For one week only, Rain.
I shall not announce posts on other blogs again. If you want notice of posts here, follow or subscribe.
. . . is gone. Come back next month for another story.
1. The flogging;1. The flogging.
2. The Mobile Infantry's march pace;
3. The use of Cadet Byrd as an instructor; and
4. The result of the appeal of the court martial of William Sitgreaves Cox of the USS Chesapeake.
A pause to explain the significance of federal service in Johnny Rico's world.Johnny completes his training in the Mobile Infantry (MI) at Camp Arthur Currie, one of 187 graduates out of an incoming class of 2,009. (This means MI training has a higher attrition rate than US Navy Seal training.) While he was in training, the Bugs nuked Buenos Aires. In a letter from his aunt, Johnny finds his mother was in BA shopping at the time and was killed. Johnny joins Willie's Wildcats for Operation Bughouse, an assault on the Bugs' home world. This goes badly for the MI, and they evacuate in a rout.
In Johnny's world, the Earth is unified under one government. People are born taxpayers and may become citizens through a term of federal service. Citizens may vote and hold public office. Taxpayers may not. Note that during the term of federal service, an individual is not considered a citizen. Thus this is government of the veteran, by the veteran, and for the veteran.
Table of Contents Title PageIf you are familiar with WWI and the Battle of the Somme and the Royal Flying Corps (as I am), the Table of Contents is a good outline and tells you what to expect. If not, it leaves you clueless.
Chapter One - In the Beginning . . .
Chapter Two - An Aerial Offensive
Chapter Three - A Perfect Summer Day
Chapter Four - July: Masters of the Air
Chapter Five - August: The Fight Goes On
Chapter Six - September: The Tide Turns
Chapter Seven - October: Clinging On . . .
Chapter Eight - November: Full Circle
Bibliography of Quoted Sources
It may be pointed out, in the first place, that if a nation be so situated that it is neither forced to defend itself by land nor induced to seek extension of its territory by way of the land, it has, by the very unity of its aim directed upon the sea, an advantage as compared with a people one of whose boundaries is continental.The first nine words in that paragraph are the literary equivalent of a speaker clearing his throat. The clause is the middle is eleven wasted words.
If a nation has neither to defend itself by land nor to seek new territory by land, it has an advantage over those nations that do.Is that better? It says in 26 words what Mahan said in 65. Either way it is an assertion unsupported by evidence.
The ingredients of pesto:Now you're thinking, "Recipe?" That's where it gets sticky.
grated hard cheese
1. Basil pesto made with pine nuts and parmigiano reggiano is king. Last time at Costco, I bought three big packages of basil. 1 pkg of basil = 1 c pesto. Made one cup of pesto each day for three days. The first cup did not survive to see the third cup made.
2. Celery pesto made with almonds and pecorino romano makes a delicious sauce for raw veggies. Or for sandwiches. Or toast. Or anything. By weight, almonds do not give off as much oil as pine nuts, so I triple the amount of olive oil I add to the pesto. And, when faced with a surfeit of celery leaves, I discovered that celery stalks, too, can be used to make pesto.
3. Raw walnuts do not make good pesto. At least not to my taste. There is something about raw walnuts that burns my mouth, and that burn carries into pesto made with raw walnuts. Someday, I may try roasted walnuts, but I am in no hurry.
[W]hen it was discovered that many ambitious blacks were still learning to stir up their fellows, it was decreed that they should not receive any instruction at all. Reduced thus to the plane of beasts, where they remained for generations, Negroes developed bad traits which since their emancipation have been removed only with great difficulty.
Slavery was thereby changed from a patriarchal to an economic institution. Thereafter most owners of extensive estates abandoned the idea that the mental improvement of slaves made them better servants.
The good results of these schools were apparent. In the same degree that the denial to slaves to mental development tended to brutalize them the teaching of science and religion elevated the fugitives in Canada. In fact, the Negroes of these settlements soon had ideals differing widely from those of their brethren less favorably circumstanced. They believed in the establishment of homes, respected the sanctity of marriage, and exhibited in their daily life a moral sense of the highest order. Travelers found the majority of them neat, orderly, and intelligent.
"An ignorant people . . . can never occupy any other than a degraded place in society; they can never be truly free until they are intelligent. . . ." --William Lloyd Garrison
A good trade is better than a fortune, because when once obtained it cannot be taken away.
Fearing imaginary evils, these modern Canaanites destroyed the [Noyes Academy of Canaan, New Hampshire], dragging the building to a swamp with a hundred yoke of oxen.
[B]itterly as some white men hated slavery, and deeply as they seemingly sympathized with the oppressed, they were loath to support a policy which they believed was fatal to their economic interests.
Separate schools were declared illegal by an act of the [New Jersey] General Assembly in 1881.
Before the close of the Civil War the sentiment of the people of the State of New York had changed sufficiently to permit colored children to attend the regular public schools in several communities. This, however, was not general. It was, therefore, provided in the revised code of that State in 1864 that the board of education of any city or incorporated village might establish separate schools for children and youth of African descent provided such schools be supported in the same manner as those maintained for white children.
The Negroes, too, had long since been convinced that the white people would not maintain separate schools with the same equipment which they gave their own.
[W]hen the principal of an academy at Canaan admitted some Negroes to his private institution, a mob . . . broke up the institution . . ., while the officials of the town offered no resistance.
1853. Then the [Indiana] legislature amended the law authorizing the establishment of schools in townships so as to provide that in all enumerations the children of color should not be taken, that the property of the blacks and mulattoes should not be taxed for school purposes, and that their children should not derive any benefit from the common schools of that State. This provision had really been incorporated into the former law, but was omitted by oversight on the part of the engrossing clerk.
A resolution of the [Indiana] House instructing the educational committee to report a bill for the establishment of schools for the education of the colored children of the State was overwhelmingly defeated in 1853.
Before the Civil War the Negroes of Indiana received help in acquiring knowledge from no source but private and mission schools.
Men are not valued in this country, or in any country, for what they are; they are valued for what they can do. It is in vain that we talk of being men, if we do not the work of men. --Frederick Douglass
The helpless may expect no higher dignity than that of paupers.Most instructive.