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| − | '''1. Truth Versus Lies - 1B. Photocopy of book with fixed scanning errors'''
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| | + | = Whiteboard = |
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| − | '''Editors Notes''' | + | == Ted Kaczynski's seized possessions == |
| | | | |
| − | Ted Kaczynski finished writing a book in 1999 critiquing all the media representations of his life called ‘Truth versus Lies’:
| + | Sources: |
| | | | |
| − | "During the media frenzy that came to be known as 'Club Ted,' a report surfaced that the accused Unabomber was writing a second manifesto. He was in fact at work on this compelling book that deftly treads the line between eloquent memoir and uncompromising defense. This intriguing artifact is Ted Kaczynski's attempt to tell the other side of the tale spun by his family, who told the world he was insane to save him from the death penalty. It is also an outspoken rebuttal of the lies told by the many-media-charmed acquaintances and opportunistic strangers who surfaced to offer their stories in exchange for fifteen minutes of fame."
| + | * [https://www.jamesrfitzgerald.com/bonus-chapter-20a-the-list/ JCM Book III Bonus Chapter Unabomber's Books] |
| | + | * [https://www.casemine.com/judgement/us/59147086add7b0493435ed8d US Vs Kaczynski (2006) - Books] |
| | + | * [https://casetext.com/case/us-v-kaczynski-22 US Vs Kaczynski (2006) - Other Items] |
| | | | |
| − | Many publishers turned him down, Context Books almost printed a slightly edited version, but Ted rejected this proposal. I think the publisher was worried about copyright e.g. quoting some sources in their entirety, and libel e.g. Ted calling his brother, David, “a Judas Iscariot (who) ... doesn’t even have enough courage to go hang himself.”
| + | Sort by multiple columns, and simply refresh the page to return to default order. |
| | | | |
| − | In 2002 he donated a draft copy of the book which Context Books made to the University of Michigan along with a tonne of journals, letters and other material which the book references.
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| | | | |
| − | So, I copied the text into a google document and started working on cleaning up the scanning errors with 3 other people:* [https://docs.google.com/document/d/1yV295DVBwTs8T8td5vKvR8UZ8OlGL_tSvNrOYw_Z6SQ 1. Truth Versus Lies - #1A: Photocopy of book with scanning errors]
| + | === Books === |
| | | | |
| − | | + | {| class="sortable wikitable" |
| − | | + | |- |
| − | We've almost finished this now, so soon we can put it up on the anarchist library and places:* [https://docs.google.com/document/d/1O9IFyBh3SzpcWOG4vs-b3VlLDnd-CAt0nIGzgQFCQcc 1. Truth Versus Lies - 1B: Photocopy of book with fixed scanning errors]
| + | ! '''Language''' |
| − | | + | ! '''Category''' |
| − | | + | ! '''Sub-Category''' |
| − | | + | ! '''________________________ Author''' |
| − | Next, we want to decide together on a few changes we'd like to suggest to Kaczynski, which will give the book a higher chance of getting a book publisher to mass print it, without risking libel and copyright. Ideally we could just black out the parts we can’t print, and then write an article on the missing parts and where to find the unedited version:* 1. Truth versus Lies – 1C. Book publisher version
| + | ! '''________________________ Book Title''' |
| − | | + | ! '''Description''' |
| − | | + | ! '''Notes''' |
| − | | + | |- |
| − | Finally, we’ll create a document which is an automatic text comparison between documents 1A and 1B for transparency:* 1. Truth versus Lies – 1D. Photocopy of book; text comparison
| + | || English |
| − | | + | || Bomb Making |
| − | | + | || |
| − | | + | || Bernthsen, A. |
| − | And a document discussing the pros and cons of the few changes we might want to make between Docs 1B and 1C:* [https://docs.google.com/document/d/1kg2OSmgk-DUhZjcY-rqyp1kT_DmojnnEGncl1wXKWaQ 1. Truth versus Lies - 1E. Book publisher version corrections]
| + | || Textbook of Organic Chemistry, A. |
| − | | + | || |
| − | | + | || |
| − | | + | |- |
| − | If you’d like to help, my email is [mailto:theosladehome@gmail.com theosladehome@gmail.com], you can email me to discuss ideas, to send me text relating to any of the above and/or you can send the name of your gmail address and I’ll add you as an editor to any of the documents you like, so that you can help work directly on the google documents. Or if you’re logged into your gmail now, you can go to the page you want to work on and click the ‘request edit access’ button in the top right corner.
| + | || English |
| − | | + | || Bomb Making |
| − | - Theo
| + | || |
| − | | + | || Burlington, Richard |
| − | | + | || Lange's Handbook of Chemistry |
| − | | + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | '''Keeping track of progress''' | + | || Bomb Making |
| − | | + | || |
| − | | + | || Dorin, Henry |
| − | '''1st Edits - Finished'''
| + | || Vitalized Chemistry, 5th Edition |
| − | | + | || |
| − | Theo - Finished from the start of the document up to and including the ‘Introduction’.
| + | || |
| − | | + | |- |
| − | Fábio - Chapter 1
| + | || English |
| − | | + | || Bomb making |
| − | Angelique-Leonor - Chapter 2
| + | || |
| − | | + | || Laurson, Philip Gustave |
| − | Fábio & Theo - Chapter 3
| + | || Mechanics of Materials |
| − | | + | || |
| − | Angelique-Leonor - Chapters 4-7
| + | || |
| − | | + | |- |
| − | Theo - Chapter 8
| + | || English |
| − | | + | || Bomb making |
| − | Angelique-Leonor - Chapter 9
| + | || |
| − | | + | || Lemkin, William |
| − | Deadsoul - Chapter 10
| + | || Graphic Survey of Chemistry |
| − | | + | || |
| − | Theo - Chapters 11-13
| + | || |
| − | | + | |- |
| − | Deadsoul - Chapters 14-16
| + | || English |
| − | | + | || Bomb making |
| − | Theo - From the start of ‘Notes on Documents’, to the end of the document
| + | || |
| − | | + | || Lowy, Alexander |
| − | | + | || Introduction of Organic Chemistry |
| − | '''2nd Edits'''
| + | || |
| − | | + | || |
| − | Deadsoul - Finished up to and including Chapter 1 Notes. Working on Chapters 2-5
| + | |- |
| − | | + | || English |
| − | Theo - Finished Chapter 6 & 7
| + | || Bomb Making |
| − | | + | || |
| − | . - Chapter 8
| + | || Not Listed |
| − | | + | || Electronics Made Simple |
| − | Theo - Finished Chapter 9 & 10
| + | || |
| − | | + | || |
| − | . - Chapter 11-13
| + | |- |
| − | | + | || English |
| − | Theo - Finished Chapters 14-16
| + | || Bomb Making |
| − | | + | || |
| − | . - From the start of ‘Notes on Documents’, to the end of the document
| + | || Not Listed |
| − | | + | || Handbook of Chemistry and Physics |
| − | | + | || |
| − | '''3rd Edits'''
| + | || |
| − | | + | |- |
| − | Winston - Finished ‘Note’ & ‘Introduction’.
| + | || English |
| − | | + | || Bomb Making |
| − | | + | || |
| − | | + | || Not Listed |
| − | | + | || I.C.S. Reference Library, Link Mechanisms, et al, |
| − | | + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | | + | || Bomb Making |
| − | | + | || |
| − | '''Hyperlinked Table of Contents for editing'''
| + | || Not Listed |
| − | | + | || I.C.S. Reference Library, Mathematics Mechanics |
| − | [[#pveoayuegn3d|Editors Notes]]1'''
| + | || |
| − | | + | || |
| − | [[#6d0wmni1ci8j|Keeping track of progress]]2
| + | |- |
| − | | + | || English |
| − | [[#k60j8599w634|Hyperlinked Table of Contents for editing]]3
| + | || Bomb making |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.wr7n60xqc478 Note][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.wr7n60xqc478 6]
| + | || Skoog, Douglas A. |
| − | | + | || Fundamentals of Analytical Chemistry second edition |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.yh7ea4a9x9nn TRUTH versus Lies by Ted Kaczynski*][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.yh7ea4a9x9nn 10]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.e8jlmv69w1zu Foreword][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.e8jlmv69w1zu 11]
| + | |- |
| − | | + | || English |
| − | [[#j5o24z2krm0y|Table of Contents]]12'''
| + | || Bomb Making |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.e7yizjrtdfue INTRODUCTION][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.e7yizjrtdfue 14]
| + | || Slurzberg, Morris |
| − | | + | || Essentials of Electricity for Radio & Television |
| − | [[#k2i3ybrm6fsz|NOTES TO INTRODUCTION]]30
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3lm2xcwv0k76 CHAPTER I][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3lm2xcwv0k76 37]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.xvtoexxqtvl NOTES TO CHAPTER I][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.xvtoexxqtvl 45]
| + | || Bomb making |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.kgxxxal8egdr CHAPTER II][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.kgxxxal8egdr 48]
| + | || Smith, Alexander |
| − | | + | || General Chemistry for Colleges |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.u1yg24le3srp NOTES TO CHAPTER II][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.u1yg24le3srp 56]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ofljpxedbqlv CHAPTER III][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ofljpxedbqlv 59]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.1kn29dkil32y NOTES TO CHAPTER III][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.1kn29dkil32y 69]
| + | || Bushcraft |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.errhdss2vf4p CHAPTER IV][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.errhdss2vf4p 76]
| + | || Not Listed |
| − | | + | || Camping and Woodcraft |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.xim3p0w1m702 Chapter V][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.xim3p0w1m702 95]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.idezwzsovsg7 NOTES TO CHAPTER V][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.idezwzsovsg7 111]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.v3x8d72rfqy7 CHAPTER VI][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.v3x8d72rfqy7 115]
| + | || Bushcraft |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ld6ojvwh67vd NOTES TO CHAPTER VI][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ld6ojvwh67vd 124]
| + | || Rutsrum, Calvin |
| − | | + | || Paradise Below Zero |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.sp0y326dyxfv Chapter VII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.sp0y326dyxfv 128]
| + | || The Classic Guide to Winter Camping |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.66q6uawx7b9e NOTES TO CHAPTER VII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.66q6uawx7b9e 138]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.l5uv3p39g38j Chapter VIII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.l5uv3p39g38j 142]
| + | || Community? |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.o6ghtdyw75ku NOTES TO CHAPTER VIII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.o6ghtdyw75ku 152]
| + | || 3 Rivers Telephone Cooperative |
| − | | + | || 3 Rivers North telephone book |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.4jap5teeuhli CHAPTER IX][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.4jap5teeuhli 157]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.571fo26bvl66 NOTES TO CHAPTER IX][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.571fo26bvl66 169]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.7woci5qeg1hl CHAPTER X][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.7woci5qeg1hl 176]
| + | || Community? |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.m9c54vozctco NOTES TO CHAPTER X][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.m9c54vozctco 186]
| + | || Blackfoot Telephone Cooperative |
| − | | + | || Western Montana Regional Telephone Directory |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.p1a9f9qbff2 Chapter XI][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.p1a9f9qbff2 189]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.4lqcbylych8f NOTES TO CHAPTER XI][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.4lqcbylych8f 198]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.949w00qiprc5 CHAPTER XII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.949w00qiprc5 201]
| + | || Community? |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.rvyd6jm7v7bb NOTES TO CHAPTER XII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.rvyd6jm7v7bb 213]
| + | || Not Listed |
| − | | + | || Southwest Montana telephone book |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.2v2llxwjmatj CHAPTER XIII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.2v2llxwjmatj 217]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.oi9nqppyqgnu NOTES TO CHAPTER XIII][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.oi9nqppyqgnu 226]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.bn9k02eoiedc CHAPTER XIV][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.bn9k02eoiedc 230]
| + | || Community? |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.45m1728wtuz7 NOTES TO CHAPTER XIV][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.45m1728wtuz7 242]
| + | || University of Montana |
| − | | + | || University of Montana |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.hk7jmryhtien CHAPTER XV][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.hk7jmryhtien 246]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.v5bi6bou27eh NOTES TO CHAPTER XV][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.v5bi6bou27eh 259]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3x7x19iotyw2 CHAPTER XVI][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3x7x19iotyw2 265]
| + | || Conspiracy? |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ke3ulrduzgzk NOTES TO CHAPTER XVI][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ke3ulrduzgzk 272]
| + | || Melver, Tom |
| − | | + | || Backward Masking, and other Backward Thoughts About Music |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.rvfj6ks5w7cf NOTES ON DOCUMENTS][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.rvfj6ks5w7cf 276]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.5xy3ljrcic5h Appendix 1][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.5xy3ljrcic5h 288]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.d0ib88dgjpop Appendix 2][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.d0ib88dgjpop 291]
| + | || Crime |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.t79q0graqc1n NOTES TO APPENDIX 2][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.t79q0graqc1n 297]
| + | || Not Listed |
| − | | + | || Science of Fingerprints |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ok0uhir18pbq APPENDIX 3][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.ok0uhir18pbq 299]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3mrhhagf2yld NOTES TO APPENDIX III][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3mrhhagf2yld 304]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.fxqcl62hdian APPENDIX 4][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.fxqcl62hdian 306]
| + | || Diet |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.4phv5910pdhl NOTES TO APPENDIX 4][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.4phv5910pdhl 310]
| + | || Food and Nutrition Board, National Research Council |
| − | | + | || Recommended Dietary Allowances |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.pf1bad8dli43 COMMENTS][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.pf1bad8dli43 311]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.seyfffrs26ql APPENDIX 5][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.seyfffrs26ql 312]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3zzets7z3e1 APPENDIX 6][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3zzets7z3e1 315]
| + | || Diet |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.e0iab7j4xv29 On the subject of Ted][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.e0iab7j4xv29 315]
| + | || Not Listed |
| − | | + | || Count Your Calories |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.wp4mrmkse3ji On the subject of Dave][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.wp4mrmkse3ji 317]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.8a35a9bawxk9 Wanda and Ted Sr.][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.8a35a9bawxk9 317]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3ua0wv9rz8wg APPENDIX 7][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.3ua0wv9rz8wg 320]
| + | || Diet |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.jj5o4yo37arr APPENDIX 8][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.jj5o4yo37arr 322]
| + | || Not Listed |
| − | | + | || Food, Nutrition and Diet Therapy |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.jpjamytz0lue APPENDIX 9][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.jpjamytz0lue 325]
| + | || |
| − | | + | || |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.wvd50lezs2il APPENDIX 10][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.wvd50lezs2il 330]
| + | |- |
| − | | + | || English |
| − | [https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.2vslu4tspqb3 APPENDIX 11][https://docs.google.com/document/d/1vpWu8pQFwpo5JhDBQTl-U0eGMyQuKStarDuv-JW4Y4Y/edit#heading=h.2vslu4tspqb3 335]
| + | || Ecology |
| − | | + | || |
| − | | + | || Peterson, Roger Tory |
| − | | + | || Field Guide to Western Birds, A |
| − | | + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | | + | || Ecology |
| − | | + | || |
| − | <span style="color:#4f81bd;">'''Note'''
| + | || Petrides, George A. |
| − | | + | || Fld Guide to Trees and Shrubs, A |
| − | When I wrote my first version of Truth versus Lies I had not had access to the written reports (Qb and Qc) of Scharlette Holdman and her investigators. Later, when I received copies of those reports, I had doubts as to whether Scharlette and her investigators had accurately recounted what their interviewees had said, and I also wondered whether they had manipulated the interviewees in order to elicit the kinds of statements that the investigators wanted. But I felt I needed to deal with the investigators’ reports in the book in order to make sure that no one would think I was suppressing important information. I therefore rewrote Truth versus Lies , inserting a good deal of discussion of material from the investigators’ reports.
| + | || |
| − | | + | || |
| − | I now wish I had left most of that material out of the book altogether, because its reliability is open to so much doubt that I consider it worthless.
| + | |- |
| − | | + | || English |
| − | In Appendix 10, written in 1998, I outlined some reasons for being skeptical about the reports of Scharlette Holdman and her investigators. A few years later, Scharlette and my friend, the late Joy Richards, were both involved in the disposition of my cabin, which had been moved from Montana to Sacramento and was then in the custody of the Federal Defenders Office. At that time Scharlette told Joy that the State of California had claimed the right to take possession of the cabin. Actually it was not the State of California but the Federal Government that had claimed the cabin, as Scharlette should have known. Scharlette never explained this error on her part; in fact, she never afterward answered any communication from Joy or from me. Needless to say, this incident intensified my doubts about Scharlette’s ability to collect and report accurate information.
| + | || Ecology |
| − | | + | || |
| − | But there is something else that is much more important. At several points in Truth versus Lies I cited a declaration (Da) that my father’s old friend, the late Ralph Meister, had signed at the urging of Scharlette and her collaborators. Much of the declaration was true, but some parts were false, and it was not clear how Ralph could have known even the true information contained in the declaration. So in July 2005 I sent Ralph a copy of his declaration and invited him to comment on it. In response he sent me a signed statement (reproduced below) in which he repudiated the entire declaration.
| + | || Riesman, David |
| − | | + | || Abundance for What? & Other Essays |
| − | Clearly Scharlette and her collaborators manipulated Ralph Meister into signing a declaration that he would never have signed if he had been free of improper influence. It therefore seems very probable that Scharlette and her people similarly manipulated some of the other individuals whom they interviewed. Consequently, the reader should disregard all information in this book that is attributed to Investigator #2 (Scharlette Holdman), Investigator #3 (Gary Sowards), Investigator #5 (Charlie Pizarro), or Investigator #6 (Susan Garvey). The information to be disregarded includes, among other things, all information cited from Qb and Qc, since Qc consists entirely of information provided by Investigator #2, and most of the information in Qb was provided by Investigator #2, Investigator #5, Investigator #6, or other investigators working for Scharlette Holdman.
| + | || |
| − | | + | || |
| − | On the other hand, I have no reason to doubt the accuracy of the information provided by Investigator #1 (Betsy Anderson), Investigator #4 (Jackie Tully) or Investigator #7 (Nancy Pemberton), none of whom worked closely with Schalette.
| + | |- |
| − | | + | || English |
| − | I ought to rewrite Truth versus Lies to eliminate all dependence on information reported by Scharlette Holdman and her collaborators, but for the foreseeable future I won’t have time to do that. So, for the time being the book must remain in its present formfrom, though with the foregoing warning to the reader.
| + | || Ecology |
| − | | + | || |
| − | Ted Kaczynski
| + | || Shuttleworth, Floyd S. |
| − | | + | || Non-Flowering Plants |
| − | May 15, 2007
| + | || |
| − | | + | || |
| − | <span style="color:#4f81bd;">'''[Transcription by TJK, 5/16/07]'''
| + | |- |
| − | | + | || English |
| − | March 5, 2006 Sunday
| + | || Ecology |
| − | | + | || |
| − | Refutation of Declaration
| + | || Stefferud, Alfred |
| − | | + | || How to Know the Wild Flowers |
| − | To Whom it may concern:
| + | || |
| − | | + | || |
| − | On July 18, 2005, Theodore John Kaczynski asked me in a personal correspondence to reconsider a declaration I made on February 2, 1997. This document is written in response to that request. The information and opinions herein represent the truth to the best of my knowledge and correct the declaration that while in fact has been signed by me, upon re-reading, I now feel strongly misrepresents my statements and the true meaning of those statements.
| + | |- |
| − | | + | || English |
| − | So much of the declaration is false statements it is difficult to separate what is true. Paragraphs 1 through 4 are true.
| + | || Ecology |
| − | | + | || |
| − | I strongly object to the indiscriminate and inflammatory use of the word intellectual which appears 12 times in this short statement; true intellectual, intellectual subjects, to be an intellectual, intellectual world, intellectual image, intellectual thought, intellectual giant, this “almost from the day he was born” rubbish, intellectual development, intellectual ideals, again intellectual development, successful intellectual, intellectual investment, intellectual achievement, I propose to strike every use of the word, intellectual. In the declaration, it is obviously misused and meant to mislead.
| + | || Wilson, Carl L. |
| − | | + | || Botany - Fourth Edition |
| − | Theodore Kaczynski’s mother Wanda wanted her sons to be smart just like every mother wants their children to be smart and successful in life, to have the things she never had, just like every mother who has had an especially difficult life and wants to improve herself and provide an example for her sons and steer them in the right direction. After her sons were older, Wanda went to college and became a school teacher. Her sons both pursued a college education. Wanda followed a generally accepted method of raising intelligent children. In my experience with testing children, many many parents wanted to get their child into kindergarten or first grade early, as soon as the child passed intellect barriers. My wife, Stella, had a friendly competitiveness with Wanda since their oldest children were born months apart and they compared progress. My objection is that the declaration portrays Wanda as an extremist, a neurotic who “seemed to have only an intellectual (dirty word) investment” in her son, once again, rubbish. She was a loving and devoted mother and I never meant otherwise.
| + | || |
| − | | + | || |
| − | In paragraph 7, the first sentence is obviously impossible and once again, inflammatory. Also, she was not “obsessed with his intellectual development.” In the third sentence, all mothers record milestones, what is religious about baby books?
| + | |- |
| − | | + | || English |
| − | Paragraph 8 is another complete fabrication, total out of control fabrication. I repeat, the last sentence, “She seemed to have only an intellectual investment in Teddy John” is pure mean spirited nonsense.
| + | || Foraging |
| − | | + | || |
| − | I totally reject paragraphs 9 and 10. These are not my words, they sound like a script from a soap opera on television. In fact, considering knowledge I did have of the Kaczynski’s home life during these years, I could never have reasonably made the statements in paragraphs 9 and 10, and if I did state anything similar to what was signed, I now realize I was being completely biased and unjustly judgemental. The words “badly injured”, “feared social contact”, “social deficiencies”, “lost control and verbally abused”, “lied to protect”, “intense pressure”, are not what I remember at all. No one but Teddy John could have known exactly how he was feeling, and the last two sentences are pure conjecture, more soap opera script. Finally, and most importantly, I never once felt that the Kaczynski family needed any sort of counseling and I never recommended they seek professional help. That fact in itself says more about their homelife than all the hypothesizing and colored statements in this faulty declaration.
| + | || Bandoni, Robert J. |
| − | | + | || Guide to Common Mushrooms of British Columbia |
| − | Paragraph 11 is close to accurate. My wife, Stella Meister greatly admired Theodore for the manner in which he lived alone in the mountains. She corresponded with him for many years and looked up to him as a true aesthete. She more than I understood what joy and solace Theodore found living in the mountains. “Protection from social deficiencies”, Stella certainly never ever would have thought that. “Autonomy in the absence of other social skills represents salvation.” What great philosopher thought of that one, it does not apply here. Unfortunately, the last sentence of the declaration is just too profound.
| + | || |
| − | | + | || |
| − | In short, I believe that it would be best to refute the declaration I signed in its entirety, and in the future think twice before I sign a declaration written by someone else who may have questionable motives rather than seeking the truth. I hereby do exact exactly that. I, Ralph K. Meister, refute the entire attached declaration that I signed on February 2, 1997.
| + | |- |
| − | | + | || English |
| − | Sincerely,
| + | || Foraging |
| − | | + | || |
| − | Ralph K. Meister
| + | || Fernald, Meritt Lyndon |
| − | | + | || Edible Wild Plants of Eastern North America |
| − | [signature: Ralph K. Meister]
| + | || |
| − | | + | || |
| − | Witness: [signature: Janice Powell(?)]
| + | |- |
| − | | + | || English |
| − | Witness: [signature: Amy Incendela]
| + | || Foraging |
| − | | + | || |
| − | Date: 3/19/06
| + | || Medsger, Oliver Perry |
| − | | + | || Edible Wild Plants |
| − | | + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | | + | || Foraging |
| − | <span style="color:#4f81bd;">'''TRUTH versus LIES by Ted Kaczynski*'''
| + | || |
| − | | + | || Muenscher, Walter Conrad |
| − | “An odd principle of human psychology, well known and exploited. . . holds that even the silliest of lies can win credibility by constant repetition.”
| + | || Poisonous Plants of the United States |
| − | | + | || |
| − | — Stephen Jay Gould **
| + | || |
| − | | + | |- |
| − | <nowiki>* Copyright 1998 by Theodore John Kaczynski</nowiki>
| + | || English |
| − | | + | || Foraging |
| − | <nowiki>** “The Paradox of the Visibly Irrelevant,” Natural History, Volume 106, Number 11, December 1997/January 1998, p. 12.</nowiki>
| + | || |
| − | | + | || Not Listed |
| − | | + | || Field Guide to Rocky Mountain Wildflowers |
| − | | + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | <span style="color:#4f81bd;">'''Foreword'''
| + | || Foraging |
| − | | + | || |
| − | Though it’s the first part of the book, this foreword is the last part to be written. Its purpose is only to tie up some loose ends.
| + | || Not Listed |
| − | | + | || Stalking the Wild Asparagus |
| − | To begin with, while this book contains a great deal of autobiographical material, it is not an autobiography. At some later time I hope to tell the real story of my life, especially of my inner development and the changes in my outlook that took place over the decades.
| + | || |
| − | | + | || |
| − | Before my arrest I never thought there was anything unusual about my long-term memory. I knew that I remembered things more accurately than my parents or my brother did, but that wasn’t saying much. Since my arrest, however, several members of my defense team have told me that my long-term memory is unusually good. (See Appendix 11.) This is their opinion,; I am not in a position to prove to the reader that it is correct. There are a few items in this book for which I have relied entirely on memory and which someone who is not locked up would be able to check against documentary evidence. If anyone should take the trouble to dig up the relevant documents, I hope I will prove to have been right with regard to most if not all of these items; but, whether that turns out to be the case or not, the number of such items is too small to provide a secure evaluation of my long-term memory.
| + | |- |
| − | | + | || English |
| − | However, the point I want to make here is that even if the reader doubts the accuracy of my memories or my honesty in reporting them, enough of the material in this book is supported by documentary evidence and/or corroborating testimony to establish that media reports about me have been wildly unreliable, and that in its most important aspects my account of myself and my family relationships is substantially correct.
| + | || Foraging |
| − | | + | || |
| − | As for my use of names, I almost always use the full names of persons who have spoken about me to the media. When referring to persons who have not spoken to the media I usually give names only in abbreviated form.
| + | || Not Listed |
| − | | + | || Wild Edible Plants of the Western United States |
| − | Some of the facts and incidents that I recount in this book will be embarrassing to the persons concerned. However, I assure the reader that my motive has not been to embarrass anyone, but to bring out the truth and correct false impressions, for which purpose it has sometimes been necessary to demonstrate the unreliability of an informant or show the factors that may have distorted their his reports. If I had wanted to embarrass people there are other facts I could have related that would have caused a good deal of additional embarrassment.
| + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | | + | || Foraging |
| − | | + | || |
| − | | + | || Not Listed |
| − | '''Table of Contents'''
| + | || Wild, Edible and Poisonous Plants of Alaska |
| − | | + | || |
| − | | + | || |
| − | Introduction
| + | |- |
| − | | + | || English |
| − | Chapter 1. "That hospital experience’’
| + | || Foraging |
| − | | + | || |
| − | Chapter II. My early years
| + | || Smith, Alexander H. |
| − | | + | || Mushroom Hunter's Field Guide, The |
| − | Chapter III. My adolescence; family dysfunction; verbal abuse
| + | || |
| − | | + | || |
| − | Chapter IV. My parents' treatment of me during my adolescence, as discussed in the Family Letters
| + | |- |
| − | | + | || English |
| − | Chapter V. Pressure to achieve; Harvard; how people saw me prior to my arrest
| + | || Foraging |
| − | | + | || |
| − | Chapter VI. How people saw me after my arrest; false reports about me
| + | || Szczawinski, Adam F. |
| − | | + | || Guide to Common Edible Plants of British Columbia |
| − | Chapter VII. My relations with my parents in adulthood
| + | || |
| − | | + | || |
| − | Chapter VIII. My brother’s character
| + | |- |
| − | | + | || English |
| − | Chapter IX. My brother's ambivalent feelings toward me
| + | || History |
| − | | + | || Ancient Greece |
| − | Chapter X. The Ellen Tarmichael affair
| + | || Not Listed |
| − | | + | || Selected Lives and Essays — Plutarch |
| − | Chapter XI. I hurt my brother's feelings cruelly
| + | || |
| − | | + | || |
| − | Chapter XII. My brother’s inconsistent attitudes toward mental illness
| + | |- |
| − | | + | || English |
| − | Chapter XIII. My brother’s writing
| + | || History |
| − | | + | || Ancient Greece |
| − | Chapter XIV. My brother’s relations with Linda Patrik; I break off with him
| + | || Not Listed |
| − | | + | || Twelve Caesars |
| − | Chapter XV. How my brother’s attitudes changed under Linda Patrik's influence; why he denounced me to the FBI
| + | || |
| − | | + | || |
| − | Chapter XVI. The media
| + | |- |
| − | | + | || English |
| − | Notes on Documents
| + | || History |
| − | | + | || Ancient Greece |
| − | Appendix 1. Further examples of my mother's unreliability
| + | || Warner, Rex |
| − | | + | || Peloponnesian War, The (Thucydides) |
| − | Appendix 2. Francis E. X. Murphy, PhD, and his recent statements about me
| + | || |
| − | | + | || |
| − | Appendix 3. The N-43 clique Appendix 4. 'The Wild Colt"
| + | |- |
| − | | + | || English |
| − | Appendix 5. FL #264, letter from my brother to me, Summer, 1982
| + | || History |
| − | | + | || Ancient Rome |
| − | Appendix 6. Interviews with Joel Schwartz
| + | || Foster, B. O. |
| − | | + | || Livy Books I and II |
| − | Appendix 7. Books about the Unabom case
| + | || |
| − | | + | || |
| − | Appendix 8. My high-school teachers' reports on my personality
| + | |- |
| − | | + | || English |
| − | Appendix 9. The Tarmichael letters
| + | || History |
| − | | + | || Japan |
| − | Appendix 10. Reliability of investigators' reports
| + | || Not Listed |
| − | | + | || Understanding Japanese Society |
| − | Appendix 11. A note on my memory
| + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | | + | || History |
| − | | + | || Medeival Societies |
| − | | + | || Not Listed |
| − | | + | || Annals of Imperial Rome |
| − | | + | || |
| − | <span style="color:#4f81bd;">'''INTRODUCTION'''
| + | || |
| − | | + | |- |
| − | “A FRIEND says there are a lot of people who mistake their imagination for their memory.” ¹
| + | || English |
| − | | + | || History |
| − | - Daily Oklahoman
| + | || Primitive Societies |
| − | | + | || Not Listed |
| − | I am very different from the kind of person that the media have portrayed with the help of my brother and my mother. The purpose of this book is to show that I am not as I have been described in the media, to exhibit the truth about my relationship with my family, and to explain why my brother and my mother have lied about me.
| + | || Ancient and Medieval Coins |
| − | | + | || |
| − | In fairness, I should acknowledge that my brother and mother probably are not fully conscious of many of their own lies, since they both are adept at talking themselves into believing what they want to believe. Yet at least some of their lies must be conscious, as we shall see later.
| + | || |
| − | | + | |- |
| − | I consider it demeaning to expose one’s private life to public view, but. But the media have already taken away my privacy, and there is no way I can refute the falsehoods that have been propagated about me except by discussing publicly some of the most intimate aspects of my own life and that of my family.
| + | || English |
| − | | + | || History |
| − | Ever since my early teens, my immediate family has been a millstone around my neck. I’ve often wondered how I had the bad luck to be born into such a nest of fools. My relations with them have been to me a constant source of irritation and disgust, and sometimes of very serious pain. For some forty years my brother and mother leaned heavily on me for the satisfaction of certain needs of theirs -; they were psychological leeches. They loved me because they needed me, but at the same time they hated me because I didn’t give them the psychological sustenance they were looking for,; and they must have sensed my contempt for them. Thus, their feelings toward me were, and remain, strongly conflicting. In my brother’s case, the conflict is extreme.
| + | || Primitive Societies |
| − | | + | || Not Listed |
| − | I certainly can’t claim that my own role in the life of my family has been a noble one. I had good justification for resenting my parents, but instead of making a clean break with them in early adulthood, as I should have done, I maintained relations with them: sometimes was kind to them, sometimes used them, sometimes squabbled with them over relatively minor matters, sometimes hurt their feelings intentionally, occasionally wrote them emotional letters expressing my bitterness over the way they had treated me and the way they had exploited my talents to satisfy their own needs. With my brother too I should have broken off early in life. The relationship wasn’t good for either of us, but it was much worse for my brother than it was for me. This is a complicated matter that I will deal with at length further on.
| + | || Ancient Engineers |
| − | | + | || |
| − | This book is carefully documented. It has to be, because otherwise the reader would not know whether to believe my account or that of my brother and mother. Due to the continual need to quote documents and argue facts, the writing is dry and perhaps pedantic. All the same, I think the book will attract many readers because of the intrinsic human interest of its content.
| + | || |
| − | | + | |- |
| − | The amount of material about me that has appeared in the media is enormous, and I have not read or seen more than a small fraction of it. Apart from some straightforward reports of legal maneuvers or courtroom proceedings, most of what I have seen is loaded with errors and distortions, some of them trivial, some of them very serious indeed. Due to limitations on my own time, energy, and resources, the documents I’ve studied in preparing this book include from the media only a few items; principally the articles on my case that appeared in ''Newsweek'', ''Time'', ''U.S. News'' and ''World Report'', and ''People'' on April 15th and 22, 1996; the “quickie” books that appeared within a few weeks after my arrest, ''Mad Genius'' and ''Unabomber''<nowiki>;, the articles based on interviews with my brother and mother that appeared in the </nowiki>''New York Times'', May 26, 1996, in the ''Washington Post'', June 16, 1996, in the ''Sacramento Bee'', January 19, 1997; and my mother’s and brother’s appearance on ''60 Minutes'', September 15, 1996. The latter coverscover all of the public statements about me made by my brother and my mother that I have seen up to the present date, March 5, 1998. (Added April 1, 1998: I’ve recently been reminded of some other remarks by my brother, brief ones that have appeared in various newspapers, but I don’t think they contained anything that I need to address in this book.)
| + | || English |
| − | | + | || History |
| − | Apart from the published sources, I cite a large number of unpublished documents. It will of course be necessary at some point to make these documents accessible for examination so that it can be verified that I have cited them accurately. But I don’t expect to do this immediately upon publication on publication of this book. For one thing, some of the documents are still legally sensitive, and for another, I don’t want journalists rummaging through my papers to get material for sensational articles. I hope to get the documents housed in a university library and arrangements will be made so that some responsible and unbiased party can examine them and verify that I have cited them correctly and have not unfairly taken any passage out of context. Eventually some of them will be published. In any case, I will make every effort to see that the citations can be independently verified at the earliest possible time.
| + | || Primitive Societies |
| − | | + | || Not Listed |
| − | I also make use in this book of a few reports received orally from investigators who worked for my defense team. The investigators do not want their names revealed because the resulting publicity about them might interfere with their work as investigators, but. But at some point I expect to make arrangements so that the investigators can be consulted discreetly and confirm the oral information that they gave me. (But see below for my remarks on the reliability of this information.) In this book I refer to the investigators as Investigator #1, Investigator #2, etc.
| + | || Ancient Near East |
| − | | + | || |
| − | Similar remarks apply to the psychologist whom I call Dr. K.
| + | || |
| − | | + | |- |
| − | Needless to say, I am not able to provide documentary evidence to refute all of the false statements that have been made about me, or even all of those that have been made by my brother and my mother. But I am able to demonstrate that informants have been lying or mistaken in enough cases to show that statements made about me are so unreliable that they should not be given any credence unless they are corroborated by documents written at or near the time to which they refer.
| + | || English |
| − | | + | || History |
| − | In many cases I cite documents written by myself - principally my journals, some autobiographical notes, and letters sent to my family. All of these were written at a time (prior to my arrest) when I had no motive to lie about the points that are now at issue.
| + | || Primitive Societies |
| − | | + | || Not Listed |
| − | They were either seized by the FBI when they searched my cabin, or were in the custody of other persons at the time of my arrest. Since my arrest, I have not had physical possession of any of these documents -; I have worked from Xerox copies. Thus, there can be no question of my having fabricated any of this material for the purposes of this book. (Exception: Notes that I took on information given to me orally by the investigators and by Dr. K. were of course written after my arrest and while I was preparing this book.) Moreover, some of these documents, especially my 1979 autobiography, contain highly embarrassing admissions that show that I was striving to be as honest as possible. Some of the documents were written almost immediately after the events that they record; others, while not contemporary with the events, were written many years ago when my memory of the events was fresher, and hence they presumably provide more reliable evidence than someone else’s recollections taken down within the last year or two.
| + | || Ancient World |
| − | | + | || |
| − | In many cases I make use of sources of information that I know to be unreliable, such as media reports. The rationale for doing this is that if the reader has conceived a certain impression of me from unreliable sources, and if I can show by quoting those same sources that the impression is not to be trusted, then I will at any rate have demonstrated that the sources are unreliable and, hence, that the reader has no reason to believe them. As for statements of my brother and my mother that were quoted in the ''New York Times'', the ''Washington Post'', and the ''Sacramento Bee'', my mother and brother presumably saw the articles based on their interviews, and, as far as I know, they never wrote letters to the newspapers in question correcting any errors, so they have to be considered responsible for their statements as quoted in the articles.
| + | || |
| − | | + | |- |
| − | In all cases when I have felt that a source was more or less unreliable, I have warned the reader of that fact in the Notes on Documents.
| + | || English |
| − | | + | || History |
| − | Quite apart from the unreliability of the media, I was appalled to learn how few people provided trustworthy information. A psychologist (Dr. K.) repeatedly interviewed my brother, my mother, and me. She gave me orally some items of information obtained from my brother, mother, and aunt, and I wrote these down at the time. But when I asked her to confirm some items of this information several months later, in three cases out of a total of nine she either said she couldn’t remember any such information and couldn’t find it in her notes, or she reworded the information in such a way as to change its meaning significantly. ² Other shrinks misquoted me or gave seriously incorrect information in their reports. The investigators who worked for my defense team were much more reliable than the shrinks, but they too gave me orally a few items of information that they later had to correct, not because they had learned something new from further investigation, but because they had reported to me carelessly in the first place. For this reason I have tried to rely as little as possible on information received orally. Wherever I have used such information the reader is made aware of it either in the text or in a footnote and he or she is advised to receive such information with caution. I have cited oral information from Dr. K. or the investigators in only a few cases. It is possible that Dr. K. or the investigators may decline to confirm some of this information if they are asked. Yet I was careful in recording the information and I am certain that I have accurately reported what I was told.
| + | || Revolutions |
| − | | + | || Fischer, Markoosha |
| − | What really horrified me, though, was the nonsense reported to the media or to the investigators by people who knew me years or decades ago. The investigators have given me written reports of interviews conducted with approximately 150 people. ³ Some of the information obtained in these interviews dealt with matters of which I have no knowledge, hence, I am unable to give an opinion of its accuracy. Taking into consideration only matters of which I have knowledge and speaking in rough terms, I can say that something like 14% of the informants gave reports the accuracy of which I was unable to judge; 6% gave reports about whose accuracy I was doubtful; 6% gave reports that were inaccurate in detail but provided an overall picture of me that was not far from the truth; 36% gave reports that were fairly accurate; 38% gave reports that were seriously inaccurate; and, of these last, eleven persons gave reports that were so far off that they were mere flights of fancy. More than that: of the reports that were fairly accurate, 72% were brief (one and a half pages or less); while fewer than one in four of the seriously inaccurate reports were brief. So it seems that people who spoke carefully and responsibly usually didn’t have much information to give, while most of those who had (or thought they had) a good deal of information didn’t know what they were talking about. (I was told that under normal circumstances the investigators would have interviewed the subjects over and over in order to separate the wheat from the chaff, but for some reason this was not done in my case.)
| + | || My Lives in Russia |
| − | | + | || |
| − | To judge from what I have seen of them, statements about me made to journalists by people who knew me, as quoted in the media, were even more inaccurate than what was reported to my investigators.
| + | || |
| − | | + | |- |
| − | In some cases I have documentary evidence that shows that reports about me are false, but in the great majority of cases I am relying on memory for the information that disproves the reports. Why do I assume, when my recollections disagree with someone else’s, that mine are usually right?
| + | || English |
| − | | + | || History |
| − | ''First:'' In many cases I can be confident that I am right simply because I am in a better position to know about the matter in question than are the persons whose memories disagree with mine. For instance, if someone says that I used to wear a plaid sport-jacket four decades ago, I can safely assume that he has me mixed up with someone else, because I have owned very few sport-jackets in my life and I know that I have never had a plaid one.
| + | || Revolutions |
| − | | + | || Orme, Alexandra |
| − | ''Second:'' I have good evidence of the accuracy of my long-term memory. ⁴
| + | || Comes the Comrade! |
| − | | + | || |
| − | (A) lnvestigators working for my defense team who researched my past told me repeatedly that my long-term memory was remarkably sharp and accurate. ⁵ This does not mean that I ''never'' made mistakes of memory, but that I did so seldomly seldom. See Appendix 11.
| + | || |
| − | | + | |- |
| − | (B) In preparing this book I’ve studied hundreds of old family letters ⁶ that my mother had saved, going all the way back to 1957, and I’ve found hardly anything to surprise me: to the extent that the matters covered in the letters overlapped with areas of which I have memories, my memories were confirmed with only minor discrepancies.
| + | || English |
| − | | + | || History |
| − | (C) During the 1990’s, for reasons that I need not take the trouble to explain here, I obtained from Harvard a transcript of my record. Before looking at it, as a check on my memory, I wrote down on a sheet of paper the number-designations of the courses I took (e.g. “Math 1a”) and the grades I got in them. The FBI found this sheet of paper in my cabin and I have a copy of it. ⁷ Here is how it compares with the official transcripts ⁸ of my record:
| + | || Revolutions |
| − | | + | || Simpson, Lesley Byrd |
| − | General Education AHF (which everyone referred to as “Gen Ed A”), Humanities 5, and Social Sciences 7 were courses lasting two semesters; all other courses were of one semester.
| + | || Many Mexicos |
| − | | + | || |
| − | | + | || |
| − | | + | |- |
| − | | + | || English |
| − | | + | || History |
| − | {| style="border-spacing:0;width:17.992cm;"
| + | || Revolutions |
| | + | || Womack, John |
| | + | || Zapata and the Mexican Revolution |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolutions |
| | + | || Not Listed |
| | + | || French Revolution |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolutions |
| | + | || Not Listed |
| | + | || French Revolution, V 1, |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolutions |
| | + | || Not Listed |
| | + | || French Revolution, V 2, |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolutions |
| | + | || Stewart, George R. |
| | + | || Committee of Vigilance |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolutions |
| | + | || Von Laue, Theodore H. |
| | + | || Why Lenin? Why Stalin? |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolutions |
| | + | || Wassiliew, A. T. |
| | + | || Ochrana |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Russia |
| | + | || Bill, V. Tsfhebotarioff |
| | + | || The Russian people; A reader on their history and culture |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;" | <u>Official Transcript </u> | + | || English |
| | + | || History |
| | + | || |
| | + | || Adock, F.E. |
| | + | || Roman Political Ideas and Practice |
| | || | | || |
| − | || <u>Mv Memory</u>
| |
| | || | | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | General Education AHF (mid-year grade) | + | || English |
| − | || B- | + | || History |
| − | || General Ed A (mid-year grade) | + | || |
| − | || not remembered | + | || Becker, Beatrice |
| − | |-
| + | || Napoleon Buonaparte Builder or Wrecker |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | German R
| + | || |
| − | || A | + | || |
| − | || German R | |
| − | || A | |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics la | + | || English |
| − | || A | + | || History |
| − | || Math la | + | || |
| − | || A | + | || Borden, Morton |
| | + | || Parties and Politics in the Early Republic |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Humanities 5 (mid-year) | + | || English |
| − | || C | + | || History |
| − | || Hum 5 | + | || |
| − | || C | + | || Brockett, L. P. |
| | + | || Year of Battles:, The |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Social Sciences 7 (mid-year) | + | || English |
| − | || C | + | || History |
| − | || Soc Sci 7 | + | || |
| − | || C | + | || Carcopino, Jerome |
| | + | || Daily Life in Ancient Rome |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | General Education AHF | + | || English |
| − | || C | + | || History |
| − | || Gen Ed A | + | || |
| − | || C+ | + | || Labarge, Margaret Wade |
| | + | || Baronial Hosehold of the Thirteenth Century, A |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Physics 12a | + | || English |
| − | || A | + | || History |
| − | || Physics 12a | + | || |
| − | || A | + | || Leonard, Irving A. |
| | + | || Baroque Times in Old Mexico |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 1b | + | || English |
| − | || A | + | || History |
| − | || Math 1b | + | || |
| − | || A | + | || Lewis, Bernard |
| | + | || Arabs in History, The |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Humanities 5 | + | || English |
| − | || C+ | + | || History |
| − | || Hum 5 | + | || |
| − | || C+ | + | || Loomis, Louise Ropes |
| | + | || Plutarch - Selected Lives and Essays |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Social sciences 7 | + | || English |
| − | || B- | + | || History |
| − | || Soc Sci 7 | + | || |
| − | || B- | + | || Lougee, Robert W. |
| | + | || Midcnetury Revoltuion, 1848 |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Anthropology I a | + | || English |
| − | || B+ | + | || History |
| − | || Anthro la | + | || |
| − | || B+ | + | || Markham, Felix |
| | + | || Napoleon |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | German Da | + | || English |
| − | || B | + | || History |
| − | || Germ Da | + | || |
| − | || B | + | || May, Arthur F. |
| | + | || Age of Metternich 1814-1848, The |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 20a | + | || English |
| − | || A | + | || History |
| − | || Math 20a | + | || |
| − | || A | + | || Mosse, W. E. |
| | + | || Alexander II and the Modernization of Russia |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Physics 12c | + | || English |
| − | || C | + | || History |
| − | || Phys. 12c | + | || |
| − | || C- | + | || Not Listed |
| | + | || 1884 Revisited |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Anthropology 10 | + | || English |
| − | || B+ | + | || History |
| − | || Anthro 10 | + | || |
| − | || B+ | + | || Not Listed |
| | + | || Autobiography of Benvenuto Cellini |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Astronomy 2 | + | || English |
| − | || B+
| |
| − | || Astron 2
| |
| − | || B
| |
| − | |-
| |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 20b
| |
| − | || B
| |
| − | || Math 20b
| |
| − | || B
| |
| − | |-
| |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 101
| |
| − | || C
| |
| − | || Math 101
| |
| − | || C+
| |
| − | |-
| |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | History 109a
| |
| − | || B-
| |
| | || History | | || History |
| − | || B- | + | || |
| | + | || Not Listed |
| | + | || Caesar the Conquest of Gaul |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 105a | + | || English |
| − | || A- | + | || History |
| − | || Math 105a | + | || |
| − | || A- | + | || Not Listed |
| − | |-
| + | || Caesar's Gallic War |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 106a
| + | || |
| − | || A | + | || |
| − | || Math 106a | |
| − | || A | |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Philosophy 140 | + | || English |
| − | || A | + | || History |
| − | || Phil 140 | + | || |
| − | || A | + | || Not Listed |
| | + | || Celts |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | History 109b | + | || English |
| − | || C-
| |
| | || History | | || History |
| − | || C- | + | || |
| | + | || Not Listed |
| | + | || Conquest of New Spain |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 105b | + | || English |
| − | || C+ | + | || History |
| − | || Math 105b | + | || |
| − | || C+ | + | || Not Listed |
| | + | || Histories (Herodotus) |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 106b | + | || English |
| − | || A- | + | || History |
| − | || Math 106b | + | || |
| − | || A- | + | || Not Listed |
| | + | || Histories (Tacitus) |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Philosophy 141 | + | || English |
| − | || B | + | || History |
| − | || Phil 141 | + | || |
| − | || B+ | + | || Not Listed |
| | + | || History of England |
| | + | || |
| | + | || |
| | |- | | |- |
| − | || History of Science 101 | + | || English |
| − | || B+ | + | || History |
| − | || Hist Sci 101 | + | || |
| − | || B+ | + | || Not Listed |
| | + | || History of Violence in America |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Humanities 115 | + | || English |
| − | || B- | + | || History |
| − | || Hum (Ren) ⁹ | + | || |
| − | || C+ | + | || Not Listed |
| | + | || Louis XIV and Twenty Million Frenchmen |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 212a | + | || English |
| − | || B | + | || History |
| − | || Math 212a | + | || |
| − | || B+ | + | || Not Listed |
| | + | || Manners and Customs of Several Indian Tribes |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Mathematics 250a | + | || English |
| − | || B | + | || History |
| − | || Math 250a | + | || |
| − | || B | + | || Not Listed |
| | + | || Nigger of the Narcissus |
| | + | || |
| | + | || |
| | |- | | |- |
| − | |ng-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0cm;" | Anthropology 122 | + | || English |
| − | || A- | + | || History |
| − | || Anthro (hum gen) ¹⁰ | + | || |
| − | || A- | + | || Not Listed |
| | + | || Nomads of South Persia |
| | + | || |
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| − | As far as I can recall, I never saw a transcript of my Harvard grades from the time I left Harvard in 1962 until I wrote them down from memory in the early 1990’s.
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| − | | + | || Russian People |
| − | (D) In the other surviving documents I have found reasonably good agreement with my memories. When I have encountered a discrepancy between my memories and someone else’s memories as reported in the media or to my investigators, and when some document was available that resolved the discrepancy, the discrepancy has always been resolved in my favor, with very few exceptions. ¹² (However, I can think of two cases - one trivial, one significant - in which my memory has disagreed with someone else’s and I am sure that the other person is right because the matter is one about which she could hardly be mistaken. ¹³ Also, when I recall things that I have read years previously in books and magazines, it is not uncommon for my memory of what I have read to be distorted; occasionally it is seriously wrong. ¹⁴ On the other hand, my memory of things I have written or read in personal letters or heard in conversation seems to be pretty reliable, so far as surviving documents have made it possible to judge.)
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| − | ''Third:'' There is abundant evidence of the gross unreliability of the memories of me that have been reported to my investigators or have appeared in the media. In reference to the information given to the investigators, Investigator #2, who is very experienced, writes:
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| − | | + | || English |
| − | “Lay witness reports of Ted’s behavior and functioning are extremely suspect given the high profile nature of his case. Many of their anecdotes and conclusions are most likely the result of planted memories and suggestions they’ve read, seen, or heard from others.” ¹⁵
| + | || History |
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| − | There are three ways by which I have been able to establish that they are wrong. They may contradict information about which I am in a position so well that there is hardly any chance that my own memory could be mistaken; they may contradict convincing documentary evidence; or the accounts of two different people may contradict one another, so that at least one of them must be wrong.
| + | || Not Listed |
| − | | + | || Short History of 20th Century England 1868-1962 |
| − | Throughout this book, the reader will find examples of reports that are proved wrong. But it will be useful to give some examples here in the Introduction also, because, among other things, they will illustrate some of the ways in which false memories or false reports arise.
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| − | Some of the sources of falsehood or distortion can be identified with reasonable confidence: (a) Media planting. The informant “remembers” something because it has been suggested to him by the media. (b) Mistaken identity. The informant has me mixed up with someone else. (c) Remembering later years. The informant remembers the later years of his association with me, largely forgets the earlier ones, and attributes to the earlier years the same traits, relationships, or circumstances that existed in the later years. (d) Stereotyping. The informant sees that I have some of the traits of a given group, so he identifies me with that group and assumes that I have all of the traits that are characteristic of it. (e) Lying. It is difficult to say how many of the falsehoods told about me are conscious lies. At least some of the things that my brother and my mother have said are conscious lies and not honest errors, and I can identify one other individual who definitely has been lying about me. But otherwise my guess is that the conscious lying by ''informants'' has not played an important role; it is a matter, instead, of human fallibility and irrationality. On the other hand, some conscious lies by journalists can be clearly identified, and there is enough evidence of unscrupulousness and irresponsibility in the media to make it plausible that journalists may often lie when they think they won’t get caught.
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| − | | + | || English |
| − | Apart from the factors we’ve just listed there are four others that may have helped to produce false reports in my case, but their existence is more-or-less speculative and cannot be definitely proved. These are: (f) Projection. People who themselves have mental or psychological problems are prone to see others as having such problems. (g) Personal resentment or jealousy. This factor is clearly present in the case of my brother and mother. In some other individuals its presence may be suspected, but this is speculative. (h) Mass hysteria, herd instinct. Under certain conditions, when an individual or a class of individuals within a society is pointed out as evil or worthy of being cast out, an atmosphere develops in which other members of the society draw together defensively, gang up on the rejected person(s), and take satisfaction in reviling him or them. It becomes something like a fad. Possibly sadistic impulses are involved. Some such factor seems to be operating in my case, but it is difficult to prove this objectively. (i) Greed. Several people who once knew me have appeared on television in connection with my case, and I know of at least one person who was paid for it. Obviously, those who told the most bizarre or exaggerated stories about me would be most in demand by talk shows and therefore might make the most money. When interviewed later by my investigators, they would give them the same story that they gave on television so as not to have to admit to themselves or others that they had perhaps allowed their memories to be warped by greed.
| + | || History |
| − | | + | || |
| − | Now some examples:
| + | || Painter, Sidney |
| − | | + | || French Chivalry |
| − | (a) ''Media planting''. There are very many instances in which I am reasonably sure that this has occurred, ¹⁶ but often I can’t prove it definitely. For example, Leroy Weinberg, a neighbor of ours when I was a teenager, told investigators that when he said “hello” to me I always failed to respond. ¹⁷ I know that this is false, because my mother had me well trained to be polite to adults, and that included answering all greetings from them. ¹⁸ It seems fairly obvious that Weinberg attributes this and other strange behavior to me because his memory of me has been warped by exposure to the media; but how can I be certain? Conceivably he might remember some instance in which I failed to respond to a greeting of his because I simply didn’t hear it.
| + | || |
| − | | + | || |
| − | However, there are some cases in which it does seem virtually certain that media planting has been at work.
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| − | | + | || English |
| − | Dr. L.Hz., a dentist who practices part of the time in Lincoln, Montana, told my investigators: “Ted must not have had much money because his mother usually paid his dental bills." ¹⁹ My mother had provided me with a large sum of money from which I paid my dental bills among other things, but she never paid any of my dental bills directly. I deposited her money in a bank and paid Dr. L.Hz., either in cash or with checks, on my own account. There is no way that Dr. L.Hz. could have known that the money came ultimately from my mother, because I was embarrassed about the fact I received money from her, and I was careful to conceal it from everyone. Certainly I would never have told Dr. L.Hz. about it. It is clear, therefore, that Dr. L.Hz. must have learned from the media after my arrest that I had been receiving money from my mother, and this information altered his memory of his own dealings with me.
| + | || History |
| − | | + | || |
| − | Dr. L.Hz. also told my investigators: “Ted was an extremely quiet person, so quiet that Ted appeared odd. Ted was a kooky man. … Ted did not talk much.” ¹⁹ Media planting was probably involved here, too, as Dr. L.Hz.’s account is contradicted by that of his own dental assistant, R.Cb. According to my investigators, R.Cb. “described Ted as, ‘a sweet, nice, pleasant guy.’ … She said that Ted was ‘friendly’ and she would chat with him when he came into the office. She does not remember what they talked about.” ²⁰ Dr. L.Hz. was present at most of my conversations with R.Cb. and he participated in them.
| + | || Painter, Sidney |
| − | | + | || History of Middle Ages, A |
| − | Another clear example of media planting is provided by Dale Eickelman, whom I knew in junior high and high school. Eickelman, now a professor at Dartmouth College, told my investigators that “Teddie did not have other friends [than Dale Eickelman] during the time that Dale knew Teddie from 5th grade until Teddie’s sophomore year [of college].” ²¹ In Chapter III of this book (pp. 79, 87, 88) I mention eight people (other than Dale Eickelman), of approximately my own age or up to two years older, with whom I was friends during some part (or in one case almost all) of the period between fifth grade and the time I left high school. ²² These were good friends whom I genuinely liked, not just casual acquaintances or people (like Russell Mosny) with whom I spent time only because we were thrown together as outcasts.
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| − | | + | || |
| − | Professor Eickelman is a highly intelligent man. He must realize that his house was a least a mile and a half from mine, and that after fifth grade we were never in any of the same classes at school. So how can he imagine that he knows whether I had any friends other than himself? The only evidence he cited was that when he visited my house (which was not very often) no other friends were present. ²³ But it was equally true that when I visited Eickelman’s house he never had any other friends there. Would this justify me in concluding that his only friend was myself?
| + | |- |
| − | | + | || English |
| − | Professor Eickelman’s belief that he was my only friend clearly has no rational basis. Only one plausible explanation for this belief presents itself. It was suggested to him by the media portrayal of me as abnormally asocial. It is true that I was unsuccessful socially in junior high and high school. Thus, the media did not create Professor Eickelman’s belief from nothing, but caused him to exaggerate grossly the accurate perception that I was less social than the average kid.
| + | || History |
| − | | + | || |
| − | (b) ''Mistaken identity''. In Chapter VI the reader will find several examples of mistaken identity: cases in which it can be clearly shown that an informant has made a false statement about me because he has confused me with someone else. We give another example here.
| + | || Phillips, Ulrich Bonnell |
| − | | + | || Course of the South to Secession, The |
| − | G.Wi. owns a cabin not far from mine, though I haven’t seen him for several years. According to investigators who interviewed him, “[G.Wi.] thinks that Ted was always looking over his shoulder. Sometime during the 1970’s, Ted talked to [G.Wi.] about the KGB. Ted told [G.Wi.] he had a place he could hide in up [sic] Old Baldy where no one would ever find him.” ²⁴
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| − | | + | || |
| − | G.Wi. has me mixed up with Al Pinkston, a gentleman whom he and I met up in the Dalton Mountain or Sauerkraut Creek area about late December of 1974. Pinkston (now deceased) was an obvious paranoiac who believed that the Lincoln area was infested with KGB agents. He told me he was hiding out up on the mountain because “they’re gunnin’ for ''my'' ass.” I related the story of this encounter three months later in my journal ²⁵ and in a letter to my parents. ²⁶
| + | |- |
| − | | + | || English |
| − | I never told G.Wi. or anyone else that I had a hiding place.
| + | || History |
| − | | + | || |
| − | In this and in some other cases of mistaken identity, it is likely that media influence was at work. G.Wi. probably confused me with Al Pinkston because the media had portrayed me as crazy, like Pinkston.
| + | || Pirenne, Henri |
| − | | + | || Medieval Cities |
| − | (c) ''Remembering later years''. In greater or lesser degree this phenomenon seems to affect a number of the reports made to my investigators by people who have known me. In some cases it is clear-cut. For example, Russell Mosny reported that he and I met through our membership in the high school band, ²⁷ but actually I knew him from the time I entered seventh grade. ²⁸
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| − | In some cases it is difficult to disentangle the effect of “remembering later years” from that of “media planting.” Thus, L.D., the daughter of one of my father’s best friends, told investigators: “Ted Jr. was a very shy and quiet boy. He was introverted and only involved himself in things he could do alone.” ²⁹ Here and throughout her interview, L.D. exaggerates my shyness and introversion to the point of caricature. Most likely this is the result of media planting. Yet “remembering later years” would seem to be involved too, since L.D. appears to have forgotten completely the earlier years when I was not particularly shy or introverted and we were lively playmates. I wrote the following in 1979:
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| − | | + | || English |
| − | “I might have been about 9 years old when the following incident occurred. My family was visiting the D____ family. The D____‘s had a little girl named L____, about my own age. At that time she was very pretty. I was horsing around with her, and by and by I got to tickling her. I put my arms around her from behind and tickled her under the ribs. I tickled and tickled, and she squirmed and laughed. I pressed my body up against hers, and experienced a very pleasant, warm, affectionate sensation, distinctly sexual. Unfortunately, my mother caught on to the fact that our play was beginning to take on a sexual character. She got embarrassed and told me to stop tickling L____. L____said, ’No, don’t make him stop! I ''like'' it!’ but, alas, my mother insisted, and I had to quit.” ³⁰
| + | || History |
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| − | The most important case of “remembering later years” involves my father’s close friend Ralph Meister. On February 2, 1997, Dr. Meister signed for my investigators a declaration in which he outlined what he knew about me and my family life. The declaration is mostly accurate except in one respect. Dr. Meister represents my mother and me as showing certain traits through the entire period of my childhood and adolescence, whereas in reality those traits were not shown until I was approaching adolescence. Thus, he writes: “Wanda put pressure on Teddy John to be an intellectual giant almost from the day he was born.” ³¹ Actually I never felt I was under much pressure to achieve until at least the age of eleven. Dr. Meister also implies that I had difficulties with social adjustment from early childhood, ³² whereas in reality those difficulties did not begin until much later. All this will be shown in Chapters I through V of this book.
| + | || Prescott, William H. |
| − | | + | || Conquest of Mexico, The |
| − | (d) ''Stereotyping:'' The most clear-cut example of this is that some people remember me as having used a pocket protector in high school. ³³ I have never used a pocket protector in my life. But because I was identified with the “Briefcase Boys” (academically-oriented students), and because some of these did wear pocket protectors, people remember me as having worn one too.
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| − | (e) ''Lying:'' Apart from my brother and my mother, the only informant whom I definitely know to be consciously lying is Chris Waits of Lincoln, Montana. Waits has been pretending that he knows me well. ³⁴ He used to say hello to me when he passed me on the road in his truck, and I would return his greeting. I don’t remember ever accepting a ride from him, but it’s conceivable that I may have done so on one or two occasions, not more. I once had a brief conversation with him at a garage sale. Apart from that, I had no association or contact with him.
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| − | | + | || English |
| − | One wonders what Waits’ motive might be. Perhaps he is one of those pathetic individuals who feel like failures in life and try to compensate by seeking notoriety through tall tales that they tell about some news event that has come close to them. I recall that back in the 1950’s there was a derelict in Chicago named Benny Bedwell who “confessed” to a highly publicized murder just in order to make himself famous.
| + | || History |
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| − | (f) ''Projection.'' It does appear to be true that persons who themselves have mental or psychological problems are prone to see others as having such problems, but it is difficult to say definitely that this factor has operated in my case, since the people who portrayed me as strange, abnormal, or mentally ill may have done so under the influence of “media planting” or some other factor. But it is a fact that many of the people who portrayed me in this way had serious problems of their own. For the case of Joel Schwartz, see Chapter XII and Appendix 6. Many other examples can be found in the investigators’ reports of the interviews that they conducted. ³⁵ Here I will only discuss some of my suitemates from Eliot N-43 at Harvard who gave false information about me.
| + | || Prescott, William H. |
| − | | + | || Conquest of Peru, The |
| − | W.Pr., Pat McIntosh, John Masters, and K.M. formed a close-knit clique within the suite. To all outward appearances they were thoroughly well-adjusted. They wore neatly-kept suits and ties, their rooms were always tidy, they observed all of the expected social amenities, their attitudes, opinions, speech, and behavior were so conventional that I found them completely uninteresting. Yet three of the four gave my investigators a glimpse of their psychological problems.
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| − | Pat McIntosh, according to the investigators’ report, did a great deal of whining throughout his interview about how hard it was to survive academically and psychologically at Harvard. For example: “[Pat] found life at Harvard to be extremely difficult. . . ³⁶ Patrick [had] his own adolescent insecurities . . . ³⁷ Patrick was too insecure and wrapped up in his own problems . . . ³⁸ The faculty or administration at Harvard was . . . unconcerned with students’ emotional and psychological problems. Patrick did not know any students who actually sought and received emotional help… At times, Patrick wanted help surviving himself, but he had no idea where to go. John Finley, the house master. . . didn’t want to recognize the serious difficulties that many of the students were having.” ³⁹
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| − | McIntosh evidently assumes that I was having problems similar to his own: “One day during Patrick’s second year at Harvard . . . he saw a student being taken out on a stretcher. The student had slit his wrists after receiving a C on an exam . . . Patrick . . . thought of Ted and worried that maybe Ted might end up like this kid.” ³⁸
| + | || History |
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| − | John Masters told the investigators that he “was two years old when the United States dropped the atomic bomb on Nagasaki and Hiroshima. After that he used to dream about the atomic bomb; these dreams sparked John’s desire of becoming a nuclear physicist but after he barely earned a C in his freshman physics class at Harvard, he decided that he was not cut out for a career in the hard sciences. . . ⁴⁰ During John’s first semester of his sophomore year at Harvard, his family began to fall apart. He became very depressed for several months and started receiving therapy at the student health services”. ⁴¹
| + | || Rose, H. J. |
| − | | + | || Handbook of Greek Mythology, A |
| − | When John Masters first moved into Eliot N-43 he mentioned having been in “the hospital.” I asked him what he had been in the hospital for, and he answered, “just nervousness.” Like McIntosh, Masters made false statements about me and exaggerated my solitariness. According to the investigators’ report of his interview, “House Master Finley. . . did not intervene on John’s behalf when John needed counseling. The same was probably true for Ted. Ted’s solitary nature failed to draw Master Finley’s attention because diversity or unusual behavior was accepted at Harvard. John believes that today Ted’s solitary behavior would warrant some type of intervention; at the time, his behavior did not even raise an eyebrow. ⁴² . . . John’s solitary lifestyle meant that he did not make more than five friends while at Harvard.” ⁴³
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| − | W.Pr. “was shy and socially backward when he went to Harvard and feared that he would never fully come out of his shell. . . . He had a strong desire to lead a normal life. W.Pr. was an astronomy major. He originally intended to pursue astronomy on the graduate level but his fears drove him away from that goal. He saw that many of the astronomy graduate students at Harvard were not well-adjusted and he felt he would move further away from a normal life if he pursued astrophysics.
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| − | “At the end of W.Pr.’s junior year, he dropped out of Harvard. He was confused as a college student and this confusion led him to drop out of school. [W.Pr.] went to the Harvard health services for counseling before dropping out of Harvard. He thought the counseling was helpful. . . he returned to Harvard a year or two later. W.Pr. did not last long at Harvard and soon dropped out again.” ⁴⁴
| + | || History |
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| − | W.Pr. too made false statements about me and exaggerated my solitariness. “W.Pr. and the others at N-43 were too young to realize how serious Ted’s isolation was for him. . .” ⁴⁵
| + | || Rude, George |
| − | | + | || Crowd in History, 1730-1848, The |
| − | Thus McIntosh, Masters, and W.Pr. appear to have seen me as having problems or needs that were, in part, similar to their own. In reality, I was psychologically self-reliant and felt neither insecure, nor depressed, nor did I feel in need of help, nor did I find it hard to face the academic challenges of Harvard, nor. Nor did I feel troubled by loneliness. I did suffer from acute sexual starvation: I was in daily contact with smart, physically attractive Radcliffe women and I didn’t know how to make advances to them. I did feel very frustrated at a few mathematics teachers whose lectures I considered to be ill-prepared. Apart from that there was just one other thing about which I felt seriously unhappy: It was a kind of nagging malaise the nature of which I never fully understood until I broke free of it once and for all in 1966. But that is a story that will be told elsewhere than in this book.
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| − | (g) ''Personal resentment or jealousy.'' Only in the case of my brother and mother can resentment or jealousy be clearly identified as a factor influencing reports given to investigators. However, this factor may be suspected in some other cases. Ellen A. (see Chapter VI) once told me that “everyone” was jealous of me, presumably referring to the people whom we both knew, including G.Da. and Russell Mosny, both of whom seemed to become cool toward me at about the time I moved a year ahead of them in school. In G.Da.’s opinion, “Academically and intellectually, Ted was head and shoulders above the rest of the students at Evergreen Park High. His exceptional intelligence set him apart, even from a group of bright young men like the Briefcase Boys.” ⁴⁶ “The Briefcase Boys” was a clique that included, among others, G.Da., Russell Mosny, and Roger Podewell. According to Podewell, “It wasn’t just Ted’s shyness that set him apart from the Briefcase Boys. He was more intelligent than the others, a fact that made Roger a little jealous . . . .” ⁴⁷ G.Da. and Mosny both went to the University of Illinois and flunked out. Roger Podewell went to Yale and got a C average his first year. (How he did after that I don’t know.) I did not fail to Joshjosh Podewell and Mosny about their academic performance, but they didn’t seem to find it amusing.
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| − | G.Da., Podewell, and Mosny (especially the last) gave my investigators unflattering and inaccurate accounts of me that exaggerated my social isolation. Is this due only to media planting, or are dislike, resentment, or jealousy also involved? My guess is that no such factor is involved in Podewell’s case but that it is involved in Mosny’s. With G.Da. it could be either way.
| + | || History |
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| − | “Patrick [McIntosh] was jealous of Ted’s prowess in mathematics… .” ³⁹ Did this influence McIntosh’s highly inaccurate and unflattering portrayal of me? There is no proof that it did, but. But it’s a fact that a sense of inferiority can be one of the most powerful impulses to resentment. Especially when the person who appears to be more able is lacking in tact, as I’m afraid has sometimes been the case with me.
| + | || Saga, Graenlendinga S. |
| − | | + | || Norse Discovery of America, The |
| − | (h) ''Mass hysteria, Herd instinct''. This is a very vaguely-defined factor that has probably been at work in my case, but it is impossible to separate from media planting or illustrate with specific examples.
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| − | (i) ''Greed.'' Although I know of at least one case of a person receiving payment for an interview, I have no way of proving that people who told stories about me on television allowed themselves to alter their recollections in such a way as to make them more profitable financially. But it is worth noting that two of the people who appeared most on talk shows - Russell Mosny and Pat McIntosh - gave my investigators accounts of me that were among the most exaggerated and inaccurate.
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| − | <nowiki>******</nowiki>
| + | || History |
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| − | Let us conclude with a few more examples that show the unreliability of the reports made to investigators by people who have known me.
| + | || Southern, R. W. |
| − | | + | || Making of the Middle Ages, The |
| − | My brother used to hold literary “colloquia,” as he called them. He and a few friends would all read some piece of literature that one of them had selected, then they would get together and discuss it. The participants varied, but the most usual ones were my brother, my parents, Dale E., K.H. and Jeanne E. ⁴⁸ I attended one and only one of these colloquia. This was shortly after I arrived at my parents’ home in Lombard, Illinois in 1978. To the investigators Dale E. described my behavior at this colloquium as follows:
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| − | “On the first occasion Date met Ted, Wanda and Ted Sr. [my father], Dave and he were discussing Plato, in connection with something they had read in their book club. Ted came out of his room and said there was no reason to read any early Greek philosophers like Plato because they had all been proven wrong. That was all Ted said before returning to his room or leaving the house. . . . [Ted] never made eye contact, but just looked off blindly while he spoke.” ⁴⁹
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| − | | + | || English |
| − | Here is how Jeanne E. described my behavior at the same colloquium:
| + | || History |
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| − | “[Jeanne met Ted] one night when she and K.H. were back at the Kaczynskis’ house for another colloquy [sic]. When he was introduced to her, Ted made a disparaging comment about her and about women in general. She was completely shocked, but the nature of Ted’s comment made her feel that there was no point in trying to get to know Ted. Later, when the group began the colloquy Ted participated at first, but Jeanne recalls that he soon disagreed with something in the discussion. He then became nervous and fidgety and kept getting up, walking out and coming back to the conversation.” ⁵⁰
| + | || Speer, Albert |
| − | | + | || Spandau: The Secret Diaries |
| − | The reader will observe that the two accounts are inconsistent with one another. At least one of them must be false.
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| − | As a matter of fact, both are false. I remember the colloquium quite clearly. The participants were Dale E., K.H. and Jeanne E., my parents, my brother, and myself. I can state exactly where each of us was sitting, I can describe in a general way the demeanor of each, and I can even recall some of the details of the conversation. The subject of the colloquium was a dialogue of Plato that discussed happiness and love; Plato’s conclusion was that true happiness lay in the love of wisdom.
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| − | | + | || English |
| − | I was present in the living room when the others entered. I did not make a disparaging comment about Jeanne personally. I did not make a disparaging comment about women in general when I was introduced to Jeanne, but it is conceivable that at some later point I may have made a comment about women that might have been felt as disparaging by a woman who was excessively sensitive about her gender. However, it’s more likely that Jeanne is remembering a joking comment about women that I made in a letter to her husband, K.H., during the mid-1980’s., (Added July 20, 1998: Since writing the foregoing, I’ve obtained copies of some of my letters to K.H. including the letter mentioned here. This undated letter refers jokingly to “Woman, the vessel of evil.”).
| + | || History |
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| − | I did not say that the early Greek philosophers had “been proven wrong.” I did say that their methods of reasoning were naive by modern standards, hence, they were worth reading today only for esthetic reasons or because of their historical interest, not as a source of rational understanding.
| + | || Taylor, A.J.P. |
| − | | + | || History of the First World War, A |
| − | I did not become “nervous” or “fidgety”, and I did not leave the room at any time until all of the guests had
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| | + | || English |
| | + | || History |
| | + | || |
| | + | || Whitaker, Arthur P. |
| | + | || Latin America and the Enlightenment |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || |
| | + | || Young, C. B., Colonel G. F. |
| | + | || Medici, The |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Barth, Fredrik |
| | + | || Nomads of South Persia |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Begey, Alberta |
| | + | || Massai-Broncho Apache |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Ellul, Jacques |
| | + | || Techological Society, The |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Evans-Pritchard, E.E. |
| | + | || Nuer, The |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Not Listed |
| | + | || Old West Magazine |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Putnam, Hilary |
| | + | || Minds and Machines |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Schultz, J. W. |
| | + | || My Life as an Indian |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Turnbull, Colin M. |
| | + | || Forest People, The |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Vaughan, Alden T. |
| | + | || New England Frontier Puritans & Indians |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || VonHagen, Vlictor W. |
| | + | || Worls of the Maya |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Primitive Societies |
| | + | || Whyte, Jr., William H. |
| | + | || Organization Man, The |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Bruun, Geoffrey |
| | + | || Revolution and Reaction 1848-1852 |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Carlyle, Thomas |
| | + | || History of the French Revolution V.1 |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Ellul, Jacques |
| | + | || Autopsy of Revolution |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Not Listed |
| | + | || French Revolution Conflicting Interpretations |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Not Listed |
| | + | || Napoleonic Revolution |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Not Listed |
| | + | || Old Regime and the French Revolution |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Not Listed |
| | + | || Origins of the Latin American Revolutions, 1808-1826 |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || History |
| | + | || Revolution |
| | + | || Snell, John L. |
| | + | || Nazi Revolution, The |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || Hunting |
| | + | || |
| | + | || Baker, William |
| | + | || Wildlife of the Northern Rocky Mountains |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || Hunting |
| | + | || |
| | + | || Murie, Olaus J. |
| | + | || Field Guide to Animal Tracks, A |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || Hunting |
| | + | || |
| | + | || Not Listed |
| | + | || Tracking Dog |
| | + | || Johnson presents the basics of tracking work, and leads the reader step-by-step through a planned, easy to follow program, which has resulted in 100% success for his students. |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || Hunting |
| | + | || |
| | + | || Russell, Osborne |
| | + | || Journal of a Trapper |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || Journal? |
| | + | || |
| | + | || Not Listed |
| | + | || Three Twenty Five |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || Journal? |
| | + | || |
| | + | || Not Listed |
| | + | || Three Twenty Four |
| | + | || |
| | + | || |
| | + | |- |
| | + | || English |
| | + | || Journal? |
| | + | || |
| | + | || Not Listed |
| | + | || Three Twenty Six |
| | + | || |
| | + | || |
| | + | | |
| | | | |
| − | It’s also possible that Investigator #2 and his/her people may have used leading questions to elicit the kinds of answers they wanted from informants. This is perhaps suggested by informants’ responses that include the phrase “may have.”
| |
| | | | |
| − | E.g., (Qb) Written Investigator Report #73, K.M., p.3: “There may have been times when Ted was unresponsive to questions.” It doesn’t seem likely that K.M. would have made this statement spontaneously. It’s more plausible to suppose that he was asked, “were there times when Ted was unresponsive to questions and answered, “There may have been.”
| + | === Tools === |
| | | | |
| | + | <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> |
| | + | * File |
| | + | * File with Red Handle |
| | + | * Metal Files |
| | + | * Pliers/vise grip |
| | + | * Hatchet |
| | + | * Knife |
| | + | * Pocket knife |
| | + | * Three tools |
| | + | * Tools |
| | + | * Small ratchet, tweezers and a pocket knife |
| | + | * One wood handled knife |
| | + | * Tools |
| | + | * Hand tools |
| | + | * Two spades/hand shovels |
| | + | * Tool made with rebar |
| | + | * Wooden handled hammer |
| | + | * Saw blades |
| | + | * Long bladed black handled knife |
| | + | * Saw handsaw |
| | + | * Wooden measuring instrument |
| | + | * Tool box |
| | + | * Radio Sonde — measures temp., humidity, etc. |
| | + | * Welding mask |
| | + | * Bow strings and arrows in a quiver |
| | + | * Hand saw |
| | + | * Wooden handled pocket knife |
| | + | * Pick/Hatchet Tool |
| | + | * Knife |
| | + | * Hunting knife |
| | + | * Wood handled file |
| | + | * Seven large drill bits |
| | + | * Great Neck #50 hacksaw |
| | + | * One drilling base |
| | + | * Hand saw |
| | + | * Hand bowed wood saw |
| | + | * Arrows |
| | + | * 12 saw blades |
| | + | * Magnet |
| | + | * Hand drill |
| | + | * Metal files |
| | + | * Grinding wheels |
| | + | * Hack saw blade |
| | + | * Pliers |
| | + | * Two axes |
| | + | * Forging pliers |
| | + | * Red colored vice |
| | + | * Clamp |
| | + | * Three pairs of scissors |
| | + | </div> |
| | | | |
| | | | |
| | + | === Clothing === |
| | | | |
| | + | <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> |
| | + | * Gloves |
| | + | * Gloves |
| | + | * Green coat |
| | + | * Blue scarf |
| | + | * Scarf (turquoise and green) |
| | + | * Shoes — with double sole of different sizes |
| | + | * Brown sweater |
| | + | * Hat, brown bag, camouflage jacket, green pants and canvas jacket |
| | + | * Poncho |
| | + | * Brown rain coat |
| | + | * Canvas green/brown face mask and black canvas face mask |
| | + | * Red hat |
| | + | * Green canvas U.S. Army backpack |
| | + | * Blue zippered sweatshirt |
| | + | * Blue hood and old towel |
| | + | * Two pair of plastic glasses |
| | + | * Blue jacket |
| | + | * Green hooded jacket |
| | + | * Northwest Territory hiking shoes |
| | + | * Tan duffel bag |
| | + | * Two duffel bags |
| | + | * Black jacket |
| | + | * 5 Pairs of Glasses |
| | + | * Three mittens and two boots |
| | + | </div> |
| | | | |
| | | | |
| − | '''APPENDIX 11'''
| + | === Personal Belongings === |
| | | | |
| | + | <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> |
| | + | * Typewriter and brown case |
| | + | * Typewriter |
| | + | * Typewriter with gray case |
| | + | * Recorder case |
| | + | * Black watch |
| | + | * Watch |
| | + | * Red "Le Watch" Brand Watch |
| | + | * Montana driver's license |
| | + | * Two books of checks in the name of Theodore J. Kazcynski |
| | + | * Samsonite briefcase containing University of Michigan Degrees |
| | + | * Yearbooks |
| | + | * Leather portfolio |
| | + | * Traveling kit |
| | + | * Radio and map of Lincoln, MT., area |
| | + | * Homemade calendar |
| | + | * Backpack frame containing misc. pipes and cordage |
| | + | * One "Hanson, Model 1509" scale |
| | + | * Medallion |
| | + | * Scabbard |
| | + | </div> |
| | | | |
| − | The following is (Cg) Note from Quin Denvirto Ted Kaczynski, April 30, 1998:
| |
| | | | |
| − | Dear Ted:
| + | === Firearms === |
| | | | |
| − | You have asked me my opinion regarding your long-term memory. We have been associated in the defense of your case for almost two years and have had many opportunities to discuss facts from the past. During that time I have been amazed by your long-term memory. I know no one who has a better memory for long-term details than you do. I discussed this with Judy Clarke, and she said that she thoroughly agrees with me.
| + | <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> |
| | + | * Rifle scope |
| | + | * Hand-made gun with spent cartridge |
| | + | * Bolt action 22 caliber rifle |
| | + | * Remington Model .700 3006 #6292650 |
| | + | * One .22 caliber revolver and nine .22 caliber rounds of ammunition. |
| | + | * .25 caliber gun (Raven Arms), magazine w/six bullets, and one bullet |
| | + | * Ammunition for .22 caliber |
| | + | * Ammunition |
| | + | * Smokeless powder from Remington .30-06 Bronze Points |
| | + | * Black Powder and Smokeless Powder |
| | + | * (Control Sample) One Winchester Super X Shotgun Round |
| | + | </div> |
| | | | |
| − | Very truly yours,
| + | === Bomb Making Material === |
| | | | |
| − | Quin Denvir
| + | <div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"> |
| | + | * Plastic jar containing triggering devices |
| | + | * Improvised explosive device (IED) |
| | + | * Pipebomb |
| | + | * Trigger switch |
| | + | * Bomb components |
| | + | * Metal tubes, wiring, springs, ball trigger, stapler, 9V battery, and small copper colored tubing |
| | + | * Copper colored tubing |
| | + | * Bottle marked "Calumet" containing white powder |
| | + | * Plastic container with white clumpy powder |
| | + | * Plastic bottle with black chunky material in paper and hand labeled "mezel #2, nuevo lote exp 103" |
| | + | * Container of white powder labeled KC103 potassium 99.95% pure |
| | + | * Container of white powder |
| | + | * Container of yellow crystals |
| | + | * Container of white powder |
| | + | * Six sealed bottles labeled sulfur |
| | + | * Yellow powder labeled sulfur |
| | + | * Jar of white crystalline substance and not ammonium nitrate |
| | + | * One gallon jug labeled "abietic acid" |
| | + | * Bottle labeled "ammonium nitrate" |
| | + | * Two cans in bags labeled "abietic acid" |
| | + | * Two bottles labeled as aluminum |
| | + | * Various containers marked as "aluminum materials" |
| | + | * One plastic container labeled "citric acid" containing white powder |
| | + | * One plastic bottle containing metallic granular material |
| | + | * Calumet double action baking powder metal container containing a lump of metal |
| | + | * One cut portion of a battery |
| | + | * Small plastic container with brownish-black powder |
| | + | * One brown plastic container containing trace material |
| | + | * Glass jar with red metal lid containing clumps of silver substance |
| | + | * One metal can containing misc pieces of copper |
| | + | * One small brown plastic bottle with aluminum filings |
| | + | * Small orange plastic container with Notation Ag Cl |
| | + | * Bottle with label Manganese Dioxide |
| | + | * Bottle with notation lithorgeiminium free lead |
| | + | * Orange container with notation Fe2 03 |
| | + | * Small plastic tube containing blue powder |
| | + | * Small glass jar with notation NH4 Cl Ammonium Chloride |
| | + | * One small white plastic bottle with notation "lead chloride" |
| | + | * Whitish bottle containing grey powder |
| | + | * Small brown plastic bottle with label Na2 Co3 |
| | + | * Whitish plastic bottle with notation Fe2 |
| | + | * Small brown plastic bottle with notation lead acetate, lead hydroxide, lead carbonate |
| | + | * One Calumet baking powder can with notation Fe 045 |
| | + | * White bottle labeled HDC 0923-0371-03 Powdered Alum |
| | + | * White plastic bottled labeled McKesson Boric Acid Crystals HF |
| | + | * One "Grape Super Sip" bottle with notation Fe2 03 |
| | + | * Small clear glass "Folgers" jar with greenish-grey crystals |
| | + | * White plastic McKesson Boric Acid Powder HF bottle |
| | + | * One whitish plastic "Raspberry super sip" bottle with notation AgCl |
| | + | * White bottle with notations |
| | + | * Clear glass jar with notation "amorphous carbon" |
| | + | * Metal can with notation "alder charcoal" |
| | + | * Whitish plastic container with label potassium carbonate |
| | + | * Rod shaped pieces of dark colored/blackish power |
| | + | * One small glass jar with small amount of gold, shiny granules and flakes |
| | + | * Plastic bread bag with five small containers containing various chemicals |
| | + | * One tan plastic shopping bag containing three aluminum fail envelopes with notations |
| | + | * One white plastic bag containing "flash powder" |
| | + | * Round metal can with notation Na2CO3 |
| | + | * One brown plastic bottle with notation crude KC1O3 |
| | + | * Blue powder substance |
| | + | * White plastic bottle with notation CaSO4 |
| | + | * Brown plastic bottle with notation "mostly Kcl" |
| | + | * One metal can containing large black particles |
| | + | * One glass bottle with label "McKesson Glycerin USP" |
| | + | * Liquid from bottle marked "Sodium Tartrate" |
| | + | * Liquid from bottle marked "KC1" |
| | + | * Whitish plastic bottle with label "McKesson Saltpeter (Potassium Nitrate) |
| | + | * Small brown bottle with notation "crude KCLO3 |
| | + | * One clear plastic bottle with notation "crude KCLO3" |
| | + | * One round cardboard and metal cannister containing silver-grey powder substance |
| | + | * Two small white cardboard boxes labeled "potassium chromate" |
| | + | * One white plastic shopping bag containing a white powdery substance |
| | + | * One small plastic container with notation BaSO4 |
| | + | * One clear glass jar with notation "Curic Hydroxide?" |
| | + | * Whitish plastic bottle with label "McKesson Boric Acid Crystals" |
| | + | * One white plastic bottle, with label "Flowers of Sulfur" |
| | + | * One large whitish plastic jar containing white powdery substance |
| | + | * Outer pipe with attached metal fragments |
| | + | * Pipe shaving and filler |
| | + | * End plug/metal fragments |
| | + | * Tape and twine, outer wrap of pipe |
| | + | * Improvised detonator and filler |
| | + | * Small orange plastic container with notation Silver oxide Ag2O |
| | + | * One small clear glass jar with notation "washed charcoal" |
| | + | * One small orange plastic container with notation Fe2O3 |
| | + | * One round metal can containing a powdery substance |
| | + | * One Quaker Yellow Corn Meal can containing white powdery substance |
| | + | * One white plastic jar labeled Tartaric acid |
| | + | * Plastic bucket containing thick black material |
| | + | * Metal container of black granular material |
| | + | * Metal container containing white powder material |
| | + | * Three plastic bottles labeled "alcohol" containing liquid |
| | + | * Large plastic container labeled NaCl3 + NaCl |
| | + | * Bottle of white powder labeled NaCl |
| | + | * Unknown powder |
| | + | * Glass bottle containing clear liquid |
| | + | * One white plastic container of white powder |
| | + | * Plastic container of white powder |
| | + | * Two plastic containers with white crystalline material |
| | + | </div> |
Sort by multiple columns, and simply refresh the page to return to default order.
| Language
|
Category
|
Sub-Category
|
________________________ Author
|
________________________ Book Title
|
Description
|
Notes
|
| English
|
Bomb Making
|
|
Bernthsen, A.
|
Textbook of Organic Chemistry, A.
|
|
|
| English
|
Bomb Making
|
|
Burlington, Richard
|
Lange's Handbook of Chemistry
|
|
|
| English
|
Bomb Making
|
|
Dorin, Henry
|
Vitalized Chemistry, 5th Edition
|
|
|
| English
|
Bomb making
|
|
Laurson, Philip Gustave
|
Mechanics of Materials
|
|
|
| English
|
Bomb making
|
|
Lemkin, William
|
Graphic Survey of Chemistry
|
|
|
| English
|
Bomb making
|
|
Lowy, Alexander
|
Introduction of Organic Chemistry
|
|
|
| English
|
Bomb Making
|
|
Not Listed
|
Electronics Made Simple
|
|
|
| English
|
Bomb Making
|
|
Not Listed
|
Handbook of Chemistry and Physics
|
|
|
| English
|
Bomb Making
|
|
Not Listed
|
I.C.S. Reference Library, Link Mechanisms, et al,
|
|
|
| English
|
Bomb Making
|
|
Not Listed
|
I.C.S. Reference Library, Mathematics Mechanics
|
|
|
| English
|
Bomb making
|
|
Skoog, Douglas A.
|
Fundamentals of Analytical Chemistry second edition
|
|
|
| English
|
Bomb Making
|
|
Slurzberg, Morris
|
Essentials of Electricity for Radio & Television
|
|
|
| English
|
Bomb making
|
|
Smith, Alexander
|
General Chemistry for Colleges
|
|
|
| English
|
Bushcraft
|
|
Not Listed
|
Camping and Woodcraft
|
|
|
| English
|
Bushcraft
|
|
Rutsrum, Calvin
|
Paradise Below Zero
|
The Classic Guide to Winter Camping
|
|
| English
|
Community?
|
|
3 Rivers Telephone Cooperative
|
3 Rivers North telephone book
|
|
|
| English
|
Community?
|
|
Blackfoot Telephone Cooperative
|
Western Montana Regional Telephone Directory
|
|
|
| English
|
Community?
|
|
Not Listed
|
Southwest Montana telephone book
|
|
|
| English
|
Community?
|
|
University of Montana
|
University of Montana
|
|
|
| English
|
Conspiracy?
|
|
Melver, Tom
|
Backward Masking, and other Backward Thoughts About Music
|
|
|
| English
|
Crime
|
|
Not Listed
|
Science of Fingerprints
|
|
|
| English
|
Diet
|
|
Food and Nutrition Board, National Research Council
|
Recommended Dietary Allowances
|
|
|
| English
|
Diet
|
|
Not Listed
|
Count Your Calories
|
|
|
| English
|
Diet
|
|
Not Listed
|
Food, Nutrition and Diet Therapy
|
|
|
| English
|
Ecology
|
|
Peterson, Roger Tory
|
Field Guide to Western Birds, A
|
|
|
| English
|
Ecology
|
|
Petrides, George A.
|
Fld Guide to Trees and Shrubs, A
|
|
|
| English
|
Ecology
|
|
Riesman, David
|
Abundance for What? & Other Essays
|
|
|
| English
|
Ecology
|
|
Shuttleworth, Floyd S.
|
Non-Flowering Plants
|
|
|
| English
|
Ecology
|
|
Stefferud, Alfred
|
How to Know the Wild Flowers
|
|
|
| English
|
Ecology
|
|
Wilson, Carl L.
|
Botany - Fourth Edition
|
|
|
| English
|
Foraging
|
|
Bandoni, Robert J.
|
Guide to Common Mushrooms of British Columbia
|
|
|
| English
|
Foraging
|
|
Fernald, Meritt Lyndon
|
Edible Wild Plants of Eastern North America
|
|
|
| English
|
Foraging
|
|
Medsger, Oliver Perry
|
Edible Wild Plants
|
|
|
| English
|
Foraging
|
|
Muenscher, Walter Conrad
|
Poisonous Plants of the United States
|
|
|
| English
|
Foraging
|
|
Not Listed
|
Field Guide to Rocky Mountain Wildflowers
|
|
|
| English
|
Foraging
|
|
Not Listed
|
Stalking the Wild Asparagus
|
|
|
| English
|
Foraging
|
|
Not Listed
|
Wild Edible Plants of the Western United States
|
|
|
| English
|
Foraging
|
|
Not Listed
|
Wild, Edible and Poisonous Plants of Alaska
|
|
|
| English
|
Foraging
|
|
Smith, Alexander H.
|
Mushroom Hunter's Field Guide, The
|
|
|
| English
|
Foraging
|
|
Szczawinski, Adam F.
|
Guide to Common Edible Plants of British Columbia
|
|
|
| English
|
History
|
Ancient Greece
|
Not Listed
|
Selected Lives and Essays — Plutarch
|
|
|
| English
|
History
|
Ancient Greece
|
Not Listed
|
Twelve Caesars
|
|
|
| English
|
History
|
Ancient Greece
|
Warner, Rex
|
Peloponnesian War, The (Thucydides)
|
|
|
| English
|
History
|
Ancient Rome
|
Foster, B. O.
|
Livy Books I and II
|
|
|
| English
|
History
|
Japan
|
Not Listed
|
Understanding Japanese Society
|
|
|
| English
|
History
|
Medeival Societies
|
Not Listed
|
Annals of Imperial Rome
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History
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Primitive Societies
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Ancient and Medieval Coins
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History
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Ancient Engineers
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History
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Ancient Near East
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History
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Ancient World
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History
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Revolutions
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Fischer, Markoosha
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My Lives in Russia
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History
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Revolutions
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Orme, Alexandra
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Comes the Comrade!
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History
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Revolutions
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Simpson, Lesley Byrd
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Many Mexicos
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History
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Revolutions
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Womack, John
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Zapata and the Mexican Revolution
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History
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Revolutions
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French Revolution
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History
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Revolutions
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French Revolution, V 1,
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History
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Revolutions
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French Revolution, V 2,
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History
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Revolutions
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Stewart, George R.
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Committee of Vigilance
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History
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Revolutions
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Von Laue, Theodore H.
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Why Lenin? Why Stalin?
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History
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Revolutions
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Wassiliew, A. T.
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Ochrana
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History
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Russia
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Bill, V. Tsfhebotarioff
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The Russian people; A reader on their history and culture
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History
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Adock, F.E.
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Roman Political Ideas and Practice
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History
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Becker, Beatrice
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Napoleon Buonaparte Builder or Wrecker
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History
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Borden, Morton
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Parties and Politics in the Early Republic
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History
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Brockett, L. P.
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Year of Battles:, The
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History
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Carcopino, Jerome
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Daily Life in Ancient Rome
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History
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Labarge, Margaret Wade
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Baronial Hosehold of the Thirteenth Century, A
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History
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Leonard, Irving A.
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Baroque Times in Old Mexico
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History
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Lewis, Bernard
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Arabs in History, The
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History
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Loomis, Louise Ropes
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Plutarch - Selected Lives and Essays
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History
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Lougee, Robert W.
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Midcnetury Revoltuion, 1848
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History
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Markham, Felix
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Napoleon
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History
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May, Arthur F.
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Age of Metternich 1814-1848, The
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History
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Mosse, W. E.
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Alexander II and the Modernization of Russia
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History
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1884 Revisited
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History
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Autobiography of Benvenuto Cellini
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History
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Caesar the Conquest of Gaul
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Caesar's Gallic War
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Celts
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Conquest of New Spain
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Histories (Herodotus)
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History
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Histories (Tacitus)
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History
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History of England
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History
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History of Violence in America
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History
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Louis XIV and Twenty Million Frenchmen
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History
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Manners and Customs of Several Indian Tribes
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History
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Nigger of the Narcissus
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History
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Nomads of South Persia
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History
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Popular History of the Reformation
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History
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Roman Imperial Coins
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History
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Russia A History
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History
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Russian People
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History
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Short History of 20th Century England 1868-1962
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History
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Painter, Sidney
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French Chivalry
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History
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Painter, Sidney
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History of Middle Ages, A
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History
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Phillips, Ulrich Bonnell
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Course of the South to Secession, The
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History
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Pirenne, Henri
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Medieval Cities
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History
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Prescott, William H.
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Conquest of Mexico, The
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History
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Prescott, William H.
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Conquest of Peru, The
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History
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Rose, H. J.
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Handbook of Greek Mythology, A
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History
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Rude, George
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Crowd in History, 1730-1848, The
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History
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Saga, Graenlendinga S.
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Norse Discovery of America, The
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History
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Southern, R. W.
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Making of the Middle Ages, The
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History
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Speer, Albert
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Spandau: The Secret Diaries
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History
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Taylor, A.J.P.
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History of the First World War, A
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History
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Tillyard, E.M.W.
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Elizabethan World Picture, The
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History
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Trevor-Roper, H.R.
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Last Days of HItler, The
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History
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Whitaker, Arthur P.
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Latin America and the Enlightenment
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History
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Young, C. B., Colonel G. F.
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Medici, The
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History
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Primitive Societies
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Barth, Fredrik
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Nomads of South Persia
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History
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Begey, Alberta
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Massai-Broncho Apache
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History
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Ellul, Jacques
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Techological Society, The
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History
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Evans-Pritchard, E.E.
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Nuer, The
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History
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Old West Magazine
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History
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Putnam, Hilary
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Minds and Machines
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History
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Primitive Societies
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Schultz, J. W.
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My Life as an Indian
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History
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Turnbull, Colin M.
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Forest People, The
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History
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Vaughan, Alden T.
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New England Frontier Puritans & Indians
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History
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Primitive Societies
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VonHagen, Vlictor W.
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Worls of the Maya
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History
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Primitive Societies
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Whyte, Jr., William H.
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Organization Man, The
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History
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Revolution
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Bruun, Geoffrey
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Revolution and Reaction 1848-1852
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History
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Revolution
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Carlyle, Thomas
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History of the French Revolution V.1
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| English
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History
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Revolution
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Ellul, Jacques
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Autopsy of Revolution
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History
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Revolution
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French Revolution Conflicting Interpretations
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History
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Revolution
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Napoleonic Revolution
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History
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Revolution
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Old Regime and the French Revolution
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| English
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History
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Revolution
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Origins of the Latin American Revolutions, 1808-1826
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| English
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History
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Revolution
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Snell, John L.
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Nazi Revolution, The
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| English
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Hunting
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Baker, William
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Wildlife of the Northern Rocky Mountains
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| English
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Hunting
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Murie, Olaus J.
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Field Guide to Animal Tracks, A
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| English
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Hunting
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Not Listed
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Tracking Dog
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Johnson presents the basics of tracking work, and leads the reader step-by-step through a planned, easy to follow program, which has resulted in 100% success for his students.
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| English
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Hunting
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Russell, Osborne
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Journal of a Trapper
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Journal?
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Three Twenty Five
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Journal?
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Three Twenty Four
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Journal?
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Three Twenty Six
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Journal?
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Three Twenty Three
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Chinese
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Not Listed
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Elementary Chinese
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Languages
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Egyptian
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Brudge, E. A. Wallis
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Egyptian Language
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| English
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Languages
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Finnish
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Niemi, Clemens
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A Finnish Gramamar
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| English
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Languages
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German
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Not Listed
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German English English German Dictionary
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Languages
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Latin
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Not Listed
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First Latin Reader
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Languages
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Russian
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Fairbanks, Gordon H.
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Basic Conversational Russian
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| English
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Languages
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Russian
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Fen, Elisaveta
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Beginner's Russian Reader
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| English
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Languages
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Russian
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Not Listed
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201 Russian, Verbs
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| English
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Languages
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Russian
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Not Listed
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Concise Russian and English Dictionary
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| English
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Languages
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Russian
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Not Listed
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Essentials of Russian
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| English
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Languages
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Russian
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Not Listed
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Pocket Russian Dictionary
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| English
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Languages
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Russian
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Stilman, Galina
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Introductory Russian Grammar
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| English
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Languages
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Russian
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Wedel, E.
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Langenscheidt Pocket Russian Dictionary
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| English
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Languages
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Spanish
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Not Listed
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Spanish — English English — Spanish Dictionary
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| English
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Languages
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Spanish
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Wickham, Fletcher Ryan
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Practical Handbook of Spanish Commercial Correspondence
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| English
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Languages
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Dubois, Marguerite-Marie
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French English English French Dictionairy
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| English
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Languages
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duMont, Francis M.
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French Grammar
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| English
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Languages
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Fraser, W. H.
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German Grammar
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| English
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Languages
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Lewis, William Dodge
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The Winston Dictionairy College Edition
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| English
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Languages
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Not Listed
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Latin Grammar
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Languages
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Latin Made Simple
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| English
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Languages
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Latin Review Text
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| English
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Languages
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Not Listed
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Lost Languages
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| English
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Languages
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Perkins, Albert S.
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Beginning Latin Book
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| English
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Languages
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Scudder, Jared W.
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Scudder's Latin Reader
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| English
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Languages
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Simpson, D.P.
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Cassell's New Compact Latin Dictionairy
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| English
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Languages
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Waterman, John T.
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History of the German Language, A
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| English
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Legal
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Not Listed
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Your Right to Privacy
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| English
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Legal
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Office of the Federal Register
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United States Government Manual, The 1988-1989
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| English
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Legal
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American Civil Liberties Union
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Know Your Rights
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| English
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Legal
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Bailey, F. Lee
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Defense Never Rests, The
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| English
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Literature
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Anti-Heroes
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Conrad, Joseph
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The Secret Agent: A Simple Tale
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About an anarchist who is trying to build the perfect trigger switch for a homemade bomb.
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| English
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Literature
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Anti-Heroes
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Dostoevsky, Fyodor
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Brothers Karamazov
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| English
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Literature
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Biography
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Not Listed
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Juan Valera
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| English
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Literature
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Primitive Societies
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Cooper, James Fenimore
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Last of the Mohicans
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| English
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Literature
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Romance
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Bedier, Joseph
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The Romance of Tristan and Iseult
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| English
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Literature
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Romance
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Bédier, Joseph
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Tristan and Iseult
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| English
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Literature
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Conrad, Joseph
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Great Short Works of Joseph Conrad
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| English
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Literature
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Conrad, Joseph
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Shadow-Line
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| English
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Literature
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Conrad, Joseph
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Three Short Novels Heart of Darkness, Youth, Typhoon
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| English
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Literature
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Conrad, Joseph
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Victory
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Literature
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Cooper, James Fenimore
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Deerslayer
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| English
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Literature
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Cortázar, Julio
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Siete Cuentos
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| English
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Literature
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Dickens, Charles
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David Copperfield
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| English
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Literature
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Dickens, Charles
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Hard Times
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| English
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Literature
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Dickens, Charles
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Tale of Two Cities, A
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| English
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Literature
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Dillion, Richard H.
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Hatchet Man, The
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Literature
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Einhard
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Two Lives of Charlemagne
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| English
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Literature
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Eliot, George
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Silas Marner
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| English
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Literature
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Hardy, Thomas
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Far from the Madding Crowd
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| English
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Literature
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Juvenalis, Decimus Junius
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Satires of Juvenal
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| English
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Literature
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Kursler, Arthur
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Darkness at Noon
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| English
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Literature
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Maugham, W. Somerset
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Razor's Edge, The
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| English
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Literature
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Maugham, W. Somerset
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Stories of the East
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| English
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Literature
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O. Henry
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Pocket Book of O. Henry Stories
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| English
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Literature
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Orwell, George
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Orwell: 1984
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| English
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Literature
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Pearl, James
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Companion to Caesar
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| English
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Literature
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Shakespeare, William
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Julius Caesar
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| English
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Literature
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Shakespeare, William
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Merchant of Venice, The
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| English
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Literature
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Starkie, Walter
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Raggle Taggle
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| English
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Literature
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Steinbeck, John
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Of Mice and Men
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| English
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Literature
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Stevenson, Robert Louis
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Treasure Island
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| English
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Literature
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Tolstoy, Leo
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Cossacks and The Raid, The
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| English
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Literature
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Twain, Mark
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Life on the Mississippi
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| English
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Literature
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Valdez, Don Armando Palacio
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Maximina
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| English
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Literature
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Valdez, Don Armando Palacio
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Riverita
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| English
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Mathematics
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|
Newman, Mark H. A.
|
Elements of the Topology of Plane Sets of Points
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| English
|
Mathematics
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|
Sherwood, G. E. F.
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Calculis
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| English
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Mathematics
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Von Vega, Baron
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Logarithmic Tables of Numbers & Trigonometrical Functions
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| English
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Memento?
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|
Department of Education
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Student Guide, The
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| English
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Memento?
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Department of Education
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Student Guide, The
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| English
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Permaculture
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|
French, Roxa
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Using Pesticides Safely
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| English
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Permaculture
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Lacey, C. A.
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Controlling Knapweed on Montana Rangeland
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| English
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Permaculture
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Not Listed
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Garden City Seeds, Montana Hardy Seeds
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| English
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Permaculture
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Not Listed
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Gurnery's Seed & Nursery Co. 1996 Spring Catalog
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| English
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Philosophy
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|
Mote, Frederick W.
|
Intellectual Foundations
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| English
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Poetry
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Ovid
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Metamorphoses, The
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| English
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Poetry
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Pearl, Joseph
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Companion to Virgil
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| English
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Politics
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Anti-Technology
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Minor, Dale
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Information War, The
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| English
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Politics
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Anti-Technology
|
Not Listed
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Effects of Nuclear Weapons
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| English
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Politics
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Political Movements
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Hoffer, Eric
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True Believer
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| English
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Politics
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Bailey, George
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Germans
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| English
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Politics
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Machiavelli, Niccolo
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Prince and the Discourses, The
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| English
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Politics
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Mendel, Arthur P.
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Essentials Works of Marxism
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| English
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Politics
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Morgan, Murray
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Skid Road
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| English
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Politics
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|
Not Listed
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Radical Tradition
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| English
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Politics
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Tan, Chester C.
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Chinese Political Thought in the Twentieth Century
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| English
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Politics
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|
Trecker, Harleigh B.
|
New Understandings of Administration
|
|
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| English
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Politics
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|
White, Karl R.
|
Relation Between Scioeconomic Status and Academic Achievement
|
|
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| English
|
Psychology
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Evolutionairy Psychology
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Scarr, Sandra
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How people Make Their own Environments: A Theory of Genotype
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|
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| English
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Psychology
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Bouchard, Thomas J.
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A Twice Told Tale: Twins Reared Apart
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| English
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Psychology
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Bouchard, Thomas J.
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Genetic and Rearing Environmental Influences on Adult Personality
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| English
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Psychology
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Bouchard, Thomas J.
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Sources of Human Psychological Differences:
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| English
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Psychology
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Bouchard, Thomas J.
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Sources of Human Psychological Differences: : The Minessota Study of Twins Reared Apart
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| English
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Psychology
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Bourbon, Tom
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Sensory Thresholds And the Concept of 'Subliminal'
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| English
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Psychology
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Buss, Allan R.
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Individual Differences Traits and Factors
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| English
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Psychology
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Eysenck, H. J.
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Sense and Nonsense in Psychology
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| English
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Psychology
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Goodman, Paul
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Growing Up Absurd
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The most famous of the books by the psychotherapist and social commentator, who often wrote about how institutional society forced people to suppress their humanity. The book applauded youths who dropped out rather than submit to the constraints of organized life.
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| English
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Psychology
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Murray, Henry A.
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Studies of Stressful Interpersonal Disputations
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| English
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Psychology
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Rosenhan, D.L.
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On Being Sane in Insane Places
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| English
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Psychology
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Tellegen, Auke
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Personality SImilarity in Twins Reared Apart
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| English
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Psychology
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Thomas, Elizabeth M.
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Harmless People, The
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| English
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Psychology
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WIlliams, Juanita H.
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Psychology of Women
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| English
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Religion
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Asimov, Isaac
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Asimov's Guide to the Bible
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A commentary in which Isaac Asimov, the highly popular science fiction writer, described the Bible not as a theological work, but as a historical account incorporating fact, propaganda and myth.
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| English
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Religion
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Mulitple Authors
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Holy Bible
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| English
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Science
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Bouchard, T.J.
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Genetic and Environmental Influences on Special Mental Abilities in a sample of Twins Reared Apart
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| English
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Science
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Committee for Skeptical Inquiry (CSI)
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Skeptical Inquirer Vol.III, Zenetic The
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| English
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Science
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Committee for Skeptical Inquiry (CSI)
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Skeptical Inquirer, The (Vol 4 No 2)
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| English
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Science
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Committee for Skeptical Inquiry (CSI)
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Skeptical Inquirer, Untitled Spring 1979
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| English
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Science
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Committee for Skeptical Inquiry (CSI)
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Zetetic, The (Vol 1 No 1)
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Volume 1, Number 1 of The Zetetic, later titled The Skeptical Inquirer, Fall/Winter 1976, from the Committee for the Scientific Investigation of Claims of the Paranormal. With articles on dianetics, expert witnesses, Von Daniken's chariots, biorhythms and sports, Uri Geller, objections to astrology, and more plus book reviews. 89 pages.
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| English
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Science
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Committee for Skeptical Inquiry (CSI)
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Zetetic, The (Vol 1 No 2)
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Zetetic Scholar: An Independent Scientific Review of Claims of Anomalies and the Paranormal-Volume 1, Number 2: Studies on Astrology, Scientific Anomalies
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| English
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Science
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Dull, Charles E.
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Modern Physycs
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| English
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Science
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Frazier, Kendrick
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Skeptical Inquirer Vol,14,No.2/Winter 1990
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| English
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Science
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Not Listed
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Genes, Culture and Personality, Appendices
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| English
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Science
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Reichenbach, Hans
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Axiomatization of the Theory of Relativity
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| English
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Spirituality
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Adock, James E.
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Psychology and Near Death Experiences
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| English
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Spirituality
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Van Over, Raymond
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Eastern Mysticism Vol. 1 The Near East and India
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| English
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Survival
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Bleything, Dennis
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Primitive Medical Aid in the WIlderness
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| English
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Survival
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Not Listed
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First Aid Measures for Accidents and Antidotes of...
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| English
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Survival
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Not Listed
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Rifle Shooting
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| English
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Typing
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Not Listed
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Typing for Beginners
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| English
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Writing Guide
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Not Listed
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Century Handbook of Writing
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| English
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Writing Guide
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Not Listed
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Winston Dictionary
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| English
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Writing Guide
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Strunk, Jr./White, Wiliam/E.b.
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Elements of Style, The
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| English
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Writing Guide
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Sturluson, Snorri
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Prose Edda, the
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| Finnish
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Literature
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Not Listed
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Cartas Finlandesas — Hombres Del None
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| French?
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Literature
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Revolutions
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Hugo, Victor
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Les Miserables, v 1,
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The famous Victor Hugo novel about Jean Valjean, a victim of social injustice whose goodness is unshaken by the corrupt society in which he lives.
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| French?
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Literature
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Revolutions
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Hugo, Victor
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Les Miserables, v 2,
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The famous Victor Hugo novel about Jean Valjean, a victim of social injustice whose goodness is unshaken by the corrupt society in which he lives.
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| Russian
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Unknown
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Not Listed
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Russian Book (K964-43)
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| Russian
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Unknown
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Not Listed
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Russian Book (K964-50)
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| Russian
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Unknown
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Not Listed
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Russian Book (K964-53)
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| Spanish
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History
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Lopez, Emilio Gonzalez
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Historia de la Civilizacion Espanola
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| Spanish
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History
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Revolution
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Not Listed
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La Rebelion de las masas
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| Spanish
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History
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Flandrau, Charles Macomb
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Viva Mexico
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| Spanish
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History
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Not Listed
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La Cronica Del Peru
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| Spanish
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History
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Sanchez-Albornoz, Claudio
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Sobre La Libertad Humana en el Reino Asturleones..
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| Spanish
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Language
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Spanish
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Espinosa, Aurelio M.
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Elementary Spanish & Grammar
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| Spanish
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Language
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Berlitz, M.D.
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Metodo Berlitz
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| Spanish
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Language
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Pidal, Ramon Menendez
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El Idioma Espanol en sus Primeros Tiempos
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| Spanish
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Language
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Real Academia Espanola
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Esbozo De Una Nueva Gramatica De La Lengua Espanol
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| Spanish
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Literature
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Davalos, Juan Carlos
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Cuentos Y Relatos Del Norte Argentino
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| Spanish
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Literature
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Flores, Angel
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Spanish Stories
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| Spanish
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Literature
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Not Listed
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Espasa Calpe Catalogo 1987
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| Spanish
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Literature
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Quiroga, H.
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Cuentos
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| Spanish
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Literature
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Valera y Alcalá-Galiano, Juan
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Pepita Jimenez
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| Spanish
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Psychology
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Phinillos, Jose Luis
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Psicopatologia De La Vida Urbana
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| Spanish
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Travel
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DiTella, Torcuato S.
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Argentina, Sociedad De Masas
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| Spanish
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Travel
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Dominguez, Pedro Garcia
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Espana Contemporanea Lengua Y Cultura
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| Spanish
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Not Listed
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Etu Pi Chi
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| Spanish
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Not Listed
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Idearium Espanol — El Porvenir De Espana
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| Spanish
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Not Listed
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Lena Seca
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| Spanish
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Not Listed
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Los relampagos de agosto
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| Spanish
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Not Listed
|
Peregrina y otros relatos
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| Spanish
|
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Ramos, Samuel
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El Perfil Del Hombre Y La Cultura En Mexico
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| Spanish
|
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Rodriquez, M. Diaz
|
Pegrina y otros elatos
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| Spanish
|
|
|
Rogers, Paul
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Florilegio de Cuentos Hispanoamericanos
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