Characteristics of the Outburst

Saturday, June 21st, 2014

The sudden outbursts of new empires are characterised by an extraordinary display of energy and courage, Sir John Glubb finds:

The new conquerors are normally poor, hardy and enterprising and above all aggressive. The decaying empires which they overthrow are wealthy but defensive-minded. In the time of Roman greatness, the legions used to dig a ditch round their camps at night to avoid surprise. But the ditches were mere earthworks, and between them wide spaces were left through which the Romans could counter-attack. But as Rome grew older, the earthworks became high walls, through which access was given only by narrow gates. Counterattacks were no longer possible. The legions were now passive defenders.

But the new nation is not only distinguished by victory in battle, but by unresting enterprise in every ?eld. Men hack their way through jungles, climb mountains, or brave the Atlantic and the Paci?c oceans in tiny cockle-shells. The Arabs crossed the Straits of Gibraltar in A.D. 711 with 12,000 men, defeated a Gothic army of more than twice their strength, marched straight over 250 miles of unknown enemy territory and seized the Gothic capital of Toledo. At the same stage in British history, Captain Cook discovered Australia. Fearless initiative characterises such periods.

Other peculiarities of the period of the conquering pioneers are their readiness to improvise and experiment. Untrammelled by traditions, they will turn anything available to their purpose. If one method fails, they try something else. Uninhibited by textbooks or book learning, action is their solution to every problem.

Poor, hardy, often half-starved and ill-clad, they abound in courage, energy and initiative, overcome every obstacle and always seem to be in control of the situation.

Chimpanzees Hunting Colobus Monkey

Friday, June 20th, 2014

Chimpanzees aren’t gentle herbivores. Watch them hunt a Colobus monkey, as a team:

Playmobil’s Political Incorrectness

Friday, June 20th, 2014

San Francisco progressive Tanya Schevitz is shocked by Playmobil’s political incorrectness:

“Mom, when the Americans killed the Indians, that is this set!” squealed my five-year-old ecstatically as he tore the Christmas wrapping off the Playmobil Western Fort.

Oh crap. What??! My head nearly twirled around exorcist style as I turned to look.

Playmobil Western Fort

After the arrival of the Playmobil fort, I tried to explain to my son that the Native Americans were protecting themselves and reacting to the expansion of American settlers into their land. My kids attend a school where they learn that the Native Americans were forced into California Missions and mistreated. Even in preschool they learn about civil rights and the fight of Cesar Chavez and the farmworkers. So I thought that dealing with this would be no problem.

That first attempt at talking about the plight of the Native Americans didn’t go well.

“It’s not nice of the Indians to go bad. They should have just said ‘Stop,’” countered my son. Uh oh.

Other toys that shocked her included cops and robbers, because of the guns and violence, a (Belle Epoque?) cop and hobo, despite the lack of violence, a black basketball player, a housekeeper who’s “a darker skinned woman with long dark hair, possibly implying that she is Latina, or someone not Caucasian,” and, worst of all, a hunter! Gasp!

Playmobil Basketball Player and Housekeeper

Playmobil Hobo and Cop

Playmobil Hunter's Stand

The Outburst

Friday, June 20th, 2014

Sir John Glubb examines the stages in the lives of powerful nations — or empires — starting with the first stage, the outburst:

Again and again in history we find a small nation, treated as insignificant by its contemporaries, suddenly emerging from its homeland and overrunning large areas of the world. Prior to Philip (359-336 B.C.), Macedon had been an insignificant state to the north of Greece. Persia was the great power of the time, completely dominating the area from Eastern Europe to India. Yet by 323 B.C., thirty-six years after the accession of Philip, the Persian Empire had ceased to exist, and the Macedonian Empire extended from the Danube to India, including Egypt.

This amazing expansion may perhaps he attributed to the genius of Alexander the Great, but this cannot have been the sole reason; for although after his death everything went wrong — the Macedonian generals fought one another and established rival empires — Macedonian pre-eminence survived for 231 years.

In the year A.D. 600, the world was divided between two superpower groups as it has been for the past fifty years between Soviet Russia and the West. The two powers were the eastern Roman Empire and the Persian Empire. The Arabs were then the despised and backward inhabitants of the Arabian Peninsula. They consisted chiefly of wandering tribes, and had no government, no constitution and no army. Syria, Palestine, Egypt and North Africa were Roman provinces, Iraq was part of Persia.

The Prophet Mohammed preached in Arabia from A.D. 613 to 632, when he died. In 633, the Arabs burst out of their desert peninsula, and simultaneously attacked the two super-powers. Within twenty years, the Persian Empire had ceased to exist. Seventy years after the death of the Prophet, the Arabs had established an empire extending from the Atlantic to the plains of Northern India and the frontiers of China.

At the beginning of the thirteenth century, the Mongols were a group of savage tribes in the steppes of Mongolia. In 1211, Genghis Khan invaded China. By 1253, the Mongols had established an empire extending from Asia Minor to the China Sea, one of the largest empires the world has ever known.

The Arabs ruled the greater part of Spain for 780 years, from 712 A.D. to 1492. (780 years back in British history would take us to 1196 and King Richard Cœur de Lion.) During these eight centuries, there had been no Spanish nation, the petty kings of Aragon and Castile alone holding on in the mountains.

The agreement between Ferdinand and Isabella and Christopher Columbus was signed immediately after the fall of Granada, the last Arab kingdom in Spain, in 1492. Within fifty years, Cortez had conquered Mexico, and Spain was the world’s greatest empire.

Examples of the sudden outbursts by which empires are born could be multiplied indefinitely. These random illustrations must suffice.

Maybe paying for good grades is not so bad

Thursday, June 19th, 2014

Jay Mathews has been compiling data on college-level courses and exams at every public high school in the Washington area since 1998, and this year the numbers from Stafford County have triggered his curiosity:

Three of its schools had big increases in Advanced Placement tests given last May. Those are difficult three-hour exams at the end of tough courses. Many students who would do well in them don’t take them, even though they help prepare for college. But at Colonial Forge High School, the number of AP tests jumped 25 percent. Tests at North Stafford High were up 56 percent. At Stafford High, the increase was 105 percent, from 543 to 1,113 tests. The passing rates declined slightly from the previous year, but the number of tests with passing scores was much higher.

I sought an explanation from Valerie Cottongim, the Stafford school system’s spokeswoman. She said a nonprofit organization called Virginia Advanced Studies Strategies had given those three schools a big grant to strengthen AP. That sounded familiar. After a few moments, I remembered.

Uh-oh.

Virginia Advanced Studies Strategies, funded by the nonprofit National Math and Science Initiative, are the backers of a movement I have been warning against for years. They pay bonus money to students and teachers for good AP exam scores. This is the first time this initiative has reached the Washington area.

The dollars involved are astonishing, at least to me. Every English, math or science AP test at the three Stafford schools with a passing grade from independent College Board readers meant a $100 check for the student and another for the teacher. Checks totaling $90,800 went to students and $145,370 to teachers.

[...]

Northwestern University economist C. Kirabo Jackson found that in Texas, the bonuses and extra support sparked an increase in AP and IB test takers primarily among black and Hispanic students. The portion of students scoring above 1100 on the SAT or above 24 on the ACT increased 80 percent for black students and 50 percent for Hispanic students.

Stafford County accounted for 8 percent of the increase in all public school AP passing scores in Virginia and 13 percent of the gains by minority students. There is so far no sign that students who have received initiative checks have lost their desire to learn.

So no more finger-waving rants from Grandpa Jay, at least for awhile.

(Hat tip to Arnold Kling.)

Interesting things in the NYPD Annual Firearms Discharge Report

Thursday, June 19th, 2014

The Tactical Professor shares some interesting things in the NYPD Annual Firearms Discharge Report, including this anecdote:

On October 24, at 1837 hours, in the 46th Precinct, an off-duty officer was sitting in a parked vehicle with a friend, when he saw two men rob another man at gunpoint on the other side of the street. The officer got out of his car and approached the men. As soon as he identified himself as a police officer, the subject, one of the individuals involved in the robbery, turned and fired one round at the officer, striking him in the chest from about ten feet away. The men then fled on foot, while the officer went back to his vehicle, clutching his chest. The officer’s friend tried to drive away, only to get stuck in traffic behind a white Mustang which was stopped in front of them. The Mustang sped off and crashed up the street. Three individuals, including the subject, fled the Mustang. When the officer saw them, he pursued, still clutching his chest. The officer ordered bystanders to get down for their safety, and while taking cover behind a vehicle, fired eight rounds at the perpetrators, striking the subject once in the head and causing his demise. The other individuals who participated in the robbery were apprehended later. The subject had two prior arrests, for Robbery and Criminal Possession of a Weapon.

The officer did not die from his wound, he notes:

It’s hard to make that kind of stuff up, which is yet another reason I prefer to read the real reports rather than dreaming up my own scenarios.

RIP, Daniel Keyes, author of “Flowers for Algernon”

Thursday, June 19th, 2014

Daniel Keyes, the MD who wrote the science-fiction classic Flowers for Algernon, has died at 86, of complications from pneumonia.

Cory Doctorow met him in 2000:

He told the story of how he’d conceived of Algernon while riding the subway to his medical residence, and how pleased he’d been with its reception (it’s also one of the small handful of science fiction novels whose film adaptation is in the same league as the book — the 1968 film Charly won its lead an Academy Award).

The Science Fiction Hall of Fame, Vol. 1: 1929-1964 includes the original short-story version.

The Human Yardstick

Thursday, June 19th, 2014

Sir John Glubb found that many empires lasted roughly 250 years, which raised the question of what caused such an extraordinary similarity in the duration of empires, under such diverse conditions, and such utterly different technological achievements:

One of the very few units of measurement which have not seriously changed since the Assyrians is the human ‘generation’, a period of about twenty-five years. Thus a period of 250 years would represent about ten generations of people. A closer examination of the characteristics of the rise and fall of great nations may emphasise the possible significance of the sequence of generations.

Fab Lab

Wednesday, June 18th, 2014

A generation ago, schools offered “shop” classes. Now we’re looking at fab labs:

Blair Evans is an alumnus of the Massachusetts Institute of Technology and an entrepreneur. For the past 15 years, he’s been the superintendent of a group of charter schools for troubled kids in Detroit, and in 2010 he opened the city’s first Fab Lab inside one of his schools. The do-it-yourself factories are designed to make it easier and cheaper for ordinary people to turn an idea into a product. Every Fab Lab includes a computer-controlled laser, a 3D printer, and a pair of computer-controlled milling machines — all connected by custom software.

“We’re building people, not just products,” Evans says. “We get better outcomes if the kids can engage in useful work. This is much more effective than having them sit on a couch and talk.” His Detroit lab, he says, “comes up with 20 different ways to customize a bike.” Evans added a water jet cutter to the workshop: “Most Fab Labs don’t have one of these,” he explains, “but we wanted one. It cuts titanium and steel. We use it to make gears for bicycles that we’re creating with modularized components, which allows people to adjust the heights or customize the controls.”

Sounds expensive:

The initial Fab Lab in Detroit cost from $200,000 to $250,000 to assemble, and Evans put his own money behind the project. A second one has opened in another of his schools, and Evans says both have paid for themselves with social-service contracts for youth development.

The fab labs have paid for themselves! (With social-service contracts for “youth development”…)

Hunt, Gather, and Be Merry

Wednesday, June 18th, 2014

John Durant (The Paleo Manifesto) had some obsessive readers and book hoarders on both sides of the family, and he was an obsessive reader growing up:

I would spend a few years plowing through a genre before moving on to the next one: Greek myths (ages 6–7), fantasy (8–17), science fiction (15–18), economics and government (16–22), evolutionary psychology (17–23), biology and health (23–28), Judaism (29–30), and men and masculinity (29 to present). One day I’ll do something similar to John Cusack’s character in “High Fidelity” and arrange all my books in autobiographical order.

I guess I never made that swing through Judaism…

Durant says he’s less interested in Paleo and Libertarianism than evolution and politics:

For example, try watching a political debate with no sound — it makes it easier to focus on the candidates’ body language. I’m fascinated by the influence of factors like height, posture, and facial shape on how we select our “tribal” leaders.

Evolution also offers some perspective on deep political divides on social issues. A theme in my book is the tight relationship between religion and infectious disease (see chapter 4, “Moses the Microbiologist”). It seems fairly clear that many traditional, conservative religious values are heuristics for surviving in a habitat with a high disease burden. For example, pretty much all traditional sexual values — lifelong monogamy and edicts against sex before marriage, promiscuity, bestiality, prostitution, and men having sex with men — would have limited the spread of STDs back before antibiotics, latex condoms, and knowledge of the germ theory of disease. The people who engaged in sexual behaviors that led to STDs would have been more likely to be sick, sterile, or die — and it would have looked like they were punished by God (since people didn’t realize germs were to blame). So I can understand how pathogens may have led to the emergence of these cultural values, and why there may be political and cultural conflict as the need for them is obviated by modern hygienic practices and technology.

The Lives of Empires

Wednesday, June 18th, 2014

Sir John Glubb studied the lives of empires:

If we desire to ascertain the laws which govern the rise and fall of empires, the obvious course is to investigate the imperial experiments recorded in history, and to endeavour to deduce from them any lessons which seem to be applicable to them all.

The word ‘empire’, by association with the British Empire, is visualised by some people as an organisation consisting of a home-country in Europe and ‘colonies’ in other continents. In this essay, the term ‘empire’ is used to signify a great power, often called today a superpower. Most of the empires in history have been large landblocks, almost without overseas possessions.

We possess a considerable amount of information on many empires recorded in history, and of their vicissitudes and the lengths of their lives, for example:

Glubb Lives of Empires

This list calls for certain comments.

(1) The present writer is exploring the facts, not trying to prove anything. The dates given are largely arbitrary. Empires do not usually begin or end on a certain date. There is normally a gradual period of expansion and then a period of decline. The resemblance in the duration of these great powers may be queried. Human affairs are subject to many chances, and it is not to be expected that they could be calculated with mathematical accuracy.

(2) Nevertheless, it is suggested that there is suf?cient resemblance between the life periods of these different empires to justify further study.

(3) The division of Rome into two periods may be thought unwarranted. The ?rst, or republican, period dates from the time when Rome became the mistress of Italy, and ends with the accession of Augustus. The imperial period extends from the accession of Augustus to the death of Marcus Aurelius. It is true that the empire survived nominally for more than a century after this date, but it did so in constant confusion, rebellions, civil wars and barbarian invasions.

(4) Not all empires endured for their full lifespan. The Babylonian Empire of Nebuchadnezzar, for example, was overthrown by Cyrus, after a life duration of only some seventy-four years.

(5) An interesting deduction from the ?gures seems to be that the duration of empires does not depend on the speed of travel or the nature of weapons. The Assyrians marched on foot and fought with spears and bow and arrows. The British used artillery, railways and ocean-going ships. Yet the two empires lasted for approximately the same periods.

There is a tendency nowadays to say that this is the jet-age, and consequently there is nothing for us to learn from past empires. Such an attitude seems to be erroneous.

(6) It is tempting to compare the lives of empires with those of human beings. We may choose a ?gure and say that the average life of a human being is seventy years. Not all human beings live exactly seventy years. Some die in infancy, others are killed in accidents in middle life, some survive to the age of eighty or ninety. Nevertheless, in spite of such exceptions, we are justi?ed in saying that seventy years is a fair estimate of the average person’s expectation of life.

(7) We may perhaps at this stage be allowed to draw certain conclusions:

(a) In spite of the accidents of fortune, and the apparent circumstances of the human race at different epochs, the periods of duration of different empires at varied epochs show a remarkable similarity.

(b) Immense changes in the technology of transport or in methods of warfare do not seem to affect the life-expectation of an empire.

(c) The changes in the technology of transport and of war have, however, affected the shape of empires. The Assyrians, marching on foot, could only conquer their neighbours, who were accessible by land — the Medes, the Babylonians, the Persians and the Egyptians.

The British, making use of ocean-going ships, conquered many countries and subcontinents, which were accessible to them by water — North America, India, South Africa, Australia and New Zealand — but they never succeeded in conquering their neighbours, France, Germany and Spain.

But, although the shapes of the Assyrian and the British Empires were entirely different, both lasted about the same length of time.

The Chaos Wrought By Progressive Education

Tuesday, June 17th, 2014

Matthew Hunter paints a picture of the chaos wrought by progressive education in Britain:

I do not teach Dylan Page, but I know who he is. Everyone at our school knows who Dylan is. He comes and goes to lessons as he pleases, habitually swears at teachers, and is an accomplished playground bully. After a year of horrifying stories, there is not a single thing I could hear about Dylan’s behaviour that I would not believe.

During the school prize-giving ceremony at the end of the year, I was surprised to hear Dylan’s name announced. He had collected one of the largest amounts of “reward stickers” in year seven, and was due to collect a prize. Many teachers, it turned out, had taken to bribing him with these stickers in a desperate attempt to appease his unruliness. As the school applauded his name, I thought of the dozens of his classmates who had had a year of learning ruined by this one pupil. Such is the moral condition of many of today’s state schools.

Hunter was educated at a “public” school, where the ethos was still shaped by the 19th-century ideal of muscular Christianity, so he wasn’t prepared to teach at a modern state school, which sees such a “moralising” agenda as reactionary and oppressive:

Rules exist, but are broken on such a regular basis that it would probably be better not to have them at all. Pupils know that their school is chaotic and that most of their misbehaviour will go unpunished. Thus, on a routine basis, justice is not seen to be done. Personal responsibility is never developed among the pupils, as they are so rarely held to account for their actions. Only misbehaviour of an extraordinarily extreme nature (such as hitting a member of staff) is sure to be met with definite consequences. The idea that senior staff will deal with the most serious infringements does not exist. Far from being the school’s ultimate moral arbiters, senior members of staff perceive themselves as administrators, often unknown to the pupils. Similarly, events such as school assemblies are not seen as an opportunity for moral inspiration, but instead a convenient time to read out school notices and play the occasional game. Little platoons such as houses, sports teams or prefects, which should engender bonds of allegiance and notions of community, either do not exist or play little part in school life. Even the language of reward and reproach is lobotomised to remove any notion of judgment. Behaviour is not good, it is “appropriate”. Swearing is not rude, it is “unacceptable”.

[...]

Apologists for the state sector argue that schools have been innocent bystanders in these developments, vulnerable to the wider forces of social deprivation. However once you understand the philosophy that has taken hold in state education, such an argument becomes untenable. The idea that schools should be institutions designed to cultivate virtues was one of the many casualties of the 1960s turn towards “progressive” education — a movement which sought to transfer authority from the teacher to the child. The movement’s leading light, A.S. Neill, wrote: “No one is wise enough or good enough to mould the character of any child… An adult generation that has seen two great wars and seems about to launch a third should not be trusted to mould the character of a rat.”

[...]

As Melanie Phillips wrote in her 1996 book on British education All Must Have Prizes, “Morality has now become a subject to be discussed only by consenting adults in private.”

Armed Dune Buggies

Tuesday, June 17th, 2014

In the early 1980s, the U.S. Army created a unique battalion of armed dune buggies made by Chenowth Racing Products:

In October 1981, Maj. Gen. Robert Elton decided to get more Chenowths for the 9th Infantry Division — the [High Technology Light Division] test unit. The ground combat branch leased over 120 of the armed buggies in the end.

The vehicles got weapons and other military equipment once they reached the 9th Infantry Division’s home at Fort Lewis. The Chenowths sported machine guns, grenade launchers and even anti-tank missiles.

Chenowth Fast Attack Vehicle with MG

In 1982, the “Quick Kill Vehicle” got the less aggressive moniker of “Fast Attack Vehicle.” The Army eventually settled on “Light Attack Battalion” for its planned dune buggy contingents.

Chenowth Fast Attack Vehicle with TOW

The Chenowths made good use of their diminutive size during trials. The vehicle’s low profile made it hard to spot and potentially difficult to hit in combat.

Helicopters could also whisk the FAVs around the battlefield in large numbers. The Army’s new Black Hawk helicopter could lift two buggies, while the bigger Chinook could carry a seven at once.

However, the Chenowths were only ever meant to be “surrogates” for a final vehicle design. But the HTLD’s proponents couldn’t sell the concept.

The FAV just looked vulnerable regardless of any potential benefits.

Meanwhile in Asia and Africa, the Toyota Hilux has become the AK-47 of trucks.

Learning from History

Tuesday, June 17th, 2014

Sir John Glubb discusses learning from history:

‘The only thing we learn from history,’ it has been said, ‘is that men never learn from history’, a sweeping generalisation perhaps, but one which the chaos in the world today goes far to confirm. What then can be the reason why, in a society which claims to probe every problem, the bases of history are still so completely unknown?

Several reasons for the futility of our historical studies may be suggested.

First, our historical work is limited to short periods — the history of our own country, or that of some past age which, for some reason, we hold in respect.

Second, even within these short periods, the slant we give to our narrative is governed by our own vanity rather than by objectivity. If we are considering the history of our own country, we write at length of the periods when our ancestors were prosperous and victorious, but we pass quickly over their shortcomings or their defeats. Our people are represented as patriotic heroes, their enemies as grasping imperialists, or subversive rebels. In other words, our national histories are propaganda, not well-balanced investigations.

Third, in the sphere of world history, we study certain short, usually unconnected, periods, which fashion at certain epochs has made popular. Greece 500 years before Christ, and the Roman Republic and early Roman Empire are cases in point. The intervals between the ‘great periods’ are neglected. Recently Greece and Rome have become largely discredited, and history tends to become increasingly the parochial history of our own countries.

To derive any useful instruction from history, it seems to me essential first of all to grasp the principle that history, to be meaningful, must be the history of the human race. For history is a continuous process, gradually developing, changing and turning back, but in general moving forward in a single mighty stream. Any useful lessons to be derived must be learned by the study of the whole flow of human development, not by the selection of short periods here and there in one country or another.

Every age and culture is derived from its predecessors, adds some contribution of its own, and passes it on to its successors. If we boycott various periods of history, the origins of the new cultures which succeeded them cannot be explained.

ISIS

Monday, June 16th, 2014

ISIS is a sectarian Sunni militia, Gary Brecher (The War Nerd) says, that’s all:

A big one, as militias go, with something like 10,000 fighters. Most of them are Iraqi, a few are Syrian, and a few hundred are those famous “European jihadis” who draw press attention out of all relation to their negligible combat value. The real strength of ISIS comes from its Chechen fighters, up to a thousand of them. A thousand Chechens is a serious force, and a terrifying one if they’re bearing down on your neighborhood. Chechens are the scariest fighters, pound-for-pound, in the world.

But we’re still talking about a conventional military force smaller than a division. That’s a real but very limited amount of combat power. What this means is that, no matter how many scare headlines you read, ISIS will never take Baghdad, let alone Shia cities to the south like Karbala. It won’t be able to dent the Kurds’ territory to the north, either. All it can do — all it has been doing, by moving into Sunni cities like Mosul and Tikrit — is to complete the partition of Iraq begun by our dear ex-president Bush in 2003. By crushing Saddam’s Sunni-led Iraq, the Americans made partition inevitable. In fact, Iraq has been partitioned ever since the invasion; it’s just been partitioned badly, into two parts instead of the natural three: the Kurdish north, and the remainder occupied by a weak sectarian Shia force going by the name of “The Iraqi Army.” The center of the country, the so-called “Sunni Triangle,” had no share in this partition and was under the inept, weak rule of the Shia army.

By occupying the Sunni cities, ISIS has simply made a more rational partition, adding a third part, putting the Sunni Triangle back under Sunni rule. The Shia troops who fled as soon as they heard that the ISIS was on the way seem to have anticipated that the Sunni would claim their own territory someday. That’s why they fled without giving even a pretense of battle.

So, Iraq is now partitioned on more natural, sensible lines, thanks to ISIS. It’s going to be a messy transition, as Iraqi transitions tend to be, with mass executions of collaborators like those already happening in Mosul and Tikrit.

But in the long run, ISIS has simply swept into a power vacuum, like it’s done from the start.

I was hoping for more of an ancient Egypt-themed COBRA.