with St. Clair." "Oh,shut up," Meredith says. "I'm not." Rashmi looks at me for the first time, calculating whether or not I might fall in love with her own boyfriend. He lets go of her hand and gives an exaggerated sigh. "Well,I am. I'm asking him to prom. This is our year, I just know it." "This school has a prom?" I ask. "God no," Rashmi says. "Yeah,Josh. You and St. Clair would look really cute in matching tuxes." "Tails." The English accent makes Meredith and me jump in our seats. Hallway boy. Beautiful boy. His hair is damp from the rain. "I insist the tuxes have tails, or I'm giving your corsage to Steve Carver instead." "St. Clair!" Josh springs from his seat, and they give each other the classic two-thumps-on-the-back guy hug. "No kiss? I'm crushed,mate." "Thought it might miff the ol' ball and chain. She doesn't know about us yet." "Whatever," Rashi says,but she's smiling now. It's a good look for her. She should utilize the corners of her mouth more often. Beautiful Hallway Boy (Am I supposed to call him Etienne or St. Clair?) drops his bag and slides into the remaining seat between Rashmi and me. "Anna." He's surprised to see me,and I'm startled,too. He remembers me. "Nice umbrella.Could've used that this morning." He shakes a hand through his hair, and a drop lands on my bare arm. Words fail me. Unfortunately, my stomach speaks for itself. His eyes pop at the rumble,and I'm alarmed by how big and brown they are. As if he needed any further weapons against the female race. Josh must be right. Every girl in school must be in love with him. "Sounds terrible.You ought to feed that thing. Unless..." He pretends to examine me, then comes in close with a whisper. "Unless you're one of those girls who never eats. Can't tolerate that, I'm afraid. Have to give you a lifetime table ban." I'm determined to speak rationally in his presence. "I'm not sure how to order." "Easy," Josh says. "Stand in line. Tell them what you want.Accept delicious goodies. And then give them your meal card and two pints of blood." "I heard they raised it to three pints this year," Rashmi says. "Bone marrow," Beautiful Hallway Boy says. "Or your left earlobe." "I meant the menu,thank you very much." I gesture to the chalkboard above one of the chefs. An exquisite cursive hand has written out the morning's menu in pink and yellow and white.In French. "Not exactly my first language." "You don't speak French?" Meredith asks. "I've taken Spanish for three years. It's not like I ever thought I'd be moving to Paris." "It's okay," Meredith says quickly. "A lot of people here don't speak French." "But most of them do," Josh adds. "But most of them not very well." Rashmi looks pointedly at him. "You'll learn the lanaguage of food first. The language of love." Josh rubs his belly like a shiny Buddha. "Oeuf. Egg. Pomme. Apple. Lapin. Rabbit." "Not funny." Rashmi punches him in the arm. "No wonder Isis bites you. Jerk." I glance at the chalkboard again. It's still in French. "And, um, until then?" "Right." Beautiful Hallway Boy pushes back his chair. "Come along, then. I haven't eaten either." I can't help but notice several girls gaping at him as we wind our way through the crowd.

Genghis Khan’s ability to manipulate people and technology represented the experienced knowledge of more than four decades of nearly constant warfare. At no single, crucial moment in his life did he suddenly acquire his genius at warfare, his ability to inspire the loyalty of his followers, or his unprecedented skill for organizing on a global scale. These derived not from epiphanic enlightenment or formal schooling but from a persistent cycle of pragmatic learning, experimental adaptation, and constant revision driven by his uniquely disciplined mind and focused will. His fighting career began long before most of his warriors at Bukhara had been born, and in every battle he learned something new. In every skirmish, he acquired more followers and additional fighting techniques. In each struggle, he combined the new ideas into a constantly changing set of military tactics, strategies, and weapons. He never fought the same war twice.

Kate had always known that she herself was a strong woman. But it never occured to her that there were strong women everywhere, living mundane lives that didnt include carrying weapons amid desperate men on the fringes of third-world wars, but instead calmly taking injured children to hospitals, far from home. Far from their mothers, and fathers and siblings, from school chums and old collegues. In a place where they had no one to rely on except them-selves, for everything.

Why should we, the brains of the military, have so much anxiety about our contribution to the war that we feel we have to ape Special Forces guys? To Fitzgerald commandos were just glorified jocks - pitchers and quarterbacks from suburban high schools who traded baseballs for bullets. There's no doubt they had skills. They could slither right up to the enemy on their stomachs survive on worms for days and plunk a target with a piece of lead from a mile away. All very impressive. But they couldn't speak Arabic or juggle a million intelligence requirements and 703 follow-up questions from the community while sitting three feet away from some Islamic firebrand who has no reason to talk. "Do you think those Special Forces guys are wracked with Interrogator envy?" Fitzgerald would say. "You think they're over there in their special sunglasses polishing their special weapons saying 'man if only I could do some hot-shit interrogations and write some hot-shit reports?

The pump was connected to nothing. And sadly, neither was the man. For his wife did not love him. His children did not miss him. The town did not erect a statue in his honor. All the myths he believed in would crystallize into even greater mythology in future years and become weapons of war used by politicians and evildoers to kill defenseless schoolchildren by the dozens so that a few rich men spouting the same mythology that Doc spouted could buy islands that held more riches than the town of Pottstown had or would ever have. Gigantic yachts that would sail the world and pollute the waters and skies, owned by men creating great companies that made weapons of great power in factories that employed the poor, weapons that were sold cheaply enough so that the poor could purchase them and kill one another. Any man could buy one and walk into schools and bring death to dozens of children and teachers and anyone else stupid enough to believe in all that American mythology of hope, freedom, equality, and justice.

　　A former fighter pilot, teaching at an aeronautics university, discovered how this works in the classroom. One of his students had been a star in ground school but was having trouble in the air. During a training flight, she misinterpreted an instrument reading, and he yelled at her, thinking it would force her to concentrate. Instead, she started crying, and though she tried to continue reading the instruments, she couldn’t focus. He landed the plane, lesson over. What was wrong? From the brain’s perspective, nothing was wrong. The student’s mind was focusing on the source of the threat, just as it had been molded to do over the past few million years. The teacher’s anger could not direct the student to the instrument to be learned because the instrument was not the source of danger. The teacher was the source of danger. This is weapons focus, merely replacing “Saturday Night Special” with “ex-fighter pilot.” 　　The same is true if you are a parenting a child rather than teaching a student. The brain will never outgrow its preoccupation with survival.

PATRICK HENRY HIGH SCHOOL  Department of Social Studies   SPECIAL NOTICE to all students Course 410    (elective senior seminar) Advanced Survival, instr. Dr. Matson, 1712-A MWF   1. There will be no class Friday the 14th. 2. Twenty-Four Hour Notice is hereby given of final examination in Solo Survival. Students will present themselves for physical check at 0900 Saturday in the dispensary of Templeton Gate and will start passing through the gate at 1000, using three-minute intervals by lot. 3. TEST CONDITIONS: a) ANY planet, ANY climate, ANY terrain; b) NO rules, ALL weapons, ANY equipment; c) TEAMING IS PERMITTED but teams will not be allowed to pass through the gate in company; d) TEST DURATION is not less than forty-eight hours, not more than ten days. 4. Dr. Matson will be available for advice and consultation until 1700 Friday. 5. Test may be postponed only on recommendation of examining physician, but any student may withdraw from the course without administrative penalty up until 1000 Saturday. 6. Good luck and long life to you all!   (s) B. P. Matson, Sc.D.    Approved: J. R. Roerich, for the Board

model’s blind spots reflect the judgments and priorities of its creators. While the choices in Google Maps and avionics software appear cut and dried, others are far more problematic. The value-added model in Washington, D.C., schools, to return to that example, evaluates teachers largely on the basis of students’ test scores, while ignoring how much the teachers engage the students, work on specific skills, deal with classroom management, or help students with personal and family problems. It’s overly simple, sacrificing accuracy and insight for efficiency.

In 1938 the biological warfare establishment Unit 731 had been set up outside Harbin in Manchukuo, under the auspices of the Kwantung Army. This huge complex, presided over by General Ishii Shir, eventually employed a core staff of 3,000 scientists and doctors from universities and medical schools in Japan, and a total of 20,000 personnel in the subsidiary establishments. They prepared weapons to spread black plague, typhoid, anthrax and cholera, and tested them on more than 3,000 Chinese prisoners. They also carried out anthrax, mustard-gas and frostbite experiments on their victims, whom they referred to as maruta or ‘logs’.

By 1986 the CIA was spending 70 per cent of its entire operations budget funding a Muslim jihad to kill Russians. The whole campaign was managed by a bunch of Islamists who were giving the lion’s share of the US money and weapons to people who wanted to kill Americans. The US was happy to use Islam as a rallying cry. The CIA funded the printing of Korans to be distributed throughout the region, and the University of Nebraska produced primary-school textbooks, known as ‘the ABC of Jihad’, which taught children the alphabet and to count with Kalashnikovs and swords instead of apples and oranges, and were filled with images of Islamic warriors. Alphabet

You always dread the unfamiliar. Surely you remember the boy in your own school class who was exceptionally ‘bright,’ did most of the reciting and answering while the others sat like so many leaden idols, hating him. And wasn’t it this bright boy you selected for beatings and tortures after hours? Of course it was. We must all be alike. Not everyone born free and equal, as the Constitution says, but everyone made equal. Each man the image of every other; then all are happy, for there are no mountains to make them cower, to judge themselves against. So! A book is a loaded gun in the house next door. Burn it. Take the shot from the weapon. Breach man’s mind.

The wu in wuxia means both “to cut” and “to stop.” It also refers to the weapon—usually a sword—carried by the assassin, the hero of the story. The genre became very popular during the Song Dynasty [960–1279]. These stories often depicted a soldier in revolt, usually against a corrupt political leader. In order to stop corruption and the killing of innocent people, the hero must become an assassin. So wuxia stories are concerned with the premise of ending violence with violence. Although their actions are motivated by political reasons, the hero’s journey is epic and transformative—physically, emotionally, and spiritually. In the Tang Dynasty, a prominent poet named Li Bai wrote some verses about an assassin. This is the earliest example I know of wuxia literature. Gradually, the genre gave shape to ideas and stories that had been percolating in historical and mythological spheres. Although these stories were often inspired by real events of the past, to me they feel very contemporary and relevant. It’s one of the oldest genres in Chinese literature, and there are countless wuxia novels today. I began to immerse myself in these novels when I was in elementary school, and they quickly became my favorite things to read. I started with newer books and worked my way back to the earliest writing from the Tang Dynasty.

Faith is an evil precisely because it requires no justification and brooks no argument. Teaching children that unquestioned faith is a virtue primes them - given certain other ingredients that are no hard to come by - to grow up into potentially lethal weapons for future jihads or crusades. Immunized against fear by the promise of a martyr's paradise, the authentic faith-head deserves a high place in the history of armaments, alongside the longbow, the warhorse, the tank and the cluster bomb. If children were taught to question and think through their beliefs, instead of being taught the superior virtue of faith without question, it is a good bet that there would be no suicide bombers. Suicide bombers do what they do because they really believe what they were taught in their religious schools: that duty to God exceeds all other priorities, and that martyrdom in his service will be rewarded in the gardens of Paradise. And they were taught that lesson not necessarily by extremist fanatics but by decent, gentle, mainstream religious instructors, who lined them up in their madrasa, sitting in rows, rhythmically nodding their innocent little head up and down while they learned every words of the holy book like demented parrots. Faith can be very very dangerous, and deliberately to implant it into the vulnerable mind of an innocent child is a grievous wrong.

The Grassley-Cruz bill addressed each of these failings, directing law enforcement resources to stop violent criminals from using guns to harm others. It created a gun crime task force, to prosecute violent gun criminals and also felons and fugitives trying to illegally buy guns. It directed resources to helping states report mental health records to the federal background check system. And it enhanced school safety funding, to protect vulnerable children. As a result, it garnered more bipartisan support than any other comprehensive piece of gun legislation—and far more support than the 40 votes Dianne Feinstein’s so-called assault weapons ban received. With votes from 52 senators—9 Democrats and 43 Republicans—Grassley-Cruz could have become the law of the land—if Harry Reid and his Democratic allies had not filibustered it.

Domestic violence is not only physical abuse. Domestic violence is emotional abuse, sexual abuse, financial dependence, control, psychological abuse and gaslighting. Some of the signs of an abusive relationship are: Financial control: taking your money and not allowing you access to it. Counting every penny spent in the household. Isolation: jealousy of time spent with friends or family. Jealousy of time spent away from him/her. Destroying self-esteem: embarrassing or putting you down. Destroying your property or harming your pets. Telling you “You are a bad parent”; criticism of your parenting skills. Intimidating you with weapons and/or physical force. Preventing you from working or going to school. Sexual abuse: pressuring you to have sex or perform a sexual act you are uncomfortable with. Pressuring you to do drugs or alcohol. I

When I was a kid, growing up during the 1970s, I used to read a lot of horror and science fiction. I graduated from comic books to paperbacks around the time I first entered my teens. And I want to say that what 99% of that stuff tells you about supposed encounters with the unknown is a formulaic convention. No one faints like a chicken-shit or else reaches for their weapon like Arnie Schwarzenegger in the face of something so utterly terrifying there isn’t even a name for it. What those writers don’t know is what happens in an encounter with the outside is this: that the moment slows down to such an extent that time itself simply stands still in your head. I suppose that fact doesn’t make for good characterisation. It’s incommunicable. I think they call it the numinous. I once did a semester in creative writing back after graduating, around the decade King was outselling every other author on the planet, but could never make the grade. Still, I read a lot of the best attempts. Maybe that’s why someone like Lovecraft, or Machen, or one of the old-school writers of that stuff I used to read had almost pulled it off. They were no good at characterisation and tended to use ciphers, presenting the phenomenon itself as the main protagonist, because it was the way things are when you encounter it. The thing empties you, draining out any semblance of normalcy, no matter what your history is, or what you think you’re all about. Real horror consists not of the worst thing in the world you can imagine happening, but in encountering some abomination you cannot possibly imagine, something even worse than fear: a shard of absolute outsideness. Human characters become shadows, just shadows.

For many years there have been rumours of mind control experiments. in the United States. In the early 1970s, the first of the declassified information was obtained by author John Marks for his pioneering work, The Search For the Manchurian Candidate. Over time retired or disillusioned CIA agents and contract employees have broken the oath of secrecy to reveal small portions of their clandestine work. In addition, some research work subcontracted to university researchers has been found to have been underwritten and directed by the CIA. There were 'terminal experiments' in Canada's McGill University and less dramatic but equally wayward programmes at the University of California at Los Angeles, the University of Rochester, the University of Michigan and numerous other institutions. Many times the money went through foundations that were fronts or the CIA. In most instances, only the lead researcher was aware who his or her real benefactor was, though the individual was not always told the ultimate use for the information being gleaned. In 1991, when the United States finally signed the 1964 Helsinki Accords that forbids such practices, any of the programmes overseen by the intelligence community involving children were to come to an end. However, a source recently conveyed to us that such programmes continue today under the auspices of the CIA's Office of Research and Development. The children in the original experiments are now adults. Some have been able to go to college or technical schools, get jobs. get married, start families and become part of mainstream America. Some have never healed. The original men and women who devised the early experimental programmes are, at this point, usually retired or deceased. The laboratory assistants, often graduate and postdoctoral students, have gone on to other programmes, other research. Undoubtedly many of them never knew the breadth of the work of which they had been part. They also probably did not know of the controlled violence utilised in some tests and preparations. Many of the 'handlers' assigned to reinforce the separation of ego states have gone into other pursuits. But some have remained or have keen replaced. Some of the 'lab rats' whom they kept in in a climate of readiness, responding to the psychological triggers that would assure their continued involvement in whatever project the leaders desired, no longer have this constant reinforcement. Some of the minds have gradually stopped suppression of their past experiences. So it is with Cheryl, and now her sister Lynn.

Equally important, statistical systems require feedback—something to tell them when they’re off track. Without feedback, however, a statistical engine can continue spinning out faulty and damaging analysis while never learning from its mistakes. Many of the WMDs I’ll be discussing in this book, including the Washington school district’s value-added model, behave like that. They define their own reality and use it to justify their results. This type of model is self-perpetuating, highly destructive—and very common. If the people being evaluated are kept in the dark, the thinking goes, they’ll be less likely to attempt to game the system. Instead, they’ll simply have to work hard, follow the rules, and pray that the model registers and appreciates their efforts. But if the details are hidden, it’s also harder to question the score or to protest against it.

During the war in the Persian Gulf, massive bombing attacks became "efforts." Thousands of "weapons systems" or "force packages" "visited a site." These "weapons systems" "hit" "hard" and "soft targets." During their "visits," these "weapons systems" "degraded," "neutralized," "attrited," "suppressed," "eliminated," "cleansed," "sanitized," "impacted," "decapitated" or "took out" targets. A "healthy day of bombing" was achieved when more enemy "assets" were destroyed than expected. If the "weapons systems" didn't achieve "effective results" during their first "visit," a "damage assessment study" determined whether the "weapons systems" would "revisit the site." Women, children or other civilians killed or wounded during these "visits," and any schools, hospitals, museums, houses or other "non-military" targets that were blown up, were "collateral damage," which is the undesired damage or casualties produced by the effects from "incontinent ordnance" or "accidental delivery of ordnance equipment.

Two-hands,” Zak said more emphatically. Matron Malice motioned for him to continue, unable to deny the grace of her youngest son’s display. “Could you do it again?” Zak asked Drizzt. With each hand working independently, Drizzt soon had the coins stacked atop his index fingers, ready to flip. Zak stopped him there and pulled out four more coins, building each of the piles five high. Zak paused a moment to study the concentration of the young drow (and also to keep his hands over the coins and ensure that they were brightened enough by the warmth of his body heat for Drizzt to properly see them in their flight). “Catch them all, Secondboy,” he said in all seriousness. “Catch them all, or you will land in Sorcere, the school of magic. That is not where you belong!” Drizzt still had only a vague idea of what Zak was talking about, but he could tell from the weapons master’s intensity that it must be important. He took a deep breath to steady himself, then snapped the coins up. He sorted their glow quickly, discerning each individual item. The first two fell easily into his hands, but Drizzt saw that the scattering pattern of the rest would not drop them so readily in line. Drizzt exploded into action, spinning a complete circle, his hands an indecipherable blur of motion. Then he straightened suddenly and stood before Zak. His hands were in fists at his sides and a grim look lay on his face. Zak and Matron Malice exchanged glances, neither quite sure of what had happened. Drizzt held his fists out to Zak and slowly opened them, a confident smile widening across his childish face. Five coins in each hand. Zak blew a silent whistle. It had taken him, the weapons master of the house, a dozen tries to complete that maneuver with ten coins. He walked over to Matron Malice. “Two-hands,” he said a third time. “He is a fighter, and I am out of coins.” “How many could he do?” Malice breathed, obviously impressed in spite of herself. “How many could we stack?” Zaknafein shot back with a triumphant smile.

My family is a classic American-dream story. My great-grandparents fled Russia to avoid being murdered for their religion. Just two generations later, my parents fled New York City weekends for their country house. I never felt guilty about this. I was raised to believe America rewards hard work. But I was also raised to understand that luck plays a role in even the bootstrappiest success story. The cost of living the dream, I was taught, is the responsibility to expand it for others. It’s a more than fair price. Yet the people running the country didn’t see it that way. With George W. Bush in the White House, millionaires and billionaires were showered with tax cuts. Meanwhile, schools went underfunded. Roads and bridges deteriorated. Household incomes languished. Deficits ballooned. And America went to war. President Bush invaded Iraq to destroy weapons of mass destruction, a campaign which hit a snag when it turned out those weapons didn’t exist. But by then it was too late. We had broken a country and owned the resulting mess. Colin Powell called this “the Pottery Barn rule,” which, admittedly, was cute. Still, it’s hard to imagine a visit to Pottery Barn that costs trillions of dollars and thousands of American lives. Our leaders, in other words, had made bad choices. They would therefore be replaced with better ones. That’s how AP Government told me the system worked. In the real world, however, the invasion of Iraq became an excuse for a dark and antidemocratic turn. Those who questioned the war, the torture of prisoners—or even just the tax cuts—found themselves accused of something barely short of treason. No longer was a distinction made between supporting the president’s policies and America’s troops. As an electoral strategy, this was dangerous and cynical. Also, it worked. So no, I didn’t grow up with a high opinion of politicians. But I did grow up in the kind of environment where people constantly told me I could change the world. In 2004, eager to prove them right, I volunteered for John Kerry’s presidential campaign.

By nature and by training this woman was all for conservation of life. She had been brought up in rather a strict and narrow school. In her day although no one, certainly no woman, was expected to save humanity, every female was confidently expected to produce it. More than that, she was earnestly enjoined to guard and protect it. So Mary Ball and her successor Mary Washington, early imbibed not only a sense of the woman's responsibility for the family but a sense of her authority over it....At any rate, in this particular crisi she was merely obeying a law of nature as old as womanhood--to protect the creature she had brought into the world. There was no subtlety in her. She could not see the finer shadings of ths situation, the fact that in holding him back from the frontier she might be putting him into even greater peril. Her course was prompted by instinct and impulse, and she never thought of questioning the right or wrong of it. So, armed with the most primitive of all weapons, she faced her son for a hard fight. But she was pitted here against a temendous paradox. With her whole might she was resisting the demands of war, and yet it had been that very strength that had produced the warrior. Her opponent was remarkably like her--in strength of mind and body, in resolution, in force of will. Now, it is one of the ironies of life that sameness creates opposition. In the conflict that day at Mount Vernon, therefore, the contestants were fighting with identical weapons, even though from different spheres... George Washington must have been a very patient man. And if he had patience, that, too, came from her by that same theory of heredity that makes a firstborn son peculiarly like his mother. So this must be written in to her credity when for the third time she has to be recorded as trying to interrupt his destiny. As a last resort he used a weapon that she herself had put into his hand. Madam," he is said to have remarked with respectful finality, "the God to whom you commended me when first I went to war will be my protector stil.

Christianity has been the means of reducing more languages to writing than have all other factors combined. It has created more schools, more theories of education, and more systems than has any other one force. More than any other power in history it has impelled men to fight suffering, whether that suffering has come from disease, war or natural disasters. It has built thousands of hospitals, inspired the emergence of the nursing and medical professions, and furthered movement for public health and the relief and prevention of famine. Although explorations and conquests which were in part its outgrowth led to the enslavement of Africans for the plantations of the Americas, men and women whose consciences were awakened by Christianity and whose wills it nerved brought about the abolition of slavery (in England and America). Men and women similarly moved and sustained wrote into the laws of Spain and Portugal provisions to alleviate the ruthless exploitation of the Indians of the New World. Wars have often been waged in the name of Christianity. They have attained their most colossal dimensions through weapons and large–scale organization initiated in (nominal) Christendom. Yet from no other source have there come as many and as strong movements to eliminate or regulate war and to ease the suffering brought by war. From its first centuries, the Christian faith has caused many of its adherents to be uneasy about war. It has led minorities to refuse to have any part in it. It has impelled others to seek to limit war by defining what, in their judgment, from the Christian standpoint is a "just war." In the turbulent Middle Ages of Europe it gave rise to the Truce of God and the Peace of God. In a later era it was the main impulse in the formulation of international law. But for it, the League of Nations and the United Nations would not have been. By its name and symbol, the most extensive organization ever created for the relief of the suffering caused by war, the Red Cross, bears witness to its Christian origin. The list might go on indefinitely. It includes many another humanitarian projects and movements, ideals in government, the reform of prisons and the emergence of criminology, great art and architecture, and outstanding literature.

Pioneered in Iraq, for-profit relief and reconstruction has already become the new global paradigm, regardless of whether the original destruction occurred from a preemptive war, such as Israel’s 2006 attack on Lebanon, or a hurricane. With resource scarcity and climate change providing a steadily increasing flow of new disasters, responding to emergencies is simply too hot an emerging market to be left to the nonprofits—why should UNICEF rebuild schools when it can be done by Bechtel, one of the largest engineering firms in the U.S.? Why put displaced people from Mississippi in subsidized empty apartments when they can be housed on Carnival cruise ships? Why deploy UN peacekeepers to Darfur when private security companies like Blackwater are looking for new clients? And that is the post-September 11 difference: before, wars and disasters provided opportunities for a narrow sector of the economy—the makers of fighter jets, for instance, or the construction companies that rebuilt bombed-out bridges. The primary economic role of wars, however, was as a means to open new markets that had been sealed off and to generate postwar peacetime booms. Now wars and disaster responses are so fully privatized that they are themselves the new market; there is no need to wait until after the war for the boom—the medium is the message. One distinct advantage of this postmodern approach is that in market terms, it cannot fail. As a market analyst remarked of a particularly good quarter for the earnings of the energy services company Halliburton, “Iraq was better than expected.”31 That was in October 2006, then the most violent month of the war on record, with 3,709 Iraqi civilian casualties.32 Still, few shareholders could fail to be impressed by a war that had generated $20 billion in revenues for this one company.33 Amid the weapons trade, the private soldiers, for-profit reconstruction and the homeland security industry, what has emerged as a result of the Bush administration’s particular brand of post-September 11 shock therapy is a fully articulated new economy. It was built in the Bush era, but it now exists quite apart from any one administration and will remain entrenched until the corporate supremacist ideology that underpins it is identified, isolated and challenged.

For the future it will, I think, be essential to introduce a threeyear period of military service ; only by so doing can we ensure efficiency in the handling of new technical weapons. A threeyear period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable. Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life. Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment!

In this march through a virtual lifetime, we’ve visited school and college, the courts and the workplace, even the voting booth. Along the way, we’ve witnessed the destruction caused by WMDs. Promising efficiency and fairness, they distort higher education, drive up debt, spur mass incarceration, pummel the poor at nearly every juncture, and undermine democracy. It might seem like the logical response is to disarm these weapons, one by one. The problem is that they’re feeding on each other. Poor people are more likely to have bad credit and live in high-crime neighborhoods, surrounded by other poor people. Once the dark universe of WMDs digests that data, it showers them with predatory ads for subprime loans or for-profit schools. It sends more police to arrest them, and when they’re convicted it sentences them to longer terms. This data feeds into other WMDs, which score the same people as high risks or easy targets and proceed to block them from jobs, while jacking up their rates for mortgages, car loans, and every kind of insurance imaginable. This drives their credit rating down further, creating nothing less than a death spiral of modeling. Being poor in a world of WMDs is getting more and more dangerous and expensive.

In both cultures, wealth is no longer a means to get by. It becomes directly tied to personal worth. A young suburbanite with every advantage—the prep school education, the exhaustive coaching for college admissions tests, the overseas semester in Paris or Shanghai—still flatters himself that it is his skill, hard work, and prodigious problem-solving abilities that have lifted him into a world of privilege. Money vindicates all doubts. They’re eager to convince us all that Darwinism is at work, when it looks very much to the outside like a combination of gaming a system and dumb luck. In both of these industries, the real world, with all of its messiness, sits apart. The inclination is to replace people with data trails, turning them into more effective shoppers, voters, or workers to optimize some objective. This is easy to do, and to justify, when success comes back as an anonymous score and when the people affected remain every bit as abstract as the numbers dancing across the screen. More and more, I worried about the separation between technical models and real people, and about the moral repercussions of that separation. In fact, I saw the same pattern emerging that I’d witnessed in finance: a false sense of security was leading to widespread use of imperfect models, self-serving definitions of success, and growing feedback loops. Those who objected were regarded as nostalgic Luddites.

In the absence of expert [senior military] advice, we have seen each successive administration fail in the business of strategy - yielding a United States twice as rich as the Soviet Union but much less strong. Only the manner of the failure has changed. In the 1960s, under Robert S. McNamara, we witnessed the wholesale substitution of civilian mathematical analysis for military expertise. The new breed of the "systems analysts" introduced new standards of intellectual discipline and greatly improved bookkeeping methods, but also a trained incapacity to understand the most important aspects of military power, which happens to be nonmeasurable. Because morale is nonmeasurable it was ignored, in large and small ways, with disastrous effects. We have seen how the pursuit of business-type efficiency in the placement of each soldier destroys the cohesion that makes fighting units effective; we may recall how the Pueblo was left virtually disarmed when it encountered the North Koreans (strong armament was judged as not "cost effective" for ships of that kind). Because tactics, the operational art of war, and strategy itself are not reducible to precise numbers, money was allocated to forces and single weapons according to "firepower" scores, computer simulations, and mathematical studies - all of which maximize efficiency - but often at the expense of combat effectiveness. An even greater defect of the McNamara approach to military decisions was its businesslike "linear" logic, which is right for commerce or engineering but almost always fails in the realm of strategy. Because its essence is the clash of antagonistic and outmaneuvering wills, strategy usually proceeds by paradox rather than conventional "linear" logic. That much is clear even from the most shopworn of Latin tags: si vis pacem, para bellum (if you want peace, prepare for war), whose business equivalent would be orders of "if you want sales, add to your purchasing staff," or some other, equally absurd advice. Where paradox rules, straightforward linear logic is self-defeating, sometimes quite literally. Let a general choose the best path for his advance, the shortest and best-roaded, and it then becomes the worst path of all paths, because the enemy will await him there in greatest strength... Linear logic is all very well in commerce and engineering, where there is lively opposition, to be sure, but no open-ended scope for maneuver; a competitor beaten in the marketplace will not bomb our factory instead, and the river duly bridged will not deliberately carve out a new course. But such reactions are merely normal in strategy. Military men are not trained in paradoxical thinking, but they do no have to be. Unlike the business-school expert, who searches for optimal solutions in the abstract and then presents them will all the authority of charts and computer printouts, even the most ordinary military mind can recall the existence of a maneuvering antagonists now and then, and will therefore seek robust solutions rather than "best" solutions - those, in other words, which are not optimal but can remain adequate even when the enemy reacts to outmaneuver the first approach.

The world recoiled in horror in 2012 when 20 Connecticut schoolchildren and six adults were killed at Sandy Hook Elementary School. . . . The weapon was a Bushmaster AR-15 semiautomatic rifle adapted from its original role as a battlefield weapon. The AR-15, which is designed to inflict maximum casualties with rapid bursts, should never have been available for purchase by civilians (emphasis added).1 —New York Times editorial, March 4, 2016 Assault weapons were banned for 10 years until Congress, in bipartisan obeisance to the gun lobby, let the law lapse in 2004. As a result, gun manufacturers have been allowed to sell all manner of war weaponry to civilians, including the super destructive .50-caliber sniper rifle. . . .(emphasis added)2 —New York Times editorial, December 11, 2015 [James Holmes the Aurora, Colorado Batman Movie Theater Shooter] also bought bulletproof vests and other tactical gear” (emphasis added).3 —New York Times, July 22, 2012 It is hard to debate guns if you don’t know much about the subject. But it is probably not too surprising that gun control advocates who live in New York City know very little about guns. Semi-automatic guns don’t fire “rapid bursts” of bullets. The New York Times might be fearful of .50-caliber sniper rifles, but these bolt-action .50-caliber rifles were never covered by the federal assault weapons ban. “Urban assault vests” may sound like they are bulletproof, but they are made of nylon. These are just a few of the many errors that the New York Times made.4 If it really believes that it has a strong case, it wouldn’t feel the need to constantly hype its claims. What distinguishes the New York Times is that it doesn’t bother running corrections for these errors.

Sociologist Barry Glassner (1999) has documented many of the biases introduced by “If it bleeds, it leads” news reporting, and by the strategic efforts of special interest groups to control the agenda of public fear of crime, disease, and other hazards. Is an increase of approximately 700 incidents in 50 states over 7 years an “epidemic” of road rage? Is it conceivable that there is (or ever was) a crisis in children’s day care stemming from predatory satanic cults? In 1994, a research team funded by the U.S. government spent 4 years and $750,000 to reach the conclusion that the myth of satanic conspiracies in day care centers was totally unfounded; not a single verified instance was found (Goodman, Qin, Bottoms, & Shaver, 1994; Nathan & Snedeker, 1995). Are automatic-weapon-toting high school students really the first priority in youth safety? (In 1999, approximately 2,000 school-aged children were identified as murder victims; only 26 of those died in school settings, 14 of them in one tragic incident at Columbine High School in Littleton, Colorado.) The anthropologist Mary Douglas (Douglas & Wildavsky, 1982) pointed out that every culture has a store of exaggerated horrors, many of them promoted by special interest factions or to defend cultural ideologies. For example, impure water had been a hazard in 14th-century Europe, but only after Jews were accused of poisoning wells did the citizenry become preoccupied with it as a major problem. But the original news reports are not always ill-motivated. We all tend to code and mention characteristics that are unusual (that occur infrequently). [...] The result is that the frequencies of these distinctive characteristics, among the class of people considered, tend to be overestimated.

Questions surround nearly every aspect of the assassination. The chain of possession regarding each piece of evidence was tainted beyond repair. The presidential limousine, which represented the literal crime scene, was taken over by officials immediately after JFK’s body was carried into Parkland Hospital and tampered with. The Secret Service apparently cleaned up the limousine, washing away crucial evidence in the process. Obviously, whatever bullet fragments or other material that was purportedly found there became immediately suspect because of this. On November 26, the windshield on the presidential limo was replaced. The supposed murder weapon—a cheap, Italian Mannlicher-Carcano rifle with a defective scope, allegedly ordered by Oswald through a post office box registered to his purported alias, Alex Hidell—is similarly troublesome. The two Dallas officers who discovered the rifle on the sixth floor of the Texas School Book Depository building, Seymour Weitzman and Eugene Boone, both swore in separate affidavits that the weapon was a German Mauser. As was to become all too common in this case, they would later each claim to be “mistaken” in a curiously identical manner. In fact, as late as midnight on November 22, Dallas District Attorney Henry Wade would refer to the rifle as a Mauser when speaking to the press. Local WFAA television reported the weapon found as both a German Mauser and an Argentine Mauser. NBC, meanwhile, described the weapon as a British Enfield. In an honest court, the Carcano would not even have been permitted into the record, because no reliable chain of possession for it existed. Legally speaking, the rifle found on the sixth floor was a German Mauser, and no one claimed Oswald owned a weapon of that kind.

Without even discussing the question of talent, can a person become a jailer in a prison or camp if he is capable of the very least kind of useful activity? Let us ask: On the whole, can a camp keeper be a good human being? What system of moral selection does life arrange for them? The first selection takes place on assignment to the MVD armies, MVD schools, or MVD courses. Every man with the slightest speck of spiritual training, with a minimally circumspect conscience, or capacity to distinguish good from evil, is instinctively going to back out and use every available means to avoid joining this dark legion. But let us concede that he did not succeed in backing out. A second selection comes during training and the first service assignment, when the bosses themselves take a close look and eliminate all those who manifest laxity (kindness) instead of strong will and firmness (cruelty and mercilessness). And then a third selection takes place over a period of many years: All those who had not visualized where and into what they were getting themselves now come to understand and are horrified. To be constantly a weapon of violence, a constant participant in evil! Not everyone can bring himself to this, and certainly not right off. You see, you are trampling on others' lives. And inside yourself something tightens and bursts. You can't go on this was any longer! And although it is belated, men can still begin to fight their way out, report themselves ill, get disability certificates, accept lower pay, take off their shoulder boards—anything just to get out, get out, get out! Does that mean the rest of them have got used to it? Yes. The rest of them have got used to it, and their life already seems normal to them. And useful too, of course. And even honorable. And some didn't have to get used to it; they had been that way from the start.

In September 1999, the Department of Justice succeeded in denaturalizing 63 participants in Nazi acts of persecution; and in removing 52 such individuals from this country. This appears to be but a small portion of those who actually were brought here by our own government. A 1999 report to the Senate and the House said "that between 1945 and 1955, 765 scientists, engineers, and technicians were brought to the United States under Overcast, Paperclip, and similar programs. It has been estimated that at least half, and perhaps as many as 80 percent of all the imported specialists were former Nazi Party members." A number of these scientists were recruited to work for the Air Force's School of Aviation Medicine (SAM) at Brooks Air Force Base in Texas, where dozens of human radiation experiments were conducted during the Cold War. Among them were flash-blindness studies in connection with atomic weapons tests and data gathering for total-body irradiation studies conducted in Houston. The experiments for which Nazi investigators were tried included many related to aviation research. Hubertus Strughold, called "the father of space medicine," had a long career at the SAM, including the recruitment of other Paperclip scientists in Germany. On September 24, 1995 the Jewish Telegraphic Agency reported that as head of Nazi Germany's Air Force Institute for Aviation Medicine, Strughold particpated in a 1942 conference that discussed "experiments" on human beings. The experiments included subjecting Dachau concentration camp inmates to torture and death. The Edgewood Arsenal of the Army's Chemical Corps as well as other military research sites recruited these scientists with backgrounds in aeromedicine, radiobiology, and opthamology. Edgewood Arsenal, Maryland ended up conducting experiments on more than seven thousand American soldiers. Using Auschwitz experiments as a guide, they conducted the same type of poison gas experiments that had been done in the secret I.G. Farben laboratories.

Sometimes when we’re being tested by discouragement, it seems God is silent. We pray and we don’t hear anything. We read the Scripture and still come away feeling like God is a million miles away. But remember, this is a test. When you’re in school, teachers never talk during tests. They stand up at the front of the room very quietly just watching all of the students taking the exam. The teachers have been preparing you in the days and weeks prior to the test. Often, they’ve put in extra hours making sure everyone has the opportunity to succeed. On test day, they want to see if you’ve learned the lessons. They know that you have the information you need. They know you’re prepared. You’re ready. Now all you’ve got to do is put into practice what you’ve learned. God works the same way as your teachers here on earth. When He is silent, don’t assume He has left you. He is right there with you during the test. The silence means only that God has prepared you, and now He is watching to see if you have learned. He would not give you the test unless He knew you were ready. God is not mad at you when He is silent. He has not forsaken you. His silence is a sign that He has great confidence in you. He knows you have what it takes. He knows you will come through the test victoriously or He would not have permitted you to be tested. The key is to remain upbeat and not be discouraged or bitter. Put into practice what you’ve learned. Stay in faith. Hang on to your happiness. Treat others kindly. Be a blessing. If you do that, you will pass the test and flourish in a new season. God will bring things out of you that you didn’t even know were in you. Understand, if you don’t allow the enemy to discourage you, one of his greatest weapons has been lost. Today is a new day. God is breathing new hope into your heart and new vision into your spirit. He is the Glory and the lifter of our heads. Look up with a fresh vision, and God will do for you what He promised David. He will lift you out of the pit. He will set your feet on a rock. He will put a new song in your heart. You won’t drag through life defeated and depressed. You will soar through life full of joy, full of faith, full of victory.

Scripture and Tradition Scriptural exegesis was no mere school exercise. The New Testament text became the battleground for the fierce debates over the nature of Jesus, God and man, that were waged in the fifth century and exegesis was the weapon that all the combatants wielded with both skill and conviction.23 The scriptural witness, often couched in familiar, popular, and even homely language, had to be converted into the abstract and learned currency of theology, the language of choice of the Church’s intelligentsia. Scripture, as it turned out, was merely the starting point. The steering mechanism was exegesis, and behind the exegesis, the helmsman at the rudder, stood another elemental principle: tradition.24 Judaism, Christianity, and Islam each possessed a Scripture that was, by universal consent, a closed Book. But God’s silence was a relative thing, and his providential direction of the community could be detected and “read” in other ways. Early within the development of Christianity, for example, one is aware of a subtle balance operating between appeals to Scripture and tradition. It was not a novel enterprise. By Jesus’ time the notion of an oral tradition separate from but obviously connected to the written Scriptures was already familiar, if not universally accepted, in Jewish circles. Jesus and the Pharisees debated the authority of the oral tradition more than once, and though he does not appear to have denied the premise, Jesus, his contemporaries remarked, “taught on his own authority,” not on that of some other sage. He substituted his authority for the tradition of the Fathers. Thus Jesus was proposing himself as the source of a new tradition handed on to his followers and confirmed by the Holy Spirit on the day of Pentecost. The Christian view that there was a tradition distinct from the Scriptures may have begun with the early understanding of Scripture as synonymous with the Bible—serious exegetical attention did not begin to be paid to the Gospels until the end of the second century—whereas the “tradition” was constituted of the teachings and redemptive death of Jesus, both of which Jesus himself had placed in their true “scriptural” context.25 Thus, even when parts of Jesus’ teachings and actions had been committed to writing in the Gospels, and so began to constitute a new, specifically Christian Scripture, the distinction between Scripture in the biblical sense and tradition in the Christian sense continued to be felt in the Christian community.26

There’s a tap on my shoulder. I turn around and get lost in a sea of blue. A Jersey-accented voice says, “It’s about time, kid,” and Frank Sinatra rattles the ice in his glass of Jack Daniel’s. Looking at the swirling deep-brown liquid, he whispers, “Ain’t it beautiful?” This is my introduction to the Chairman of the Board. We spend the next half hour talking Jersey, Hoboken, swimming in the Hudson River and the Shore. We then sit down for dinner at a table with Robert De Niro, Angie Dickinson and Frank and his wife, Barbara. This is all occurring at the Hollywood “Guinea Party” Patti and I have been invited to, courtesy of Tita Cahn. Patti had met Tita a few weeks previous at the nail parlor. She’s the wife of Sammy Cahn, famous for such songs as “All The Way,” “Teach Me Tonight” and “Only the Lonely.” She called one afternoon and told us she was hosting a private event. She said it would be very quiet and couldn’t tell us who would be there, but assured us we’d be very comfortable. So off into the LA night we went. During the evening, we befriend the Sinatras and are quietly invited into the circle of the last of the old Hollywood stars. Over the next several years we attend a few very private events where Frank and the remaining clan hold forth. The only other musician in the room is often Quincy Jones, and besides Patti and I there is rarely a rocker in sight. The Sinatras are gracious hosts and our acquaintance culminates in our being invited to Frank’s eightieth birthday party dinner. It’s a sedate event at the Sinatras’ Los Angeles home. Sometime after dinner, we find ourselves around the living room piano with Steve and Eydie Gorme and Bob Dylan. Steve is playing the piano and up close he and Eydie can really sing the great standards. Patti has been thoroughly schooled in jazz by Jerry Coker, one of the great jazz educators at the Frost School of Music at the University of Miami. She was there at the same time as Bruce Hornsby, Jaco Pastorius and Pat Metheny, and she learned her stuff. At Frank’s, as the music drifts on, she slips gently in on “My One and Only Love.” Patti is a secret weapon. She can sing torch like a cross between Peggy Lee and Julie London (I’m not kidding). Eydie Gorme hears Patti, stops the music and says, “Frank, come over here. We’ve got a singer!” Frank moves to the piano and I then get to watch my wife beautifully serenade Frank Sinatra and Bob Dylan, to be met by a torrent of applause when she’s finished. The next day we play Frank’s eightieth birthday celebration for ABC TV and I get to escort him to the stage along with Tony Bennett. It’s a beautiful evening and a fitting celebration for the greatest pop singer of all time. Two years later Frank passed away and we were generously invited to his funeral. A