Activists From The United States

"Our chapter on East Timor was far and away the most important in the two volumes, precisely because the huge ongoing crimes could have so readily been ended. It passed without mention in the doctrinal system - as, indeed, did our detailed review of many other U.S. crimes. In dramatic contrast, a sizable literature has been devoted to our chapter on Cambodia, desperately seeking to discover some error, and with unsupported and unjustifiable claims about our alleged apologetics for Pol Pot. We reviewed those that were even mildly serious in Manufacturing Consent, and there should be no need to do so again."

"K. Barton Osborn, who served in a covert program of intelligence in Vietnam, not only testified to a wide variety of forms of torture used by U.S. and Saigon personnel, but also made the startling claim that “I never knew an individual to be detained as a VC suspect who ever lived through an interrogation in a year and a half, and that included quite a number of individuals.”"

"Even today, as regards East Timor, where our brutal Indonesian satellite (authors of the 1965-1966 butcheries) have very possibly killed as many people as did the Khmer Rouge, there is a virtually complete blackout of information in the Free Press. This is a bloodbath carried out by a friendly power and is thus of little interest to our leaders. It is a “benign bloodbath” in our terminology."

"In the post-Vietnam War era the need for Communist abuses has been no less pressing than before. More facts have come to light on the scope of U.S. violence in Vietnam, Cambodia, and Laos, the extent of which U.S. officials lied to the public with regard to their programs and methods, and the brazenness with which these officials defied treaty obligations and international law. Much as the government and the media tried to isolate the scoundrelism of Watergate from the much more profound immorality of the “secret” devastation of Cambodia, the linkage between the two could not be entirely concealed and therefore tended to discredit still further the campaign to bring “freedom” to South Vietnam. Counterrevolution, torture and official murder in Argentina, Guatemala, Chile, and other U.S. satellites was also reaching new peaks. Thus, if Cambodian terror did not exist, the Western propaganda systems would have had to invent it, and in certain respects it did […]."

"Among the many symbols used to frighten and manipulate the populace of the democratic states, few have been more important than “terror” and “terrorism.” These terms have generally been confined to the use of violence by individuals and marginal groups. Official violence, which is far more extensive both in scale and destructiveness, is placed in a different category altogether. The usage has nothing to do with justice, causal sequence, or numbers abused. Whatever the actual sequence of cause and effect, official violence is described as responsive or provoked (“retaliation,” “protective reaction,” etc.), not the active and initiating source of abuse. Similarly, the massive long-term violence inherent in the oppressive social structures that U.S. power has supported is typically disregarded. The numbers tormented and killed by official violence – wholesale as opposed to retail terror – during recent decades have exceeded those of unofficial terrorists by a factor running into the thousands. But this is not “terror,” although one terminological exception may be noted: while Argentinian “security forces” only retaliate and engage in “police action,” violence carried out by unfriendly states (Cuba, Cambodia) may be designated “terroristic.” The status of proper usage is settled not merely by the official or unofficial status of the perpetrators but also by their political affiliations."

"The common view that internal freedom makes for humane and moral international behavior is supported neither by evidence nor by reason. The United States has a long history of imposing oppressive terrorist regimes in regions of the world within the reach of its power, such as the Caribbean and Central American sugar and banana republics […]. Since World War II, with the great extension of U.S. power, it has borne a heavy responsibility for the spread of a plague of neofascism, state terrorism, torture and repression through large parts of the undeveloped world. The United States has globalized the “banana republic.” This has occurred despite some modest ideological strain because the developments serve the needs of powerful and dominant interests, state and private, within the United States itself."

"An earlier version of this volume was originally contracted for and produced as a monograph by Warner Modular Communications, Inc., a subsidiary member of the Warner communications and entertainment conglomerate. The publishing house had run a relatively independent operation up to the time of the controversy over this document. The editors and publisher were enthusiastic about the monograph and committed themselves to put it out quickly and to promote it with vigor. But just prior to publication, in the fall of 1973, officials of the parent company got wind of it, looked at it, and were horrified by its “unpatriotic” contents. Mr. William Sarnoff, a high officer of the parent company, for example, was deeply pained by our statement on page 7 of the original that the “leadership in the United States, as a result of its dominant position and wide-ranging counter-revolutionary efforts, has been the single most important instigator, administrator, and moral and material sustainer of serious bloodbaths in the years that followed World War II.” So pained were Sarnoff and his business associates, in fact, that they were quite prepared to violate a contractual obligation in order to assure that no such material would see the light of day. […] they decided to close down the publishing house […]. The history of the suppressed monograph is an authentic instance of private censorship of ideas per se. The uniqueness of the episode lies only in the manner of suppression. Usually, private intervention in the book market is anticipatory, with regrets that the manuscript is unacceptable, perhaps “unmarketable.” Sometimes the latter contention is only an excuse for unwillingness to market, although it may sometimes reflect an accurate assessment of how the media and journals will receive books that are strongly critical of the established order."

"The misleading character of the accident theory is evident from the fact that even now the “error” involved from the standpoint of U.S. policy-makers and American leaders generally is neither one of purpose nor method – it is strictly a case of unexpectedly large expense. For the U.S. leadership, in other words, Vietnam is simply another, painfully large “cost over-run.” In terms of basic U.S. objectives and methods employed, in the Third World – essentially establishment of reliable client states, increasingly managed by military elites, with generous financial and military support (arms, advisors, Green Berets, and more extensive military intervention when junta control is threatened, as in Santo Domingo) – Vietnam is a facet of a completely rational policy. The policy may be vicious and catastrophic, from the perspective of the Vietnamese; and it may be a sordid and disruptive waste of human and material resources from the standpoint of the real interests of the ordinary American; but to the Rostows, Westmorelands and Nixons, the Vietnam War is a noble endeavor (“one of our finest moments”) that we cannot afford to abandon without achieving our original ends. The evidence is compelling that this leadership is entirely capable of destroying every village in Vietnam (and in the process, every Vietnamese) if this is required to attain the original political objectives."

"The question of relative atrocities may be illustrated by this fact: a close examination by the author of newspaper files for 1966 alone disclosed somewhere between 600 and 1,000 reported South Vietnamese civilian deaths attributed to “errors” in the use of “allied” firepower. During the same year the number of NLF killings, including paramilitary personnel, according to official Saigon estimates, was 1,000. That is, our acknowledged accidental civilian killings were of the same order of magnitude as official claims of NLF killings. It should be obvious that U.S. bombings and killings in “unfriendly” villages were many times greater than killings by mistake."

"An important body of evidence that suggests the irrelevance of enemy atrocities to U.S. intervention in Vietnam may be found in official Washington responses to a broader spectrum of foreign atrocities. Official estimates of deliberate NLF killings in South Vietnam for the nine-year period 1958-1966 are on the order of 12,000, and the Defense Department estimates 19,578 enemy killings of civilians in South Vietnam from 1964 through September 1969. Yet in 1966 between 500,000 and 1,000,000 men, women, and children were slaughtered in Indonesia without even provoking any official U.S. protest, let alone an invasion to prevent mass murder."

"In sum, the logic of American military escalation leads to nothing less than a war of extermination against the native Vietnamese peasantry: because the guerillas cannot be segregated from the peasantry; because the peasantry provides the necessary broad base for the guerillas; and because the United States has the military means to eradicate this base completely, if need be, to create an “independent” South Vietnam."

"As American foreign policy has moved toward the open use of military power to dominate other states, the employment of Orwellian language has become more frequent. Words with emotionally satisfying (or repellant) qualities are increasingly employed to describe their precise opposites. Nowhere is this more in evidence than the claim by President Johnson and Secretary Rusk that the goal of American policy in Southeast Asia is the preservation of “independent” states."

"Imagine being left out in the freezing cold, without shelter and bedding for warmth or a friend to ease your loneliness. … Be your dog's biggest defender and keep them indoors with you, and give them the love and companionship they deserve."

"I'm passionate about animals. … I think animal protection is so important because they need love, too, just like we do. They’re with us through thick and thin, and it’s very important to protect them."

"There are 25,000 high schools in the United States... and the number of qualified high school physics teachers... in the range of 2,000 to 4,000. So most high schools do not have anybody qualified... and physics is taught in most high schools. ...Many of the so-called crossover teachers, who were teaching physics but weren’t trained ...were teachers. Home economics had fallen out of favor."

"[N]obody ever made a million dollars on . Five years after the series went public, we got a letter ...saying, "You’ve crossed the threshold. You now share in the revenues." ...But by then, there were no more revenues. ...I didn’t care ...That wasn’t the purpose ...Later on, we applied to the for an additional $3 million to turn out a high school version ...without calculus."

"Sally told me... it cost about $75,000 to make a half-hour program. ...[T]he original grant was for $750,000. We eventually got $6 million... [P]art of the proposal... was to make a pilot program that cost hundreds of thousands... and took three years... And that was a make-or-break—either they accepted the pilot program or the project was dead. ...It became the second program in the series... "The Law of Falling Bodies." ...this absolutely beautiful pilot program ...which cost $350,000 ...everybody loved it and they said, “Go ahead.” ...And that meant ...classy computer animation and ...actors ...We did all kinds of things you just don’t do in educational television."

"[I]t was no longer a television camera at the back of the room. It was now a production, with programs, and all the production values... [I]t... evolved into something far beyond anything I had imagined."

"I... remember one morning at... breakfast, reading the '... story that had given $10 million a year for fifteen years to make telecommunications materials for higher education. ...[H]e created ...the Annenberg CPB Foundation ...to give out Annenberg’s money. ...I ...got in touch with Sally Beaty and ...KCET ...and we wrote a proposal. ...KCET ...was on the verge of going belly-up. And they tried to load the entire overhead of the station on our project. ...[W]e got the award—with KCET not involved. ...[N]ow we had no flagship station, but we had the money ..."

"So I went to Murph... and he said, "I’ll give you a little money to look into it." ...I think $50,000—and I hired... Don Delson... head of AV... to be my assistant... We learned all kinds of things..."

"I taught Physics 1... [b]ut not from the Feynman books ...We used some conventional textbook ...but I sort of redesigned the course. ...By the time I started teaching it the second time, I started to get worried, because... I would go on teaching the same course forever... [or] I would leave it and somebody else would teach it and it would become a completely different course... One way of preserving memory is to write a textbook, but I had already written States of Matter...been there, done that. I didn’t want to do that. And then it occurred to me that television was bound to play some role in the future of education. ...What I vaguely had in mind was that the lecture could be taped by a television camera at the back of the room."

"Robbie... asked me to create the new physics course—at least the first year of the new physics course. And I said, “Robbie, when you were chair of the faculty, you asked for complete teaching relief. Now I’m going to be chair... and you’re giving me the hardest teaching job in the whole institution. Don’t you think that’s a little unfair?" We... cut a deal... full financial support for a postdoc so I could hire somebody to help me on my research group while I was doing all this."

"When I was vice chair of the faculty, the chair... was Robbie Vogt... As soon as he stepped down... and I became chair of the faculty, he became chair of the PMA division, and he called me into his office... in 1979. We had been teaching from the Feynman physics books... using them as textbooks ever since Feynman had given the lectures, from '62 to '64. ...[T]hey had just gotten too hard. It was great for the teachers; I loved teaching from his books. But for the students—if you didn’t already know physics, trying to learn physics from those books... Seeing physics with fresh eyes all over again, it’s wonderful—that’s why every scientist in the world owns a set of these books... [b]ut to learn it for the first time from those books is just impossible. You basically need to know physics, in order to appreciate them."

"The high-school editions... video modules, averaging 15 minutes... are accompanied by extensive written materials for the teacher, including suggestions, background material, demonstrations, and sample questions... [T]eachers are willing to work very hard to improve their skills... given reasonable support, and... even teachers who are well qualified... find new inspiration in... TMU."

"The lack of qualified high-school physics teachers in the United States is a notorious (and self-perpetuating) problem. ...[C]ombating that problem was... one of the central goals of the TMU project. ...The idea was to induce teachers to study the college-level version so ...they could use the high-school materials ...with poise and confidence."

"The problem of how to present detailed mathematical derivations is confronted... in the animated scenes. ...The comprimise solution... invented while designing the pilot program, is called the "algebraic ballet." ...done in detail, but rapidly and entertainingly. The viewer was not expected to absorb every detail... [b]ut every step was displayed... [A]ttention is never lost during these [rapid] mathematical passages."

"[A] program is devoted to Millikan's oil-drop experiment, partly as an application of Newton's second law, and... to induce... philosophical ideas about how science is... done. ...The solution ...create a ..."Millikan Museum" ...in the Norman Bridge Laboratory where he had worked. The set involved thousands of artifacts, many ...Millikan's own ...After ...shooting ...the museum was disassembled, to live on only on videotape."

"[T]he earlier Feynman course had sought to makes physics exciting by relating... to contemporary... problems. The new course took the opposite tack... to recreate the historical excitement of the original discovery. ...[[Classical mechanics|[C]lassical mechanics]] ...is treated as the discovery of "our place in the universe." ...[I]ts climax is Newton's solution of the . ...[[w:Living history|[H]istorical recreations]] ...became a staple of the project."

"[T]he primary audience was to be the "nontraditional student," especially "distance learners,"... [I]t was hoped that with a resourceful, dedicated local teacher... the teaching of introductory physics at any level could be enriched... [A]lso... that a large, casual, nonstudent audience would watch... for pleasure and instruction. ...[T]hat ideal target audience was the high-school physics teacher."

"The raw material for... both the television programs and the textbooks... was a set of verbatim transcripts of the lectures delivered by Goldstein in the revised Caltech physics course. ...[T]he material would be would be presented at two levels, at least in the textbooks if not in the television programs. The upper level... for physics and engineering majors... [t]he other textbook, which corresponds to the level of the television programs... for a more general audience. Nevertheless, it... include[d] differential and integral calculus... presented as they had arisen historically... as part of... mechanics. Mastering... simple... s and s would make physics easier to understand than... the pseudocalculus... in many college physics courses. ...Liberal Arts students had little difficulty learning calculus. ...[T]his was a "major pedagogic triumph" ...A primer, written by Apostol ...was added to the ...arsenal of aids ..."

"[T]he full series of 52 programs was first broadcast during the academic year 1986-1987..."

"The Mechanical Universe project had its roots in a routine revision of Caltech's introductory physics courses... assigned to Goldstein and begun in 1979... the first major changes... since... taught by Richard Feynman in the early 1960s."

"Let me be more explicit about the differences between a conventional telecourse and The Mechanical Universe. In the conventional course, the production company begins by convening a panel of hired academic consultants. ...Courses ...are basically education by committee, with the crucial job of teaching mainly in the hands of scriptwriters and producers. But... college education is to give... the benefit of learning from people who have spent a lifetime mastering their subjects and... adding new knowledge... The crucial part is organizing a subject and seeing the connections... precisely what telecourses entrust to scriptwriters. ...The Mechanical Universe ...arises out of a real physics course at a real—and excellent—university. It represents a single, unified vision of what physics is about, and how it's connected to its roots in mathematics, history and society. ...[N]ew techniques for had to be invented."

"Intellectually, technically and philosophically, physics and television are two separate cultures with almost no bridges between... [I]t is... time consuming and arduous... to span the gap... [T]here is no one... [at] Caltech... capable of reading, much less writing, a television script competently. ...[T]here is no one on the production side who knows enough... physics... to plan an important sequence, much less write a script or produce a program. This situation is a symptom of the malady of science illiteracy that ' is intended to help cure...""

"Physics is not a newcomer to televised education. The first televised physics lecture dates... to the 1930s. A remarkable number of today's American research physicists—particularly... from rural and poorer sections of the country—trace their interest... to the... in the 1960s. The Mechanical Universe follows in that tradition..."

"The showing was succesful. ...[T]he project went on to produce ...52 television programs and 3 volumes of textbooks, plus teacher's manuals, study guides... [etc.]... designed for... college level courses... [plus] complete... videos and print materials for... high schools. The program... cost nearly $10 million."

"Ludwig Boltzmann, who spent much of his life studying statistical mechanics, died in 1906, by his own hand. Paul Ehrenfest, carrying on the work, died similarly in 1933. Now it is our turn to study statistical mechanics. Perhaps it will be wise to approach the subject cautiously."

"Human civilization as we know it will end, sometime in the 21st century."

"You could say that I am desperate — because I am. In a world that both desexualizes and hypersexualizes transfeminine people and treats us like street garbage, I am desperate to find companionship and touch."

"It’s not like my standards are that high to begin with. As someone who has spent the greater part of a decade being sexually neglected because I don’t perform gender properly, my standards are comically low. You don’t have to be talented to get in my pants. You don’t have to be charming or funny or witty or able to make great conversation to make me fall for you. You don’t have to have a well-furnished apartment or a beautiful house in order to take me home. Just tell me that you don’t believe in the , let me know that you want to put it in, and I am pretty much yours."

"One might even call him dreamy. It was a match made in heaven. Or it could’ve been, until he ghosted me."

"In a world that both desexualizes and hypersexualizes people, I am desperate to find companionship and touch."

"We are deeply troubled by the Taliban’s continual repression of its people. Particularly painful, with its unavoidable connections to history, is the order requiring all Hindus in Afghanistan to wear an identity label on their clothing. This is an extension of the Taliban’s policy of religious intolerance and a stark reminder of the exclusionary tactics employed by the Nazis as a precursor to genocide. The Taliban rulers in Afghanistan have adopted a policy that more than 60 years ago spelled the beginning of the end for six million Jews. The Holocaust began with the ostracizing of the Jewish people and their forced separation from society, which can be the only purpose of labeling "others" as outsiders. In Nazi-occupied Europe, the badge of shame was the yellow Star of David worn as a patch. In Afghanistan, the Taliban rulers today are ordering Hindus to wear a similar label to enable Muslims to identify them. This is a clearly a policy founded on intolerance, mistrust and religious hatred. One would hope that we have learned from history. Following the recent desecration of statues in Afghanistan, it has now progressed to marking people. We cannot help but ask, "What comes next?" We call on the international community and all religious leaders to immediately speak out against this practice."

"When I was in eighth grade there was a movie called Willard, about a rat, and I fell in love with rats. I wanted one … so one guy suggested that I call Hershey Medical Center … So I called and they said … "What experiment is it for?" I said, "I don't wanna experiment on it, I just want it for a pet!" And they said, "Well, we can't do that." … About two weeks later, I go out to the mailbox, and there's this thing from the [American Anti-Vivisection Society]. Lo and behold, I'm looking through all these different experiments and I see a rat there, spread wide open, and it said some of the experiments [were] done at Hershey med center. So boom! I put two and two together, and I decided to do a report in school about it. I took advanced bio and you had to dissect cats, and I started [asking] questions, "Where'd the cat come from?", and that really ruffled some feathers. "I'm not gonna do this, you know." So basically I got thrown out of advanced bio. From that point on I became an antivivisectionist. … [Things] are changing. When I went vegetarian it was really hard on the road, and that was just eight years ago. And I see people doing it twenty, twenty-five years, traveling, and it's like, wow! … I think on a very basic level people wanna do the right thing. And if we continue to focus on that part of them that wants to do the right thing, we can win maybe at the next generation or the one after that."

"Even the most enlightened boys can turn into ghosts."

"I grew up with the colors of war -- the red colors of fire and blood, the brown tones of earth as it explodes in our faces and the piercing silver of an exploded missile, so bright that nothing can protect your eyes from it. I grew up with the sounds of war -- the staccato sounds of gunfire, the wrenching booms of explosions, ominous drones of jets flying overhead and the wailing warning sounds of sirens. These are the sounds you would expect, but they are also the sounds of dissonant concerts of a flock of birds screeching in the night, the high-pitched honest cries of children and the thunderous, unbearable silence. "War," a friend of mine said, "is not about sound at all. It is actually about silence, the silence of humanity.""

"I grew up in war-torn Iraq, and I believe that there are two sides of wars and we've only seen one side of it. We only talk about one side of it. But there's another side that I have witnessed as someone who lived in it and someone who ended up working in it."

"Saddam gave us a lot of things. The development of the country ... but I think what he took away from us in the meantime, was our very souls. We got into a stage where we were fearing each other, where husbands and wives didn't talk to each other, where parents were afraid to express anything in front of their kids because the teachers often asked the kids, 'what does daddy think of uncle Saddam? What does your mummy think of uncle Saddam?.' And there are horror stories of parents being executed because of the child."

"I woke up in the middle of the night with the sound of heavy explosion. It was deep at night. I do not remember what time it was. I just remember the sound was so heavy and so very shocking. Everything in my room was shaking -- my heart, my windows, my bed, everything. I looked out the windows and I saw a full half-circle of explosion. I thought it was just like the movies, but the movies had not conveyed them in the powerful image that I was seeing full of bright red and orange and gray, and a full circle of explosion. And I kept on staring at it until it disappeared. I went back to my bed, and I prayed, and I secretly thanked God that that missile did not land on my family's home, that it did not kill my family that night. Thirty years have passed, and I still feel guilty about that prayer, for the next day, I learned that that missile landed on my brother's friend's home and killed him and his father, but did not kill his mother or his sister. His mother showed up the next week at my brother's classroom and begged seven-year-old kids to share with her any picture they may have of her son, for she had lost everything."

"Rumi, a 13th-century Sufi poet, says, "Out beyond the worlds of right-doings and wrong-doings, there is a field. I will meet you there. When the soul lies down in that grass, the world is too full to talk about. Ideas, language, even the phrase 'each other' no longer makes any sense." I humbly add that out beyond the worlds of war and peace, there is a field, and there are many women and men [who] are meeting there. Let us make this field a much bigger place. Let us all meet in that field."