"Pursued" - a retelling of an Alfred Hitchcock horror story

 

(Author’s notes: I found a story in an Alfred Hitchcock book back in my high school—which for me is over 50 years ago. The story and its original author are unknown—even though I have scoured through online anthologies of Hitchcock’s works in order to discern who should get credit for this. It’s a horror story—and perhaps for that reason alone, it has stayed in my memory long enough and with the details that I will try and provide in my own words. It is my hope that someone will recognize it and let me know who wrote it so that I can read it anew. If not…I hope you are as chilled and thrilled as I was 50+ years ago. I have called it by a single name because that is the theme of the story and its background. For this reason, I call it "Pursued".)

Pursued

It was a typical October evening in London that night, and Tompkins sat on his stool inside his kiosk on the street outside the Savoy Hotel. His companion and guide dog, Bobby, a terrier, sat by his feet. Tompkins listened carefully to the sound of cars passing by, of pedestrians chatting, and the steady patter of the rain as it splashed down on the concrete sidewalk. He reflected on his life: lucky that he had a side job to supplement his income along with his military disability pension, and lucky that he had Bobby all these years to help protect him. The gas attack forty years earlier had cost Tompkins his sight, but he was alive—and so many of his trench-mates had died gasping and sputtering for air after the Germans had launched their attack. The British Army was unprepared for that kind of fighting in 1915, and Tompkins, after the bandages from his face were removed, was blind for life.

The kiosk where he sat was filled with magazines, newspapers, cigarettes, candies, and other amenities, and he was warmly greeted by his customers. They had visited him for all these decades outside the Savoy, and its range of high-class patrons often stopped as well to share a kind word with him. Bobby had come to him from one of these generous visitors, and the dog was alert, loyal, and as good a guardian as Tompkins could have wished. “Ah, if only you could count out change for me, my boy, what a bonus that would be!” he would remark, and Bobby would wag his tail and paw at his master for a friendly welcoming hand of appreciation.

The doorman at the Savoy, Richards, had been on the job as long as Tompkins could remember. He was ten years older than Tompkins, but he remembered well the sacrifices made by England’s best during the war—he was a sergeant major himself and a platoon leader. He had seen too many men chewed up by artillery barrages and machine gun bursts, and he considered Tompkins to be something of a younger brother who needed a careful eye to watch over him. As the rainfall lessened, Richards took a brief moment to leave his post as traffic melted to a quiet point, and he greeted his fellow veteran. “Evening, Mr. Tompkins, and how are you feeling tonight? This weather gives my old bones the aches.”

Tompkins smiled at the sound of his visitor’s presence. “Doing fine, Mr. Richards, just a bit slow here, as you can imagine. But I’ve just lit the kettle—can I offer you a cup of tea to warm up? I’m just enjoying the sounds of the evening as much as anything.” Richards gladly accepted the gesture with a thanks and then returned back to the warmth and shelter underneath the awning of the magnificent hotel.

The minutes ticked away…it felt like several hours had passed, and Big Ben’s watchtower boomed in the distance. Eleven o’clock. It was peaceful out, thought Tompkins. And then he heard the sound.

It was unlike anything he had heard in all those years on duty in his kiosk. It was not familiar, but he knew it was coming toward his kiosk from further on down the street. It was a scratching sound—a dragging sound—skrtch-skrtch-skrtch--as though someone was—it was the strangest thought--pulling along a piece of wood with nails sticking out and rasping against the concrete. Bobby heard it too, and his low growl of alarm caused Tompkins to reach down to comfort him and pat his back. “What is it, boy? What’s out there?” Bobby’s low-throated growl was strong as the creator of the sound came alongside the kiosk, then paused for a second. Then whomever—or whatever—was making the noise turned at the corner and faded away into the night.

Richards stopped by the kiosk at noon to buy a pack of cigarettes, and Tompkins remembered the strange sound the previous evening. He queried, “Say there, did you see someone strange dragging something down the street last night about 11:00 p.m.? Bobby went on alert, and I was glad he was there for me.” Richards thought a moment, then shook his head. “No, and I was watching things just in case a late-arriving car might have pulled up. I saw no one.” Tompkins thanked him and chalked it up to coincidence.

At 4:00 p.m. that afternoon, a man’s voice greeted Tompkins and a friendly hand pressed a coin against the kiosk counter for a newspaper. “Thank you, my good man,” said the voice. “Been here long on the job?” Tompkins felt for the money and dropped it into his change drawer. “Thank you, sir, and I’ve been here forty years. Always glad to hear a friendly welcome.”

“I see,” said the customer. “May I ask you for something? It’s not especially difficult, but since you’ve been here all those years, perhaps you could do me a favor. I’d gratefully compensate you for your troubles.” Tompkins just waved back in a polite gesture. “No problem, sir. What can I do for you? That’s quite an honor.”

There was an exhale from the inquirer as though a burden had been carried around by him that had just found a small bit of relief. Tompkins felt a hand grip his own in a firm shake, and the visitor continued, “Thank you. Immensely. Allow me to introduce myself: I am Sir Henry Dawkins, the Egyptologist. Perhaps you’ve heard of my expeditions back in the days. I’m about to register at the Savoy. There’s been a need for me to change hotels rather quickly these days, and the Savoy is my next destination. I’ll be visiting you on a daily basis until—that is, unless matters take a turn. But I have to ask: do you notice, as possible, the foot traffic that passes in front of your kiosk—that is, as you can—during the day and night?”

Tompkins understood immediately. “Well, yes, sir, it’s part of my adjustment all these years since losing my sight. I would say my hearing is as good, if not better, than it was when I was younger. It has to be, you see, so that I know when a customer is nearby.”

Dawkins again exhaled deeply. “Excellent.” He placed a 10-pound note into Tompkins’ hand. “Please accept this as a token of my gratitude for your vigilance. I need your help—but please let me explain. And I beg you: have mercy and understanding that I am making this request.” Tompkins carefully laid the bill in his drawer. “Please, sir, explain. How can a blind kiosk operator be of help?”

Dawkins then laid out the reason for his need: “It was back in ’21, as I recall. We were part of the Carnover expedition; you surely remember how he made the discovery of King Tut’s tomb. I had gone ahead a year earlier on my own. We made our own find of a hidden tomb, but not of the magnitude that Carnover achieved. My discovery was of a lesser-known pharaoh, and certainly with much less rewards and treasures. But during the excavation, my guides were fearful and warned me, much as Carnover was told, about the protector of the tomb and the retribution for disturbing the remains of its master. Naturally, we passed this off as nonsense.”

Tompkins nodded. “Yes, I remember the stir when Carnover made his discovery. Please continue.”

The explorer took yet another deep breath. “We thought nothing of it. After all, the number of items in this previous tomb were not as extravagant. And frankly, there was not the fanfare or acclaim for me that I wanted—but I accepted it. But what I did not expect—what I cannot explain—was the fate of the men who accompanied me. They died a most hideous death in the years to come: as though their bodies were torn apart by someone—dare I say ‘something’—that could not be explained. I thought it was just a peculiar happenstance—and then I heard the sound.”

“Let me tell you, Tompkins, it was a sound that I have heard even as I was not alert for it. It was a sound that has chased me—haunted me—for years. It is a scratching sound—a dragging sound—like someone—or something—dragging nails, or something sharp, on wood and stone. In my travels, I have lain awake at night and silently listened for this sound outside my hotel room door. This is why I am now taking up at the Savoy: last night, I heard it on the hardwood floor at the Ritz Hotel. It was not someone—it was something—that broke down my door and came into my room. I was quick enough to get past whatever it was—I could not see anything distinct at all, not even a shadow—and flee. Now I am here in residence at the Savoy. I urge you, sir, if you hear anything like this noise, please have the doorman notify me at once.”

Tompkins drew up on the stool where he sat. “Why, bless me, I heard a strange sound last night! Even Bobby went on alert! Of course, I couldn’t see anything. But it was the strangest skrtch-skrtch-skrtch I’ve ever heard! As though someone—or as you say, something—was dragging itself along on the street—and whatever was causing that noise was part of its movement!”

Dawkins gasped and let out a low moan of distress. “Oh, Lord, it found me again. Oh no. Oh, please.”

Tompkins shook his head. “I say, m’lord, is there anything I can do?” Sir Henry shook his head. “No, you have been a beacon of warning. Thank you. I may have to change residence in the morning. Please excuse me. I must pack my things again and make preparations. Bless you for your vigilance!” He warmly gripped Tompkins by the hand again and then made his way inside the hotel.

That night, at 11:00, the same sound returned on the street. Tompkins, now on high alert for noises, recognized it. Bobby again went into defensive mode, but the sound did not stop and pause as it as it did the previous evening. Instead…it seemed to change direction…as if it was moving up the carpeted entrance to the Savoy.

Fifteen minutes later, a cacophony of noise erupted from high above in the executive suite floor. To Tompkins’ ears, there was a crash of a breaking window…and then moments later, a thud. A heavy thud, as though something had fallen from a great height—landing adjacent to the kiosk! And then—most strange!—there was the sound of footsteps from the owner who had taken such a great fall. He was running away! And then…it seemed just moments beyond that—the same skrtch-skrtch-skrtch, following slowly after the person who had fled!

The doorman, Richards, burst out of the hotel seconds later. Someone had called for a constable, and the shriek of his whistle blared into the night. Tompkins stood inside his kiosk, trying to make sense of the commotion. An ambulance’s siren shrieked in the distance. Richards, now breathing heavily, directed his attention to Tompkins, who blurted, “Tell me, man, what happened!?” Richards heaved with effort. “It’s Sir Henry. He jumped from his penthouse. Broke through the window and fell.”

Tompkins shook his head. “No, that’s awful! Is he alright? How can that be? I heard him—or I presume it was him—run away after he landed! How is that possible?”

The doorman stared at the blind kiosk owner. “No, sir, he didn’t run away. His body is still there on the pavement. We’ve covered it up—waiting for the ambulance.”

Tompkins gripped the counter of his kiosk. But…he had heard the footsteps. And then…that terrible sound of whomever—whatever it was—that had caused Sir Henry to leap to…his death. But…how had Sir Henry run away? Or…had he?

The answer—the horrible, frightful answer suddenly flashed in his mind. Sir Henry had died there from the impact. But his soul—it had fled in terror from whatever vengeance was ready to enact the penalty for what had taken place on that fateful day in Egypt in 1921. Whatever the presence was, it was ready to fulfill payment for violating the tomb of its master. Sir Henry was being pursued beyond the grave.

Matt Nichol

A child tells adults how kids best learn to grow into successful adults

 

"Thinking outside the box for impromptu public speaking"

I've mentioned in another post about "Fluid Learning," which is what I call using both left-and-right-side halves of our brain to "think outside the box" when it comes to creativity, ideas, or general brainstorming. And I want to assure you that it is just as much of a challenge for me that I constantly work on improving because I have a learning-processing disorder and ADD. 

Let's look at an example of how to handle that event that so many people dread: How to do impromptu [on-the-spot] public speaking. And most times, this happens at an event where there's a microphone and a large audience who is celebrating something (or someone), and YOU are called up to front-and-center to say a few words. Here's a sure-fire thing to try that may help you come out with smiles, cheers, and applause.

Has this happened to me? Yes, at a higher education setting--in China, at a science university, and I was a guest of a Ph.D. candidate. (I can't speak Chinese and I don't know about the complexities of animal genetics!) And I was totally taken by surprise. My audience was learning English as a secondary language, and theirs is known for its complexity. Yet I stood before young men and women who not only had mastered their own language demands, but they were anxiously and eagerly working on their English skills. They were the ones who could have taught me more about speaking my own language. And I was proud of them and honored to be in their presence. And I was thankful for the chance to share my insights and reflections on the same path as they were now: learning to speak English.

Yes, perhaps you’re at a dinner or some kind of award ceremony, and the host or sponsors have just mentioned your name. And then they call you up to the podium to share a few words of wisdom, inspiration, humor, or whatever works. Light ‘em up, they say. And you smile (and shiver inside because you’re not ready for this sudden demand for communication and delivery). 

But yes, I assure you it’s very easy. Just follow these two ideas and watch yourself receive a thunderous round of applause and all the trimmings. All you have to say is this:

"I am Learning to Speak English (Again)"

 “Upon standing here in front of this wonderful audience, I am reminded that I am learning to speak English again.” And then watch the stares of amazement because most of the audience knows English is your native language—and they don’t understand what you meant with that statement.

(But instead, you’re trying to say):

 “I am learning to speak slowly, carefully, with deliberation and intention, and think of what is important while I am up here. I am learning once again to deliver my thoughts with reflection, contemplation, and appreciation for you, my audience. I am learning to share how I found the courage and to my surprise, the enjoyment of speaking in front of a crowd. 

"I am learning to speak English with a new view of vocabulary, and along with that, the ways of showing my appreciation for the opportunity to practice it once again. I am learning to speak with determination, deliberation, and endurance."

"I am learning to speak with determination: the choice to be more assured of my abilities to communicate and learn from them. I am learning to speak with deliberation: to speak more clearly, slowly, and with confidence, especially in a public venue. And I am learning to speak with endurance: to pace my way of speaking so that it is with clarity, focus, and projection to an eager audience. And I want to encourage you to feel the same way when your turn comes, and I hope it will be rewarding and fulfilling as you find you too are learning how to be comfortable, assured, and thankful for the ability to speak English so well. Thank you for this time before you. I am honored by your presence."

(If you don't get a standing ovation, I personally vow to wash the dishes at the facility hosting the presentation. I stand by my methods! LOL)

Then you get to return to your chair, have a sip of wine, and beam with "thank goodness that's over!"

(BTW: "Determination, perseverance, and endurance" should be your go-to phrases when someone asks "tell me about yourself" in any interview because it presents you as a force of intelligence, willingness to go onward, and motivation.)

The Antikythera Mechanism: A Shocking Discovery from Ancient Greece.

This is a history lesson at a graduate or senior-year undergraduate history level. But you need to know about The Antikythera Mechanism. It is a scientific device that is able to do advanced astronomical calibrations--and it was built over 2,000 years ago. It is like finding an intact iPhone while excavating ancient civilization ruins.

The Antikythera mechanism, shown here in this computer reconstruction, was about the size of a shoebox, with dials on its exterior and an intricate system of 30 bronze gear wheels inside. Though it was found in several corroded fragments, scientists have used imaging and other technologies to piece the machine together and even decode its inscriptions. When it was in use, a user of this "computer" could have turned a hand crank and tracked the positions of the sun and the moon, the lunar phases, and even cycles of Greek athletic competitions.

How to escape education's death valley | Sir Ken Robinson

Shakespeare's Literary style...with donuts

Why write? Penmanship for the 21st Century | Jake Weidmann | TEDxMileHigh

Consider this for public speaking; for argumentative writing, or just to learn and understand how and why it is important to learn to use a pen. One point he also makes that is invaluable: it builds fine motor muscles and hand-eye coordination. Want to be a better gamer? Learn to write in script (cursive). Want to send someone a message that shows your personal commitment? Learn to write in cursive. Want to practice discipline to make your strength of character known to others in a simple way? Learn to....

Essay ideas for any subject: the "How & Why it Matters" points

     

I developed three new opening ideas/themes to help elementary, middle, high school, and college-university students who struggle with opening paragraphs for essays. And I did this because “how do I start my essay?” seems to be one of the biggest questions I hear as a teacher and instructor. So here they are, and each one has a symbol or image to use as a visual reminder. They are Personal, National, and Global. The key to each is “How does the idea I need to write about have an impact on me or the reader?How does it affect me as the writer of this essay?” And the best one that I like: establishing WHY the idea has relevance to (1) you personally, (2) your country or place where you live (city, town), and (3) the World. Planet Earth. (When you realize the idea you're writing about has relevance for the planet we live on, it can take on greater impact and significance.)

 Once you, the student, focus your attention on each of the three, you’ll find your answer—and writing your opening idea for your essay will be much easier. It's a part of brainstorming--and that is important to good writing. You have to THINK before you write--and then it becomes easier to produce an essay or paper.

First, is it Personal? Does this idea in the essay have a PERSONAL impact on you? For example, is it asking you to BUY something? That’s about $$. See the symbol? That’s M.O.N.E.Y. or whatever you use to buy things (credit, bitcoin, cash). If the idea in your essay is something that you NEED or WANT or think is worth having, and to get it, you have to BUY it in some form, then you’re PERSONALLY involved: this is about YOU. And to satisfy “your wants-needs”, you have to spend your savings, earnings, or however else you can pay for “it”. Think of it this way: if you have to open your wallet, purse, or whatever and however you carry your form of funds, that’s why it’s personal. You can’t just get it by asking someone because you have to PURCHASE IT. See? Personal-Purchase. It’s Perfect for an opening Paragraph. A variation of this: what does the idea ask you to DO? What ACTION is it asking you to take? WHY is that action important to you? HOW will the outcome make a difference in your life, and in WHAT APPROACH TO DOING IT must you take?

Second idea: does this idea have an impact on your HOME COUNTRY? Does this idea have an effect on WHERE YOU LIVE? That’s NATIONAL. Your nation. For example: “Does your country have a law or policy about…?” Or, is there a SOCIAL issue going on that people are talking about, arguing about, or commenting about in some manner? It’s NATIONAL. That is why it matters to you: because in some form, shape, or other decision, it affects you as a citizen. 

Third: is the idea something that impacts planet Earth? Is this something that affects ALL of us living on this world? Is it about the environment? Is it about conflict and politics? Is it about SOMETHING that we all must consider if we are to survive as a species? (Example: a huge asteroid is coming toward Earth—what must we do?) So, when it comes to your essay and how to start, just look for one of these three options. You will find one—or maybe two—or even all three—can be guides to get you started. And when you finish, you’ll have written more than you knew possible or perhaps than you’ve ever done before—and you can repeat it again and again when you’re asked to write a paper or something else.
(C) MDLOP8 2018

The Nine Types of Intelligence and examples

 

1. Naturalist Intelligence

Naturalist intelligence designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.

2. Musical Intelligence

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes. Young adults with this kind of intelligence are usually singing or drumming to themselves. They are usually quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence

Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns. Logical intelligence is usually well developed in mathematicians, scientists, and detectives. Young adults with lots of logical intelligence are interested in patterns, categories, and relationships. They are drawn to arithmetic problems, strategy games and experiments.

4. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why we die, and how did we get here.

5. Interpersonal Intelligence

Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives. Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence. Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives.

6. Bodily-Kinesthetic Intelligence

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons, and crafts people exhibit well-developed bodily kinesthetic intelligence.

7. Linguistic Intelligence

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers. Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

8. Intra-personal Intelligence

Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life. Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition. It is evident in psychologist, spiritual leaders, and philosophers. These young adults may be shy. They are very aware of their own feelings and are self-motivated.

9. Spatial Intelligence

Spatial intelligence is the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

Even 20 years after Gardener’s book came out, there is still a debate whether talents other than math and language are indeed types of intelligence or just skills. 

What do you think?

Challenging a millenia-old notion that intelligence is a single kind of human capacity does not necessarily win one friends among the intelligent. Gardener’s book is still controversial. If you find it describes exactly what you have suspected to be true since you first went to school, it still isn’t an easy pill to swallow. This book questions what we consider a good education, what we consider talent, and how much control one has to acquire them. The insights are there as long as you are willing to follow Gardener’s scholarly style – he admits he writes for fellow psychologists.

If you prefer a more entertaining but no less profound style, read Ken Robinson’s The Element. Just as upbeat as his famously animated talk at Ted, the book starts with exploring what went wrong or rather what was so right about your childhood self, what school did to it and why, and how now it’s not too late to rediscover your talents and intelligences.

The magnificent Osprey: the fish-hunting raptor

1. 
   
   With thanks to allaboutbirds.org. I have been lucky to watch these magnificent creatures when I lived in northwest Washington state near the ocean and inlets. (I was also lucky enough to watch bald eagles when I lived on Adak in the Aleutian Island chain in 1977-78. If you caught a salmon, you might have to fight an eagle to keep it before you reeled it in to land. A bald eagle is larger than an osprey.)

Unique among North American raptors for its diet of live fish and ability to dive into water to catch them, Ospreys are common sights soaring over shorelines, patrolling waterways, and standing on their huge stick nests, white heads gleaming. These large, rangy hawks do well around humans and have rebounded in numbers following the ban on the pesticide DDT. Hunting ospreys are a picture of concentration, diving with feet outstretched and yellow eyes sighting straight along their talons.

Find This Bird

Near open water with an abundant supply of fish, listen for the osprey’s whistling or chirping calls overhead, or look for this bird's distinctive flight profile and heavy wing beats. From spring into fall, a boat or raft on a lake or river can provide an especially good vantage point. Scan treetops and other high spots along the shore for perched adults and untidy stick nests piled atop a platform, pole, or snag out in the open. 

Backyard Tips

Consider putting up a nest platform to attract a breeding pair. Make sure you put it up well before breeding season. You'll find plans for building a nest structure of the appropriate size on our All About Birdhouses site.

Cool Facts

An osprey may log more than 160,000 migration miles during its 15-to-20-year lifetime. Scientists track Ospreys by strapping lightweight satellite transmitters to the birds’ backs. The devices pinpoint an osprey's location to within a few hundred yards and last for 2-3 years. During 13 days in 2008, one Osprey flew 2,700 miles—from Martha's Vineyard, Massachusetts, to French Guiana, South America.

Ospreys are unusual among hawks in possessing a reversible outer toe that allows them to grasp with two toes in front and two behind. Barbed pads on the soles of the birds' feet help them grip slippery fish. When flying with prey, an osprey lines up its catch head-first for less wind resistance.

Ospreys are excellent anglers. Over several studies, ospreys caught fish on at least 1 in every 4 dives, with success rates sometimes as high as 70 percent. The average time they spent hunting before making a catch was about 12 minutes—something to think about next time you throw your line in the water.

The osprey readily builds its nest on man-made structures, such as telephone poles, channel markers, duck blinds, and nest platforms designed especially for it. Such platforms have become an important tool in reestablishing ospreys in areas where they had disappeared. In some areas nests are placed almost exclusively on artificial structures.

Osprey eggs do not hatch all at once. Rather, the first chick emerges up to five days before the last one. The older hatchling dominates its younger siblings, and can monopolize the food brought by the parents. If food is abundant, chicks share meals in relative harmony; in times of scarcity, younger ones may starve to death.

The name "Osprey" made its first appearance around 1460, via the Medieval Latin phrase for "bird of prey" (avis prede). Some wordsmiths trace the name even further back, to the Latin for "bone-breaker"—ossifragus.

The oldest known osprey was at least 25 years, 2 months old, and lived in Virginia. It was banded in 1973, and found in 1998.

Fallacies in argumentative logic

 

A lady of willpower and education

She started a school for African-American girls with $1.50. The school bordered the town dump. Make-shift desks and chairs were made from discarded crates and boxes. There were five students at the time, and the students made ink for pens from elderberry juice and pencils from burned wood.

When the the local Ku Klux Klan heard about the school, they threatened to burn it down. There were reports that they waited outside the school, but she stood in the doorway, unwilling to back down or leave her school. Other stories say that she and her students started singing spirituals. The Ku Klux Klan eventually left.

Mary McLeod Bethune was born on July 10, 1875, in a log cabin on a cotton farm in South Carolina, the 15th of 17 children of former slaves. Most of her brothers and sisters were born into slavery; she was the first child born free. She started working in the fields by the age of five.

One day, she accompanied her mother, delivering “white people’s” wash. When she was given permission to enter the white children's nursery, she saw a book, which fascinated her. A white girl would quickly snatch the book from her hands, telling her she didn't know how to read. That's when Mary realized the only difference between white and black folk was the ability to read and write.

When she got the opportunity, McLeod attended a one-room black schoolhouse, walking five miles to and from the school. When she got home, she would teach her parents and siblings what she learned. She then got an opportunity to attend the Moody Bible Institute in 1895, becoming the first African American student to graduate from the school.

She decided then she would become a missionary, sharing what she learned. But, she would be informed that no one wanted or needed a black missionary.

Rather than give up her dreams, she decided more than ever that she would eventually teach.

Flash forward to 1904, when after moving to Florida, she started the Educational and Industrial Training School for Negro Girls, which initially had five girls aged six to twelve. With limited resources, she was determined to make the school a success, even when the Ku Klux Klan threatened her. But, eventually she received donations and support from the community, and the school grew to 30 girls by the end of the year.

Booker T. Washington would tell her of the importance of white benefactors to fund her school, so she started traveling and fundraising, receiving donations from John D. Rockefeller and establishing contacts with Franklin and Eleanor Roosevelt.

Her little school would become even more successful after it merged with a private institute for African-American boys and became known as the Bethune-Cookman School. She was president of the college from 1923 to 1942, and 1946 to 1947, becoming one of the few women in the world to serve as a college president at that time.

After she found that one of her students needing medical care was denied the care she needed and was placed on an outside porch of the local white hospital instead of a room with a bed, she used her funding sources and connections to open the first black hospital in Daytona, Florida.

According to the Turning Point Suffragist Memorial Association, McLeod became "one of the 20th century’s most powerful and celebrated advocates for civil rights and suffrage", holding "prominent roles, including president, in the National Association of Colored Women (NACW). She also served as president of the Florida Federation of Colored Women’s Clubs, where she fought against school segregation and sought healthcare for black children. Under her leadership, the National Council of Negro Women (NCNW) was founded as a unifying voice for African American women’s organizations."

As chapter president of the Florida chapter of the National Association of Colored Women, she would become so well known for her work registering black voters that once again she received threats from the Ku Klux Klan. And, like before, she did not back down.

With her friendship with the Roosevelts, she would become appointed as a national adviser to president Roosevelt, becoming part of what was known as his Black Cabinet and advising him on concerns of black people and would be called the “First Lady of the Struggle”.

When she passed away on May 18, 1955, she was recognized across the country. One newspaper suggested "the story of her life should be taught to every school child for generations to come" and The New York Times noted she was, "one of the most potent factors in the growth of interracial goodwill in America."

In her own words before she died, she wrote:

"I leave you love. I leave you hope. I leave you the challenge of developing confidence in one another. I leave you a thirst for education. I leave you a respect for the use of power. I leave you faith. I leave you racial dignity. I leave you a desire to live harmoniously with your fellow men. I leave you a responsibility to our young people."

“If I have a legacy to leave my people, it is my philosophy of living and serving. I think I have spent my life well. I pray now that my philosophy may be helpful to those who share my vision of a world of Peace, Progress, Brotherhood, and Love.”

Apps for special needs

The Ghosts of Mt. Everest who will never return

Please do not rush through this post. There is a message--several, in fact--that are deeper and more haunting than you may have expected. This is one of the stories of the men and women who will never come back from their attempt to climb Mt. Everest.

A wonderful travel journalist, Peter Jenkins, wrote about his trip to China and eventually, Tibet, where he climbed Mt. Everest. Not to the top--it was not his goal. It was to see how it felt to be on a team that was trying that effort. Along the way, he learned of several stories--including the fate of a woman, Marty Hoey, who was a casualty when she leaned back on her harness--and the knot came undone and she plunged to her death. Her teammates, who were now climbing with Jenkins, could do nothing to save her--and a new knot was later established and named in tribute to her.

I heard this song played by the musician featured here, Danny O'Keefe--and it put a lump in my throat at the show because I remember when the body of Englishman George Leigh Mallory was found. That is his remains face-down in the rocks at 1:49; it was later removed for a proper burial. There are others still on the mountain who remain as horrific reminders of the dangers of trying to reach the summit. This is the story of one of them, and I remember when he died. Thankfully, his body was recovered. Rest in Peace, Rob Hall, now and forever, a Ghost of the Ascent. The lesson(s) are many, but perhaps consider "Just because something can be done may mean it should NOT be done."

Preparing for a two-year or four-year college/university plan

"Go to college and find yourself--and pick a major."  That's been something told to students by parents (and counselors) for a few decades, yes?  I have a better idea--and mine comes from 22 years of experience (that's how long it took me to begin and finish my undergraduate degree. I wish I knew then what I learned now about how to go to college).

First: PLEASE consider a community college. It will save you a LOT of money, and allow you to learn about the demands of a college schedule for classes, the choice of working a job and managing your life. You can get MUCH better grades and then transfer to the four-year school that you wanted. Your diploma at graduation will be from the 4-year school, and you'll be happy, wiser, and better prepared for choices.

DON'T take your major classes in the first two years.  I KNOW your parents are likely to question your reasons, but getting adapted to college is more important, especially if you haven't really paid attention in the last four years of high school--or even middle school.  Plus, the likelihood of a student becoming aware of his or her interests while in college (or other school training) is far greater, along with the new learning of ideas.

May I otherwise suggest that a student take courses that are of significance that may help with prerequisites:  psychology, public speaking (there I go again with that subject!), math, or science.  Remember, I'm speaking from 22 years of experience.

By my own efforts, I found that most schools require at least one course in psychology.  It certainly helps someone learn about society and how to manage him or herself.  Teamwork and cooperative management are part of psychology--so it pays to have a basic understanding of how we interact.  Public speaking has already been posted as an idea, and for the same reasons, I'm saying that it will eventually become a prerequisite for a degree program.  

Most majors require at least 12 credits in math or science--and I was not good at math, and I didn't want a lab science.  What I took instead for science were courses in biomedical issues, environmental studies, anthropology, and human life science.  They were credited classes, and they were interesting because I was a psych major who wanted to learn about society.  For math (I had to take algebra again, and most degree programs are looking for calculus as well), I took courses in life skills, such as how the post office uses their routing and schedules to effectively cover territory, or how to divide property for an estate so that everyone gets a fair share.  It wasn't about doing math problems, but using my mind to solve ideas. I would also suggest that a foreign language class would help if you're really good at it--but stay at the basic level so that it's not overwhelming.  No one is asking you to translate 14th-century Italian if you only need one semester and aren't planning on being a historian in European fine art.

I would also suggest not immediately declaring a major because most students decide by the beginning of their junior year about what they want to pursue.  In my case, I found that I had overlapping classes in psychology: what I learned in the spring semester for the first four weeks was often what I had learned that previous fall.  So I was focused on my major at that time and not having to keep so many subjects in my mind.  There's always room to learn about college classes and the demands it puts on a student--and if you get used to the idea early and learn WHY and HOW to study, take notes, and be responsible, it will be much more rewarding when the time comes when you take your major subject and earn the degree you want.

There-their-they're is spelled this way

(I would also add to this, "It's not there. Take off the 'T' and "HERE it is!")

Petra, the ancient red stone city, hand-carved and hidden

An Elemental Tale of a Southwest Stagecoach Robber!

This is a two-part tale, and you'll need the Periodic Table of Elements to solve it. But stay with it for the adventure and the answers! Now, get ready to hand over the loot!

The (Au)-Dust Kid mounted his trusty, rust-colored horse, Old (I).  His shooting (Fe) was strapped to his belt, alongside a shiny (Ag) buckle from Mexico.  The bright, new invention, (Ne) lights, lit up the night sky like a (Mg) flare.  There was danger in the wind:  The Kid was aiming to rob the midnight stagecoach with the payroll money!  The nearby (U) mine was getting ready to make a deposit at the local bank, and The Kid was looking for one last big stick-up.  He decided to use a bag of burning (S) to confuse the horses and make the stagecoach driver stop.  The Kid hated the smell of the stuff—it reminded him of a rotten goose egg.  But, it would make any dumb animal or man helpless when it was inhaled and make them forget everything but the need to breathe clean, crisp fresh (O).

          He was getting too old to do this, and his bones ached from (Ca) deposits he had developed in his knees from hard work in the (Zn) refinery.  He had led a hard life:  as a young man, he had been a scout in the army and had used (He) balloons to spy on the enemy during the War Between the States, and he was a Confederate soldier from Texas.  A rancher’s daughter had loved him too, and she tried to poison him with (As) when she found that he cared for another woman.  He just wanted one last robbery to make his fortune and then he would leave his life of crime.

          Up there!—the stagecoach was coming, guarded by a deputy with a (Tn) badge.  The Kid lit the bag from his hiding spot and tossed it in front of the horses, causing them to rear up and snort in fear.  The deputy went for his rifle, but The Kid drew first and filled him with (Pb) slugs.  The (Cu) shells from his pistol clattered on the ground—the deputy’s life wasn’t worth a plugged (Ni). A (Pt) blonde passenger with red lipstick screamed at the sight of The Kid, and she held tightly to an (Al) box under her seat.  “Give me those diamonds on your fingers,” snarled The Kid, “or I’ll crush them into (C) dust!”  The woman fainted in fear.

          Suddenly, shots rang out again, and the sheriff and his posse galloped out from their hiding spot with their guns raised.  The Kid was taken before a judge and thrown into a jail with (Co)-colored steel-reinforced bars—the sun would burn out of its supply of (H) before The Kid would be a free man. His jail sentence was a warning to all that crime never pays!!

H _______________   Co__________________     C ______________   Ni ____________

Pt _______________   Al __________________    Pb _____________    Tn ____________

As____________        Zn _______________          S ______________     O _____________

Cu ___________         Ca _______________          U _____________      Mg ____________

Ne ____________      Ag _______________            I _______________  Fe _____________

Au ____________          

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Idioms: phrases that don't make common sense

To me, idioms are phrases or statements that don't make common sense. They are often found locally and regionally--that is, certain people from certain areas have their own kinds and sayings. Idioms are especially hard for people who are learning English because the idea or statement gives a VERY wrong impression.

Example: I once said to a college class that "I had a tiger by the tail." As an idiom, that means I had found myself in a difficult situation.

After class, a lady from India came up to speak with me.

"Mr. Lopate, how come you are not dead? Why didn't the tiger kill you for pulling its tail?"

When I got my sense of awareness back after trying not to laugh, I understood what she meant.

In India, only a foolish person would dare such a thing--and surely be dead as a result!

She didn't know the phrase was common in the U.S., and I had to explain it as an idiom.