Category Archives: A Writing Life

352. A Modern Maverick

The old TV show Maverick has been on local channels lately. It was one of my favorite programs when I was twelve years old, but I’ve pretty much outgrown it. I don’t watch the reruns, but they started me thinking about an American archetype — the lovable con man.

There are a lot of them in literature, and a lot more moving among us in our everyday lives. You know him, weird Uncle Bob who always has a beer in his hand but never buys drinks. Or Uncle Jim who thinks it is wonderful that you are planting trees in your mother’s yard, and drives home to get his favorite shovel, but never comes back.

What all these slick dealers have in common is that they are funny, charming, and it is almost impossible to stay mad at them. They’ll steal your beer, or steal your heart, or steal your money, and leave you laughing at how easy you were to take.

In the movie version of Maverick, he says, “There is no more deeply moving religious experience, than cheating on a cheater.” Cute, but in point of fact, Bret and Bart and Beau cheated everybody. It doesn’t matter though, because they were charming.

There were others before Maverick. Starbuck, in The Rain Maker, teaches Lizzie that she is beautiful, but she marries her home town swain. Good thing. If she had run off with Starbuck, it would not have ended well.

Harold Hill, in The Music Man, made a career of separating suckers from their money. He was charming and slick and thinks faster than the locals. When he falls in love with the librarian, it changes his attitude. She reforms him. Okay, fine, but for me that doesn’t saves the movie; the line that saves the movie is when he tells Winthrop, “I always think there’s a band.”

See, he didn’t mean it. He thinks he’s giving something back. He’s a good Joe at heart.

If a con man believes his own lies, does that make us forgive him? In the movies it frequently does. But what if a real Marian the librarian married a real Harold Hill. We would probably find her later with eight kids, hungry and living on skid row, after Harold Hill moved on. I like the movie version better.

Does our charming American con man believe his own lies? Does he even know himself where the truth is? Does it matter to him? Does it matter to us?

If he is slick enough, and fast enough, and plausible enough — if he can tell one lie to cover another until we get lost in the shell game — there is no limit to how far he can go.

He could even become President.

351. Who Is Listening?

When EDGE accepted Cyan for publication, I was less than enthused about publishing in eBook format. I’ve changed my mind.

It wasn’t the notion that science fiction authors should embrace technology that got to me. It was who responded to my website.

Building a website has been a learning experience, and I sometimes feel I’ve only begun. At first, no one was reading, but I expected that. Eventually, views began. Even later, likes began. I kept writing. I knew that gaining readership is a long-haul process.

I found it addictive to view the websites of the people who responded to me. One of the most surprising things I found was the number of respondents who were clearly from somewhere in the world other than America.

I regularly put out eight posts a week, many of which require research, and I have a life to live. That doesn’t leave me a lot of time to spend under the hood of WordPress, but I did find 

           https://wordpress.com/stats/day/(insert your own url here) 

which lets you click see how many views and visitors you had on any given day. More interesting, it shows a map that tells you which countries those views came from.

I was blown away.

To be specific, these are the results from this year, January 1 through April 21.

USA                    45%
Canada              28%
India                   8%
Australia            5%
U K                      4%
Switzerland       3%
South Africa       2%
Hong Kong       about 1%
Morocco           about 1%
Ukraine             about 1%
Romania          about 1%
Singapore        about 1%
Ireland             about 1%
Czech Rep.      less than 1%
Spain               less than 1%
Philippines      less than 1%
Japan               less than 1%
Kenya              less than 1%
Germany         less than 1%
Jordan             less than 1%
Israel               less than 1%

Global, indeed.

So, back to the initial statement — Yes, I would like to have Cyan on every bookstore shelf and in every library, not just available on line. However, no matter what happens from now on, I will insist that whatever I publish in the future will also be released as an eBook.

This goes back the the very beginning, to my childhood. Growing up on a farm, at first I had only G&D books (Tom Swift and the like) purchased from a local hobby store. Then I found the county library. I didn’t see a real bookstore until I was in college.

Those books were my window to the world.

Today, a book hungry young person with access to the internet can find — and afford — eBooks, even if her or she lives in India, South Africa, or Ukraine. I like that, and I’m proud to be part of it.

350. Master Basho’s Dojo (2)

Regular readers will notice that these posts are coming later in the day.

Keir, back from Cyan, has found Uke Tomiki after his disappearance. You really should read yesterday’s post first, if you missed it.

They ate supper with the master of the dojo as the evening fog rolled in to mask the hillside and hide the view of the slum. The old man introduced himself as Basho. At Keir’s puzzled expression, he explained, “The name is familiar, perhaps? Basho was a seventeenth century poet, famed for his haiku. I took his name when I opened this dojo. I was born under another name.”

They sat on tatami and ate rice with scraps of vegetables and fish. It was not fancy, but there was plenty of it. Keir suspected Uke’s back salary assured that.

Keir had wanted privacy to talk to Uke, but the master of the dojo was soon engrossed in his meal, and ignored them so completely that it was as if they were alone.

Keir said, “Uke, I need you.”

“For what, Keir?”

“Will you come with us to Cyan?”

“Of course,” Uke smiled. “I was only waiting for you to ask.”

“Why did you wait? You knew that you would be welcome.”

Uke looked serene, but it was apparent that it was a hard won serenity. Much pain lay beneath it. He said, “Keir, my arrogance almost cost you your life. Or made your life a thing not worth living.”

“How so.”

“My testimony.”

“You were in pain, and you only told what you knew.”

Uke shook his head. “No. If I had acknowledged my pain, I would have never put you in danger. I hid my pain, hid my uncertainty, and attacked the court-martial board. Their whole lives were dedicated to the acquisition of power, and I threw in their faces the fact that they had no power over me. If I had gone in meekly, they would have treated me gently, and I would never have been badgered into giving them the testimony they used against you.”

“You can’t blame yourself for what they did. I don’t.”

“Blame is not the issue, Keir. I cannot control what they were and what they did. But I should be able to control what I am and what I do – and I didn’t. I attacked when I should have been silent. I would never jump a kavine with my bare hands, because I recognize its danger. I did not recognize the danger that panel represented. Worse, I did not realize that my attack would put you in danger. And I should have.”

“And so . . .?”

“And so, I compounded my failure. I went from stupidity to stupidity. For a while, after the trial, I spent my time drinking, taking drugs, and walking dark streets alone, as if I were searching for death so that I would not have to face my failure. Eventually, I came to my senses and returned here, to regain my balance.”

“Returned?”

Uke nodded. Keir pushed his empty rice bowl aside and said, “When Stephan told me you had come here, we agreed that it was unlike you. You never seemed to have much feeling for your Japanese heritage.”

“That is largely true. My father was a fifth generation citizen of USA. He and his elder brother were most unlike one another. His brother embraced zen, became a black belt in several disciplines and spent much of his adult life in Japan. My father, on the other hand, loved football, beer, and everything American. What he knew about Japan, he learned in college. When he became ambassador, he went to Japan as much a foreigner as if his name had been John Smith. And I am my father’s son.”

“But . . .?”

“But even as a boy, I loved my uncle and, odd as his ways seemed to me, I spent time with him when he returned to San Francisco to found a dojo.”

They were silent for a moment, and the old man raised his chopsticks in a kind of salute. Keir said, “How old are you, Uncle?”

With mock formality, Uke’s uncle replied, “I have had the privilege of seeing the year ’06 once before, although I was too young to remember it.”

“Uke, are you ready to take on the world again?” Keir asked.

Uke looked toward his uncle, who nodded and said, “It is time.”

This is your last freebie. What are you waiting for – go download Cyan.

349. Master Basho’s Dojo (1)

What! You haven’t downloaded Cyan yet? It’s been available for weeks.

OK, I understand. You want one last tease. Since you insist, here is Keir, on Earth, looking for his friend and crew mate Uke Tomiki after he has disappeared.

Keir took the jumper to the San Jose airport, and the Rapitrans to within ten blocks of Uke’s dojo. It was not actually in San Francisco, but south fifty kilometers in the hills overlooking Santa Cruz. Until fifty years ago, the hills had been covered with redwoods, but not even the most stringent conservation measures could stand against the urban guerrillas who slipped in at night to chop away at their half meter thick bark. In twenty years of nightly battering, the trees had died one by one, and as each one fell, shacks took its place. Now the forest of giants had given way to a forest of slum housing, growing like mushrooms on the bones of the ancient trees.

Keir found his way through the roadless maze of polyfoam, packing crates, cardboard, and stucco, with starving children staring like beasts from the darkened holes that passed for doorways.

The dojo was built of grey wood, laboriously split and sawed from the bodies of the downed giants. Three living redwoods remained, towering above the rubble, protecting the dojo from the sun, and in turn being protected by the ones who lived there. The dojo was a low, open building. Some of the inner parts were protected from sight by moveable screens. A stern young woman with a staff stood in the doorway, and made him wait while she sent word of his coming to those inside.

A young boy led him inside. Keir wondered if he was there to seek enlightenment, or food.

He was met by a wizened old man with sparse black hair and a wispy goatee, who was not quite the cliché Keir had expected, but close. They bowed slightly to each other, and Keir said, “I have come to see Uke Tomiki.”

“I have been expecting you.”

Keir raised an eyebrow and the old man’s face broke into a smile. “No,” he said, “it is not mysticism. I had not been expecting you, personally, but it was clear that eventually one of Uke’s friends would come for him. He is not the kind of man the world leaves in peace for long. A dojo such as this could never be his home; only a brief resting place. I will take you to him.”

The little man led Keir beyond the screens. There, a dozen men and women of various ages sat zazen, in two rows, facing an altar covered with flowers. Uke was third from the left in the back row, and he did not notice them when they came in. Keir looked at the old man, but got no help. He was simply waiting to see what Keir would do.

Uke had taught them all the pose of zen meditation, so Keir knelt quietly at the side of the room, mimicking their stance, but he did not attempt to meditate. He simply waited, watching the ones who were meditating. The old man considered him for a moment longer, then left quietly.

An hour passed. These people did not chant, so the only sound was the buzzing of flies and the distant, indecipherable sound of voices in the slum beyond the dojo. At first Keir considered Uke in his new surroundings, then he reviewed the work he had to do for the remainder of the week. It would take months of perseverance to achieve the no-mind state these people were searching for. You couldn’t just step in off the street and meditate successfully, so Keir did not attempt it.

Eventually, the old man came back and struck a gong. The meditators opened their eyes, shook their heads and began to swim back up to the world they had temporarily left. Keir was watching Uke when he stood and became aware of Keir. At first he seemed still off in that dreamy place, but suddenly his eyes cleared and a smile came to his face. He crossed the room, hand outstretched, and at the last moment, changed his mind and embraced Keir, saying, “My God, how I have missed you.”

To be completed in tomorrow’s post.

348. Spring

        Friday was Cinco de Mayo. Since I don’t post on Friday, I have placed this note here.
        Cinco de Mayo and St. Patrick’s Day are opposite sides of the same coin, as I explained in 115. St. Patrick’s Day with Juan O’Malley, last year. I also had something to say about racial identity in 144. Who Said You Were Mexican?, on Cinco de Mayo, a year ago today. I don’t want to repeat those posts, but you are welcome to click and visit.

Now, today’s post, beginning with a quote from Cyan:

For the colonists, the world that loomed beyond the perimeter fence was a fearsome enemy. Cyan’s climate aggravated the problem. The colony was situated in the region of spring — or autumn, depending on your psychological makeup. But it was neither spring nor autumn, and as the year wore on there grew up an unhealthy expectancy. Minds and bodies geared to seasonal change had a gene deep awareness that spring had been prolonged past its time — an awareness that slowly changed to a deep, unarticulated dread.

In Cyan, I made a great deal out of the lack of seasons, because seasons are so overwhelmingly important on Earth. Of course, people who were born and lived all their lives in Hawaii or Tahiti probably look at that claim and say, “What the heck is he talking about?” But most of us know.

Here in the foothills of the Sierras, half the year is harsh, brown and dry. The other half is green, and during that rainy seasons wild flowers not only come in profusion, but they also come in order.

First comes miner’s lettuce, with tiny flowers in the center of large, circular leaves. Not impressive as flowers, really, but a life saver for the the vitamin starved miners during the gold rush. Then comes Blue Dick. Now don’t blame me; I didn’t name it, and it is lovely despite its name.

The lupine come early middle and late, in a variety of colors. When my wife and I first came to the foothills, we learned most of the names, but now we mostly just look and enjoy.

What has this to do with writing? It’s the way I choose to live, and the places my characters go are mostly places I wouldn’t mind accompanying them.

Today (April 24) my wife and I drove to one of our many favorite spots. It’s late in the sequence of things, but the white lupine haven’t quite reached their peak.

In New York City today, there are writers inhabiting dim, smoky bars, gathering material for their next novel. More power to them. I couldn’t take it.

For me, I spend my green winter going out twice a week to see how the wildflowers are coming along, and gathering material for my next novel. That’s my story, and I’m sticking to it.

347. Prenatal Algebra

I wrote a post some time ago on the subject of No Child Left Behind, without saying one good thing about the program. I know almost nothing about Common Core, since it came on the scene just as I was leaving. When I retired, I retired. I enjoyed my days of teaching, but twenty-seven years was enough.

Without reference to the latest nonsense, I can say as a general and probably universal rule that a lot of BS floats down onto teachers from above. And from whom?

Everyone knows the saying, “Those who can, do, and those who can’t, teach.” Like most sayings, it isn’t always true, but sometimes it feels true. There is another saying that only teachers know. “Those who can, do, those who can’t, teach, and those who can’t teach, teach teachers.” Again, not universally true, but I have known some Professors of Education who fit the aphorism with sad precision. And I’ve seen a lot of self-appointed experts who make the circuit of schools, giving training programs they devised themselves, who could spin out reams of self-evident drivel as if they were conveying the word of God.

It makes you wonder. Could it be that they weren’t fitted by their education to work outside of the schools, but they would do anything to get away from kids? I don’t know. I never knew any of them personally. I can tell you that of the hundred or so trainers I endured while teaching, only one or two had anything worthwhile to say.

I can also tell you that there should be a banner on the State Board of Education building that reads, “If it doesn’t work, do more of it.” They double down on every bad idea.

________________

The French scholar Jean Piaget, studying children back in the 1930s, discovered that there are stages of readiness for learning. If you try to teach a skill before the readiness is there, it won’t take. I can’t say that is a shocking conclusion. What is shocking is that eighty years later the educational establishment is pretending that it isn’t true.

Everyone can learn. Okay, that’s probably true, but an administrator who says it, means this: Everyone can learn everything. And that’s a lie.

Worse, in their actions, in the textbooks they approve and the tests they give, they are really saying: Everyone can learn everything, and all at the same age, on the schedule we set. And that’s just bullshit.

In California about the time I retired, students in eighth grade had to take algebra, whether they were ready or not, whether they could pass or not — whether they would ever be ready or not. But as soon as they were in ninth grade, and presumably a year more advanced, they could opt out of algebra and take something easier.

Read that three times and it still won’t make sense.

The general rule is this: the state assigns a skill to a certain grade. Some kids get it, some don’t. Does the state let the latter group try when they’re older and more mentally developed? No. They say the students lacked readiness, but they don’t mean readiness in the way Piaget meant it. The state thinks readiness can be taught, so teachers have to try.

If students can’t understand algebra in eighth grade, the schools could teach it to those who are ready, and teach another year of more basic math to the others. Fat chance. Instead the state requires pre-algebra of seventh graders so they will be ready for algebra in eighth. And when that doesn’t work? Let’s try pre-pre-algebra in sixth grade? Where will it end — with expectant mothers sleeping with opened algebra books on their baby bumps?

Read that three times. No, read it 4(2N+3) where N=9 times. It still won’t make sense.

Like it says in the title, get ready for prenatal algebra.

________________

All right, if any of you are young and want to change the world by becoming teachers, more power to you. You are needed.

But first, buy yourself a big pair of hip boots. It’s a swamp out there.

346. Science, just for fun

rat-hereTeaching should be fun for teacher and student alike. That’s my perspective, but I have to admit that I had it easy on that front because I taught science. Science is full of falling things, and flying things, and squishy things, and stinky things. If I had to teach English, or social studies, or math, I would certainly have a different view of how much fun teaching is.

Here is an example. CH4 is the formula for methane gas. Teaching chemical formulas could get a little obscure and uninteresting if you let it, but there are always “interesting facts” that you can throw in to help keep things rolling. For instance, methane is what comes out of the gas pipes that you cook with if you live in a city. It’s also what comes out of cows and ends up in the news as a bovine generated greenhouse gas. If you leave a stove on without lighting it, you smell it, but methane is odorless. How does this happen? The gas company puts a chemical in with the methane that stinks when fresh, but burns up without stinking if a fire is lit.

This is the point when some wiseacre will say, “If methane is odorless, why do farts stink?”

And you can answer with a straight face, “Well, if you consider where they come from, and what the gasses have to push their way through, and the little particles they are carrying with them . . .”

If you can’t make science fun, you probably shouldn’t be teaching it.

One of the things that come up in middle school science is the conservation of matter. Matter is neither created nor destroyed, except in nuclear reactions; it just changes form. Methane gas combines with oxygen to create carbon dioxide and water. You know the equation, and you’ve probably had to balance it. My students had to do it, too. You have to do the work if you are going to learn.

But there is nothing wrong with spicing things up occasionally with an illustrative story. Even Jesus used parables.

Consider the story of Billy, who never believed what he was told.

I would begin this story with a drawing on the board like the one at the top of this post, except that there would be a cartoon of a dead rat, on its back, where the word “rat” is.

The story begins — When Billy came into science class one day, his teacher had put a dead rat on a scale and covered it with a bell jar. The scale read 7262.5 grams, the weight of the bell jar plus the rat. Billy’s teacher said, “This is part of a two week long experiment. Don’t touch the setup.” Then he taught something else.

The next day, things didn’t change. After the third day, the rat had started to swell up. (I didn’t take two weeks for this. The whole story took about fifteen minutes. At this point I erased and redrew the rat with a distended belly.)

By Friday, the rat was huge, and it was all Billy could do to keep from lifting the bell jar and poking it. But he didn’t. Even though the rat was huge, the scale still said 7262.5 grams.

Over the weekend, the rat blew up. When Billy came in on Monday, there was nothing left but a skeleton wrapped in a busted skin, with a few oozing guts. The air around the rat was kind of brown and the scale still said 7262.5 grams

(At this point I had redrawn the rat to match the description. This was also the point when I elicited from my students just what was happening and why the scale still read the same.)

Billy just didn’t get it. He couldn’t understand why the scale stayed the same when the rat was reduced to almost nothing. His teacher had explained that the rat’s mass had been converted to gasses which were trapped in the bell jar. Since the gasses could not escape, the scale had no reason to change.

Billy didn’t believe it. It had to be a trick. While his teacher was across the room, helping one of his fellow students, Billy slipped up to the teacher’s desk, took hold of the bell jar, tipped it back . . .

There was a pop and a hiss as the bell jar came unstuck. The scale dropped to 6571.3 grams. The students in the room screamed, leaped up holding their noses and yelling at Billy, and ran for the back of the room . . .

You get the point. They got the point. And we had a lot of fun besides.

345. Do You Measure Up?

if-youI keep an eye on who reads this blog. Most of the people who like or follow are young, at least from my viewpoint.

I know that most of you aren’t teachers, aren’t in school (unless it’s college), and don’t have kids in school yet. I also know that most of my own friends, including my teacher friends, are uncomfortable with math or with measurement, and many aren’t comfortable with either. That’s really too bad, because they’re useful and fun. Honest.

Math isn’t that hard, if you approach it right. Truly.

What’s the secret? I’ll tell you further down the post.

Even those who are good at one kind of math are likely to come up short when faced with a different kind. Give a carpenter a problem in double entry bookkeeping and he would probably be lost. Ask an accountant to solve . . .

                5 feet  1 1/8 inches   minus   2 feet  3  7/16 inches

. . . and he probably wouldn’t know where to start, while carpenters do this kind of math a hundred times a day. Or they use workarounds. A carpenter might walk up to an eight foot 2 x 4, mark out 5 feet  1 1/8 inches with his tape measure, then mark out 2 feet  3  7/16 inches from the same starting point, then measure between the two marks he just made. 2 feet  9  11/16 inches. Easy, and no logarithms were injured in the making of this “calculation”.

Ask a math teacher to hand you a piece of five-quarter lumber and he will probably just stare at you.

Ask an auto mechanic why he glanced at a nut, picked up a 9/16 inch wrench, and knew it would fit. Answer: because he has a solid visual knowledge of sizes from doing the same chore ten-thousand times.

I took math through college calculus and I’m a pretty good craftsman. I’ve built furniture and musical instruments, both of which require accurate measurement. I’ve taught math now and again for three decades. But I couldn’t calculate an elliptical orbit and I couldn’t balance the books on a hot dog stand.

That secret I told you about? Here it is — everybody needs math, but not everybody needs the same math. And not everybody needs the same amount of math.

It is as pointless to teach an auto mechanic or a home-ec teacher calculus (unless they just like math and want it for their own interest) as it would be to teach a NASA scientist that 2-9-3+ means two feet, nine inches, 3/8 inches, and an unspecified little bit more, to a traditional boat builder.

————————–

Math teaching is often excellent, but it works under the burden of a basic error. The march from simpler to more complex math in our schools moves at a pace that only the brightest can manage, and aims toward reaches of higher math that only a small percentage could master or will ever use.

If you put the truth of this ambition on a bumper sticker, it would read:

Everybody needs to be a nuclear scientist,
and if you can’t cut the math,
you aren’t trying hard enough.

Both of these assertions are untrue, but they rule our math programs. I saw this all the time as I taught science. My students could not confidently and accurately add, subtract, multiply, or divide, even though they were — by state law — all enrolled in eighth grade algebra.

Their math teachers were not allowed to help them. They were required — again, by state law — to teach at grade level. That is, to teach algebra only.

They were not allowed to remediate. If they did, they were scolded by those who came in to evaluate our school.

I remediated, in science class, where the proctors of compliance would never know. Some years my student’s skill levels were so low that I actually spent several weeks teaching the processes, mostly long division, as I would have taught a math class. Most years, however, my math teaching was science in disguise; or was my science teaching math in disguise?

Were my students stupid? No.

Were the math teachers stupid? No.

Were the ones who devised the math plan stupid? ———- It would be so satisfying to say yes, but the opposite is true. They were the overachievers who never misplaced a decimal. They were putting in place a plan they would have done well in, when they were children. But that plan doesn’t work for the other 90% who suffer under it.

344. Teachers

This is teacher appreciation week, and I certainly do appreciate teachers. Most of them anyway. I’ve known a few who needed to find another profession, and a very few who needed to be shot. Sorry if that offends you, but I stand by it.

The overwhelming majority of the teachers I have known have been hard working, caring, dedicated and competent. I understand that better than most people, because I was one of them, and working along side of them. How I came to be a teacher, is another story.

First I wanted to be an astronaut, but claustrophobia and bad eyesight killed that dream before I got to high school. Then I wanted to be a scientist studying ecology, but I got to college when everyone was infatuated with the double helix, ten years before ecology burst on the scene. I studied South Asia as an anthropology major for five years, through my first MA, before reality set in and I realized that I would hate the field work. That was when I started writing, and started my second MA in History. Now I had found something I could have loved writing and teaching at the college level, but about that time there were two would-be professors for every available position.

Timing is a killer.

Money got short so I decided to do a little substitute teaching. It was a revelation.

I taught kindergarten one day and it was a disaster. I taught fourth graders — every teacher’s first choice — and almost died of boredom. I taught middle school — every teacher’s nightmare — and loved it. So I went back to college (for the fourth time), got a credential and spent the next twenty-seven years teaching sixth, seventh and eighth graders.

I have been told several times by parents that there is a special place in heaven for me because I chose to teach middle school kids. I don’t see it that way. Middle school kids are more fun than a bucket of puppies, if you don’t have to take them home with you at the end of the day. I think those parents may have been projecting some of their own feelings.

I remember one meet-the-parents night, sitting down with one of my girl students and her mother. The girl had been a fine student, not troublesome at all, and I had thought of her as mature for her age. Sitting next to her mother, she squirmed like an eight year old, talked back, and generally gave her mother hell. It was amazing to see how different her at-home personality was from her at-school persona.

Not having middle school kids at home probably accounts, in part, for liking them so much in the classroom.

I’ll tell you another secret about teaching. It takes all kinds — assuming decency and competence. Some kids will think you are great because of what you teach, or because of how you teach, or because your personality happens to mesh with theirs. Other kids will hate you for exactly the same reasons. These are your choices — if you are a good teacher, some will love you and some will hate you. If you are a bad teacher, most of them will hate you, and a few will just be happy to go to class without having to work..

If you want to be universally loved, you should choose another profession.

343. Black Shuttles

Atlantis, first launch, DOD mission.

Regular readers will notice that these posts are coming later in the day.

During the planning stage of the Space Shuttle, some changes were called for by the National Reconnaissance Office. That is an organization which, at that time, was not acknowledged to exist, but which is the home of sophisticated space hardware and a big budget. Specifically, NRO wanted the cargo bay on the shuttles to be bigger, presumably to accommodate their oversized spy satellites. They got their way, and the money they provided helped keep the struggling shuttle program afloat during the hard early days.

We’ve been looking at the Air Force in space this week and NRO isn’t the Air Force — quite. However, the head of NRO has traditionally been an undersecretary or Assistant Secretary of the Air Force. So, close enough.

It would not be unreasonable to think of the Air Force as an organization run by pilots and ex-pilots. MISS was a program designed to put men into space; so were the Dyna-soar and the MOL. But none of them ever succeeded in putting Air Force astronauts into space.

During this period of public failure, there were secret successes in the form of more and more military satellites. One of the earliest class of mission was reconnaissance, and the Air Force/NRO success with unmanned satellites was the primary reason MOL was abandoned. Through the sixties and into the seventies, these satellites used sophisticated film cameras, and their findings came back to earth via film canisters dropped from satellites and snagged out of the air by military aircraft. After digital imaging came to maturity, that was no longer necessary.

Sidebar.      Just how successful those satellites were, and how rich the NRO is, became embarrassingly obvious in 2012. The NRO gave NASA two Hubble-quality space telescopes that they had ordered, but weren’t using. One of these is slated to become the Wide Field Infrared Survey Telescope, due for launch in 2024.

At the same time that the Air Force, through NRO, arranged to have the shuttle’s cargo bay expanded, it began to build a shuttle launching facility at Vandenberg Air Base in California. To understand what this means requires knowledge that every space nerd had in the sixties, but which is never talked about these days.

Why do we launch space missions from Florida? Because it is the only place in the US which is both far south and on the eastern seaboard. Rockets are typically launched as close the the equator as practical so that the rotation of the Earth is added to the rocket’s speed — something vitally important when crude, early craft were being launched. They are launched from the eastern seaboard to provide thousands of miles of open ocean for first stages — or fiery, falling failures — to land in.

Vandenberg is situated on the western edge of the nation, ideally located for launching rockets north or south into polar orbit — that orange-peel path spy satellites need. Advanced Titans and Atlases launch from there as needed, without fanfare. But not with complete secrecy. It is a California cliché for a UFO scare to be debunked as “just another night launch from Vandenberg”.

The Johnson Space Center is in Huston because Texan LBJ was President when it was built. Orbital physics had nothing to do with it.

No shuttle was ever launched from Vandenberg. Shortly after the second classified Department of Defense shuttle mission, the Challenger was lost. Important secret launches were delayed by the hearings that followed.

The relationship between NASA and the Air Force had never been a happy one, and the Air Force shifted as quickly as possible back to its own resources. They used the shuttle to take up satellites too large to be launched by other means, and otherwise returned to using their own missiles, typically out of Vandenberg.

The Luke Skywalker picture of Air Force pilots in their space fighters has never come about. The closest to that idea is the robot X-37b, which we will look at in some future post.

——————————

The Smithsonian Air & Space magazine carried an article in 2009 on the eleven black shuttle missions. Since most details are still classified, the article is frustrating, but will provide about as much as you will find anywhere outside of alien-influence websites.