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After nearly twenty years of research, Bonnie Thompson, the daughter of former Logan County State’s Attorney Roger W. Thompson, releases her tell-all trilogy, Buried Truth, a unique true crime saga about one woman’s undying perseverance in a lonely battle for truth and justice.
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After nearly twenty years of research, Bonnie J. Thompson, the daughter of former Logan County State’s Attorney Roger W. Thompson, releases her tell-all trilogy, Buried Truth, a unique true crime saga about one woman’s undying perseverance in a lonely battle for truth and justice.
In Part One: Backtrack, Thompson takes the reader back to 1976 when she was a 19-year old deputy circuit clerk in the Logan County Courthouse. That year a series of murders unfolded in her hometown of Lincoln, Illinois, and she became a witness to suspicious events and circumstances relating to the Schneider triple homicide, a Manson copycat crime. Only one 21-year-old man was charged and convicted of the slayings. Two other men Thompson suspected as accomplices were never implicated and went on to become attorneys.
Years later in 2001, Thompson’s father dies a disturbing death, which takes her back to Lincoln. Following her father’s memorial, she approaches Logan County State’s Attorney Tim Huyett and tells him of her longtime suspicions regarding the triple homicide. She is granted access to the old murder case files and begins her own investigation into not only the Schneider murders but also the murders of Michael Mansfield, Ruth Martin, and Jay and Robin Fry.
Read more of Thompson’s unabridged trilogy as her story continues in Part Two: Preponderance of Evidence and Part Three: Plea for Justice.
“Bonnie Thompson has done an excellent job of uncovering some deeply buried truths regarding a series of related murder cases. My own investigation with Bonnie and the voluminous evidence she has uncovered have convinced me that there is much more to the Mansfield, Martin, and Schneider murder cases than has been previously revealed in the official investigations. In my view there is sufficient evidence to warrant an official reinvestigation of these crimes, beginning with the facts that Bonnie has brought to light in her trilogy.”
—Dr. Larry Farwell, Forensic Neuroscientist and Inventor of Brain Fingerprinting (www.larryfarwell.com)
Bonnie J. Thompson is no stranger to the world of criminal law and courtroom drama. Her father, Roger W. Thompson, and grandfather, Donald L. Thompson, were both noted trial lawyers. The Logan County Courthouse provided Bonnie with a very important education, for it was there that she learned the value of truth and justice. Although she often considered pursuing a degree in law, she found herself more drawn to music, writing, and investigation. In her spare time, she performs as a professional singer/songwriter/guitarist, and she particularly enjoys singing jazz and blues standards. Her previous works include a screenplay entitled, Process of Elimination, and True Facts & Findings, a critical review of a book written by former Lincoln Police Detective William Krueger called, A Force for Evil. Thompson’s books are available through her website: www.buriedtruthtrilogy.com and/or www.processofelimination.info.


Some students may ask:
Where can I ask a reference question?
We may inform them:
A librarian is usually stationed near the circulation desk. If no librarian is present, then ask at the circulation desk for a reference librarian.
Since many students have individual schedules, they will want to know what hours reference assistance is available for. The answer would be:
Reference librarians are usually available during usual library hours to answer reference questions.
Some students may need to know if reference help is available over the phone or by email:
Yes. Check the TU Library website for phone and email contact information, and all other related advice.
Sometimes students are shy about bothering busy librarians, and may wonder if they should interrupt staff who are clearly working on some other project. The answer would be:
Yes, we are happy to help. Our mission is to encourage learning and make the library as user-friendly as possible, so students should ask whatever they need to know.
Students may not have a clear idea of what kind of help they can expect from a librarian. Telling them the following may give them a better idea:
Librarians will help to find information, according to what is needed. They may look at reference resources and have a direct answer. If students need to find a book or article, librarians might demonstrate how to use the online catalog to find the item. Librarians may also offer suggestions about how to use databases or the Internet, showing students the skills needed to perform research themselves, independently. Sometimes librarians may offer a few terms to help begin a search. If the student continues to have problems with the search, the librarians may continue looking for sources, to help. If librarians cannot personally help with reference questions, they will try to refer you to someone who can.
Students often have urgent questions about dissertations, either their own dissertation projects or dissertations already published that were written by other students in the past. If the library user is looking for a thesis or dissertation, we may suggest:
Please consult the TU Libraries Online Public Access Catalogue (KOHA) to locate these resources and find out about their availability.
When students are preparing a master’s or Ph.D. thesis, they must get permission to use images and quotes that have been published elsewhere. If they are quoting items from the TU Libraries collection, they may ask about how to obtain this permission. We may reply:
Permission to publish must be obtained by copyright holders.
They will want to know how to find the copyright holders. The answer would be:
Look at the copyright page of any publication. The copyright page is usually found on the back of the title page of the publication.
What does the copyright page, also known as the edition notice, tell us? It offers information about copyright notice, legal notices, publication information, printing history, cataloguing information from a national library, and an International Standard Book Number (ISBN). The student may assume that if an item is in the collection of the TU Libraries, then the TU Libraries controls the copyright. This is often not the case, as we may explain:
TU may be the property rights holder of items, but not the intellectual rights holder.
A simpler question for How do I cite the items from your collections that I am using?
Please cite: [Identification of item], [Collection Name] (Collection Number), Special Collections Department, Thammasat University Libraries.
As all library staff know, sometimes generations of people go to TU, meaning that the parents and even grandparents of some students were TU graduates. If a student’s ancestor attended TU and the student asks us for a copy of the transcript of a family member, we may tell them:
Transcripts and other student records are maintained by the University Registrar. All transcript requests should be directed to that office.
Some former students may wish to generously offer their TU memorabilia or documents as a gift. We may explain:
The TU Archives and Rare Books Division accepts some gifts of memorabilia, photographs, diaries, and other materials from former students. Kindly inquire at these divisions for further information.
(All images courtesy of Wikimedia Commons)


Keeping LA Law Library Strong, Vital and Accessible 2015
Established in 2003, Friends of the Los Angeles County Law Library is a 501(c)(3) nonprofit cooperating association affiliated with Los Angeles County Law Library. Friends of the Los Angeles County Law Library helps raise the visibility of the Law Library's services and provide a much-needed additional base of financial support. Friends' support helps to increase public access to, and appreciation of, this unique public resource. Friends of the Los Angeles County Law Library is dedicated to raising funds for the LA Law Library. FRIENDS OF THE LOS ANGELES COUNTY LAW LIBRARY
Founded in 1891, today LA Law Library holds over 1,000,000 volumes and is the second largest public law library in the United States — second only to the Law Library of Congress. LA Law Library's mission is to serve "as the curator and cultivator of a superior collection of legal resources, a gateway to legal information and a navigator facilitating access to the legal system." In this capacity, it provides services and access to legal information for judges, public officials, and attorneys. But more often, its users are self-represented members of the public who may have no other access to legal information. Like many other venerable public institutions today, LA Law Library's revenues have declined with the economy, while the need for service has increased.
You can help! By making a one-time tax-deductible donation, you help raise the visibility of the Law Library and provide a needed, additional base of financial support.
To complete your donation online please use the form below. Donations by check can be mailed to the following address:
301 W. FIRST STREET
LOS ANGELES, CA 90012


Based on the stories by Alan Milne, Winnie the Pooh is Disney's 22nd animated feature. Even though now it is considered a feature film (since it has been released as a single movie) the original version was divided three separate short films, Winnie the Pooh and the honey tree, Winnie the Pooh and the Blustery Day, Winnie the Pooh and the Tigger Too, released from 1966.
Pooh was created by AA Milne based on his son (Christopher Robin) favourite stuffed animal, and named after the bear Winnipeg from the London Zoo. The various stories of Pooh and his friends started as bedtime stories for Christopher, but soon where compiled in a book called "When we were very young". Accompanied by the beautiful illustrations by EH Shepard, the book has a huge success in the UK.
1961, Walt Disney bought the rights to Winnie the Pooh and in 1964 production on the film started. But instead of working on a feature length animation, Walt decided to work on three separate shorts. The reason behind this decision was that Walt considered that Pooh wasn't popular enough in the US for it to be a great success. So dividing the story in three, the audience could get to know the characters in the first one, and love them by the end of the last.
When production started, Walt wanted to stay true to the original characters designed by EH Shepard, but the animators at Disney couldn't fully animate the original characters because they where not designed to be in movement. So they made some modifications, but in the end the essence of the originals are still there.
The backgrounds developed for the film were almost identical to the original ones, using a color base under a rough line art, similar to what the studio had done in The Aristocats.
The movie is amazingly well-rounded. The story is great, the script is perfect and the characters are fantastic. I think that Winnie the Pooh probably has one of the best Voice castings in Disney history. With Sterling Holloway doing the voice of Pooh and Paul Winchell as Tigger, the characters really come to life.
If you also add to this list the amazing talent of the Sherman brothers, there is nothing that could go wrong. Their music was accompanied by Buddy Baker's score. Similar to Prokofiev's Peter and the Wolf, each character was played by a different instrument.
The film today is a classic and Pooh is probably one of the most popular Disney Characters.


The Franklin-Springboro Public Library is excited to offer its summer reading program Tuesday, June 1 through Saturday, July 24.
All children, ages 6 months - 12 years, are invited to read and earn prizes! (Those ages 11 and up may do the teen summer reading program instead if they prefer.)
It's as simple as 1, 2, 3!
1. Get Started.
Stop by the library to pick up a reading log or download and print a copy of the reading log here. The logs have 50 spaces to fill in with a sticker or to color each time you read.
All reading for the program should begin on or after June 1.
To complete the program, participants simply need to track the amount of time they spend reading. Reading time includes time that children read themselves and time that someone else reads to them.
Parents/guardians decide whether to consider their child a younger reader or an older reader.
For younger readers, one sticker = 10 minutes of reading. Each time you read for 10 minutes, put a sticker on the log. Younger readers need to read for approximately 8 hours to fill up the log sheet.
For older readers, one sticker = 20 minutes of reading. Each time you read for 20 minutes, put a sticker on the log. Older readers need to read for approximately 16 hours to fill up the log sheet.
3. Get rewarded for reading!
Once you have filled up your log sheet with 50 stickers, come to the library to receive a prize pack and to sign up for your chance to win a grand prize.
Please note: there is only one time for prize pick-up this year, and that is when every space on the log sheet has been filled in. To decrease contact, the library won't have the different levels of prizes this year. Fill up your log sheet and get all of your prizes at once.


Common Wound Care Diagnosis & Debridement Codes for AMERX Products
AMERX Health Care has compiled a handy guide of Debridement Codes and ICD-10 Codes associated with dispensing AMERX Products, available exclusively to those health care providers already a part of the AMERX Family of Dispensing Physicians. While the information in this guide is intended to assist you and your practice with coding, the existence of a code does not guarantee payment. The information is accurate to the best of our knowledge at the time of publication, but coding guidelines can change and we always encourage you to stay up to date.
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Arielle Silver 2023 2nd Saturday Concert Series
April 8 @ 3:00 pm - 4:30 pm
Arielle Silver was raised on folk festival fields and synagogue pews, in woodsy and watery places up and down the Atlantic Seaboard. Now based in Southern California, she lives just a traffic jam away from the Pacific Ocean.
Escondido Public Library’s 2nd Saturday Concert Series has hosted music concerts and it continues to be one of the most popular programs at the Library. All performances are free, open to the public, and last approximately 1.5 hours with a 10-15 minute intermission. This event is presented by Friends of the Escondido Public Library.


Taking the Long Way Home
Former CEO of Scripture Union England and Wales, Peter Kimber, has just published a book, entitled ‘Taking the Long Way Home,’ which charts his life’s adventures and also includes fascinating insights into the history and impact of Scripture Union around the world.
Peter, now aged 85 and living in Scotland, was born and grew up in India, where his parents were missionaries, and where he first encountered Scripture Union. He writes, “I was born to be a traveller, and a traveller before I was born, since my mother travelled three hundred and fifty miles to give birth to me, from Madras, in South India, to Ootacamund, six thousand feet up in the Nilgiri Hills.” He describes the book as ‘a collection of places and faces which helped to make my life interesting’.
In the book he writes about an SU worker who came to his school in India, “Cecil would take evening prayers and from it all one thing has stayed with me ever since. He said, “Wouldn’t it be very strange if, instead of having three meals a day we saved all the food for one huge meal on a Sunday?” answer: “Yes of course.” Yet that is what we do with God’s word: we keep it for a Sunday. Wouldn’t it be sensible to have a bit every day – some daily bread? And to help us do that, here is a card of Bible readings. Would you like to try it?” … intermittently it has stuck with me and indeed SU has been a part of my life since then.”
The book goes on to trace his many adventures, including time in Canada, studying in Oxford, a dramatic trip to the Antarctic with the British Antarctic Survey, along with many later travels with the British Council, the Scottish Examination Board and Scripture Union, which took him to India, Egypt, Zimbabwe, Eritrea, Ukraine and Siberia.
Talking about why he wrote the book, Peter said, “I wanted to show that SU people have perfectly normal – and also exciting – lives, in which SU business and earning a living go side by side, with plenty of interesting things thrown in.”
Although not officially an autobiography, the book includes a lot of biographical information. Peter explained, “My first taste of SU was aged five at a beach mission in Ireland. John Jacob, of sacred memory, was my house master at boarding school in India and later our paths crossed in SU business.”
The book explains how John Jacob had a key role to play in Peter’s developing faith. There is a whole chapter in the book dedicated to Scripture Union and recounting many adventures and experiences in different countries. One of the most topical were his visits to Russia and Ukraine, shortly after the end of the cold war.
He said, “The first time I arrived in Kyiv I had ten thousand US dollars tucked into my socks. I was with four friends and each of them had the same amount of money hidden away. We were not hiding anything from the immigration officers, but we were hiding it from the mafia. The good news was that the money enabled SU Ukraine to buy Vorzel (SU Ukraine’s campsite centre), which made possible so many exciting developments in the years that followed. I remember an email that said, ‘This year we had the two thousandth young person coming to an event.’”
Peter said he watched with great interest the recent video of SUI Field Development Director, Oksana Khimich, talking about life in Ukraine during the war and another video by SU Ukraine on how the Vorzel centre has been supporting people with food and shelter during the bombing. He said, “It was encouraging to hear Oksana talk about how it is possible to know the peace of God in the middle of turmoil and fear.”
While living in Scotland and working for the Scottish Examination Board, Peter became chair of SU Scotland for a number of years. He continued with his international links supporting SU in other parts of the world. And in 1996 he was appointed as CEO for Scripture Union England and Wales. He is now retired and living back in Scotland.
For anyone with an interest in how God has been at work around the world, both in one individual’s life and across many Scripture Union movements, this book makes a fascinating read. Proceeds from book sales will be given to support the international work of Scripture Union.
You can obtain a kindle copy of the book on amazon here:


Explore Tolkien’s lifelong fascination with the tale of Beowulf
Signum University now has a new way for students, faculty and other interested parties to keep tabs on the many and sundry pursuits of Signumites: the Signum Eagle. The first issue takes a look at the upcoming conferences and conventions to be attended by Mythgardians.
For the past two years, Signum’s graduate literature program, the Mythgard Insitute, has sponsored a convention in New England. Signum University is happy to announce that the proceedings from the second of these conventions, Mythmoot II, is now available through the literature program website! Additionally, we would also like to announce that Mythmoot III is […]


The link is our code on Github. The implementation is written in C++ with SIMD vectorization (SSE) and multi-threading. The code requires OpenCV.
- N. Fukushima, N. Kodera, Y. Ishibashi, T. Tanimoto, "Comparison between Blur Transfer and Blur Re-generation in
Depth Image Based Rendering," in Proc. 3DTV-CON 2014, July 2014.
- N. Kodera, N. Fukushima, and Y. Ishibashi, "Filter based alpha matting for depth image based rendering," in
Proc. IEEE Visual Communications and Image Processing (VCIP), Nov. 2013.
- Y. Mori, N. Fukushima, T. Yendo, T. Fujii and M. Tanimoto,
"View Generation with 3D Warping Using Depth Information for FTV"
Signal Processing: Image Communication, vol. 24, issues 1-2, pp. 65-72, Jan. 2009.


The groundbreaking, award-winning Muslim arts and culture festival is on! This Manchester-based international festival promotes social inclusion through the celebration of Islamic culture. It was first launched in 2017 by Qaisra Shahraz MBE, an award-winning campaigner and acclaimed novelist who featured in the Power 100 list of the UK’s most influential Muslims.
Festival events range from art to cuisine, from music to Muslim diaspora heritage. This year, MACFEST is hosting events through July 2021, most of which are free and digital, and which you can book on Eventbrite.
After a short introduction by Qaisra Shahraz, curator and archivist Elizabeth Gow shared her screen to shed light on a series of forty different miniatures by nine anonymous artists. The John Rylands Library houses some of these treasures. The library has miniature paintings in over forty different languages. This event focused on their Persian manuscripts.
From the 13th to the 17th century, Persian literature inspired the visual arts. Persian miniature painting flourished in the 13th century. Under Ilkhanid patronage, books began to be illustrated and illuminated.
Gow took the time to shed some light on forty different paintings housed in the University Library. Scans of these manuscripts are available at the library website.
come to life
Khamsah means ‘hand’. the original Khamsah, by Nizāmī Ganjavī, was written in 1444-5. It includes five poems and nineteen miniature paintings. Inside, the colors remained vibrant. The binding is in leather, with in its center a treasure of golden details. Decorative borders, painted with gold leaf and gold ink, frame the poems. Money paints the rivers. Everything indicates the wealth and artistic knowledge of the Persian court.
The first painting is a hunting view, originating in 1445. People are playing under the trees in the grass, each blade of grass appearing to be individually painted.
In an unnamed painting illustrating Nizāmī Ganjavī’s text, two seemingly identical trees stand side by side. We have a horse hidden behind the branches. A painting from the same manuscript shows a shepherd boy emerging from behind a rock. Gow points out that he is trying to save his herd from a perilous position on the mountain.
These paintings convey absolute care and precision in their depiction of the scenes of the written passages. Khusraw va Shīrīn shows birds floating in the trees, people in the green grass below. It illustrates a sense of wonder at nature, beauty and love. These images are stories in their own right. Abd al-Samad, the identified painter, became one of the leading Mughal court painters in India under Emperor Akbar.
Where to take a look
The art of Persian miniature is fascinating. While this article can’t do justice to the wisdom of Elizabeth Gow or the MACFEST itself, we can point you to more resources that might. The highly acclaimed MACFEST has a website, accessible here.
The library gives students access to historical and literary masterpieces. These are a few examples of miniature painting resources of great aesthetic importance. There are nineteen paintings in the original version Khamsahby Nizāmī Ganjavī, 1444-5.
There are hundred paintings by five different artists in Shahnama by Abū’l-Qāsim Firdawsī, 1518.
Finally, there is three hundred fifty-five paintings in Ajāyib al-makhulūqāt [Wonders of Creation] by Zakarīyā ibn Muhammad Qazwīnī (1632). Elizabeth Gow calls it a “kind of encyclopedia of wonders”.


The papers collected here represent our effort to showcase ten of the best philosophy articles from the literature of 2009. Any claim regarding a selection of the ‛best,’ of course, will carry immediate caveats and qualifications.
Each year we solicit nominations from a committee of nominating editors representing a diverse sample of philosophical sub-fields. The list of articles nominated is then returned to all nominating editors for secondary review. On the basis of nominations and reflections we then narrow a larger pool down to thirty articles. We as editors read all 30 articles, and over the course of several argument-filled days arrive at a selection of ten—the selection you see before you.
We would be at a loss to articulate any precise criteria that gave us these ten. In a field of such diverse focus, approach, and method as philosophy, we doubt that one could formulate any precise criteria. Certainly strength and originality of argument, new approaches and novel techniques, fairness to the wider literature, and clarity and cogency of presentation all count as virtues. Quality is to count for everything; specific area of philosophy, prestige of author, and original place of publication are to count for nothing. Our aim is simply to demonstrate philosophy at its manifold best. This year articles are drawn from meta-ethics and philosophy of mind, from logic and philosophy of mathematics, from history of philosophy and philosophy of science, and from metaphysics and metaphilosophy. Though any claims to have selected a unique ‛ten best’ must be taken with generous grains of salt, we think we can claim to have identified ten outstanding articles worthy of particular attention.
In “The Normative Insignificance of Neuroscience,” Selim Berker responds to claims regarding the alleged normative implications of recent experimental findings which suggest a link between characteristically deontological moral judgments and emotional neural processes, on the one hand, and characteristically consequentialist moral judgments and “cognitive” neural processes, on the other. Berker argues that, on their own, these empirical findings have no normative significance at all; contrary to widespread claims of others, the findings provide no direct support for consequentialist moral theories over their deontological rivals.
Two of the papers make innovative use of tools from the theory of probability to investigate and clarify the evidential import of various kinds of data. In “Absence of Evidence and Evidence of Absence—Evidential Transitivity in Connection with Fossils, Fishing, Fine-Tuning and Firing Squads,” Elliot Sober appeals to the likelihood measure of evidential support to give a novel account of what is right and what is wrong in the well-known aphorism that ‛absence of evidence is not evidence of absence.’ Along the way, he turns up distinctions which prove relevant to the general validity of the anthropic principle and fine-tuning arguments for the existence of a designer. In a related vein, Rachael Briggs approaches the question of how rational agents should adjust their current beliefs in light of information about their future beliefs. Her “Distorted Reflection” provides a careful and persuasive account of what is right and what is wrong in the principle known as Reflection: that, when you learn that you will in the future believe p to degree x, you should now believe p to degree x. Her discussion also provides an intriguing and insightful diagnosis of the failure of so-called Diachronic Dutch Book arguments to establish the rational incoherence of agents who fail to always abide by Reflection. By rigorously investigating the foundations undergirding these principles of epistemic rationality, Briggs and Sober do much to elucidate central issues and advance the state-of-the-debate surrounding the evidential support of 1) lacunae in the data, 2) data which were guaranteed to be observed (because one would not be around to be collecting data, had things been otherwise), and 3) data about one’s future doxastic state.
Mark Schroeder and James Dreier both address central debates in foundational meta-ethics. Schroeder’s “Hybrid Expressivism: Virtues and Vices,” impressive in scope, offers a comprehensive and critical evaluation of a meta-ethical position defended by a number of philosophers which blends a cognitivist treatment of the semantics of normative language with a non-cognitivist treatment of its use. In “Relativism (and Expressivism) and the Problem of Disagreement,” Dreier offers an insightful look at the most troubling issue for contemporary proponents of expressivism about normative language—the problem of giving an account of disagreement and the semantics of negation. He synthesizes some of his earlier work on these issues to paint a powerful picture of the problem of disagreement as an issue not just for expressivism but for a form of relativism recently defended by John MacFarlane, Andy Egan, and others. Disagreement has received a enormous amount of attention in many different philosophical areas. Dreier’s appears to be an important contribution for many of those areas.
What is the epistemic status of axioms in formal proof? In “We Hold These Truths To Be Self-Evident: But What Do We Mean By That?,” Stewart Shapiro offers an examination that is both critically focused on that central issue and sweeping in its historical scope. Shapiro offers a careful examination of both claims regarding axioms and the actual use of axioms in practice
across a century and a half of logic, with particular attention to Frege and Zermelo. Despite claims regarding stand-alone self-evidence, Shapiro argues that axioms have characteristically been supported holistically or even pragmatically in the context and practice of systematization. Shapiro also suggests that this is precisely as it should be.
In “Akrasia and Perceptual Illusion,” a similarly impressive display of scholarly ability, Jessica Moss weaves together arguments from three different Aristotelian texts in an effort to clarify Aristotle’s account of akrasia and resolve an apparent inconsistency in his view. Drawing on material from Aristotle’s de Insomniis—a text which has been largely ignored in the literature—Moss argues that Aristotle conceives of akrasia as analogous to certain cases of perceptual illusion. She then demonstrates how a recognition of this parallel can facilitate a reconciliation of Aristotle’s account of akrasia as a conflict between phantasia and rational cognition, as presented in de Anima, and his account of akrasia as a form of ignorance, as presented in the Nicomachean Ethics.
Johan van Benthem, Patrick Girard, and Olivier Roy’s “Everything Else Being Equal: A Modal Logic for Ceteris Paribus Preferences” is perhaps the technically most challenging article we have included. The authors offer a full semantics and several completeness theorems for a new modal logic for preferences ‛all other things being equal,’ where the latter is carefully distinguished from the very different logic that would be required for ‛all other things being normal.’ More importantly, perhaps, they are careful to link their work to both what has gone before and to contemporary applications. In the former regard, they build on an exposition of Von Wright’s work in preference logic in the 1960s. In the latter regard, they trace implications for formal definition of solution concepts in game theory—best response and dominant strategy, for example. In the dynamic context, they extend their work to a formal treatment for changing preferences under public announcement.
Jonathan Schaffer’s “On What Grounds What” offers an original, engaging, and lively essay in meta-ontology. Schaffer sets his sights on a pervasive presupposition about ontology’s subject matter and method: that the task of ontology is to determine what exists, and that this is to be done by examining the existential commitments of our best theories of the world. Schaffer offers a battery of arguments for the thesis that such an understanding of ontology would make ontology trivial, and that genuinely interesting ontological questions—questions of the sort that have motivated debates between nominalists and Platonists, for example, or modal realists and actualists—are properly understood as concerned not with what exists but with what is ontologically fundamental.
In “A Tale of Two Vectors,” Marc Lange resurrects a forgotten debate in the history of physics, arguing that it holds important lessons for contemporary philosophical accounts of natural lawhood. As Lange explains, the historical debate centered upon the proper explanation of the law of Newtonian mechanics that force vectors compose parallelogram-wise. Without taking sides, Lange contends that an account of lawhood should be able to make the debate sensible. In a striking and innovative conclusion, Lange provides a multi-tiered account of lawhood designed to do precisely this. In addition to articulating a fresh source of worries for existing analyses of natural law, Lange’s paper introduces a fresh alternative.
We hope you enjoy perusing this collection as much as we enjoyed our days of argument in putting it together. Many thanks to our nominating editors for their fine selection of candidates and to the Philosophy Department of the University of Michigan for their continued support.


Prior to the phenomena that is Harry Potter took over my life, it was hard to get me to read as a kid. My mother picked things and while I read them… it really didn’t hold my attention. At 2 years old, I was watching Tales from the Crypt with my mother… Good Times. So I remember being in the 3rd grade and taking a trip to the library. My teacher wanted to teach us how to search for content within the library. We were starting out our accelerated reader program… which rewarded kids with points for every book they read and tested on. When were turned loose to look at the books on our own… I came across R.L. Stine and the rest is history. I had to get approval to read it… because they felt as though my reading level was higher and they wanted me to read something more challenging. So I did end up picking something else but I still got my Goosebumps… And when I found out it was a series… that was really the only reason I went to the school library after that first introduction.
I remember consuming these in large chunks and being annoyed when I had to pick something else for class. Because it is published by Scholastic Publishing, it had me begging to visit the book fair and save my money to do some real damage. It was the talk of the town again when the series was given a television show. So not only could I read it… I could also watch to my hearts content. I am pretty sure that I annoyed my dad by taking over the tv on Saturday mornings… or looking for a tape so that I didn’t miss anything. So I am back here since my cousins wanted to know what I used to watch as a kid.. and I showed them the Goosebumps tv show on Netflix… Yes it is there… so check it out. I remember having avid conversations with the kids at lunch about the books… so you were not cool if you were not reading them.
Goosebumps is a series of children’s horror fiction novels by American author R. L. Stine. The stories follow child characters, who find themselves in scary situations, usually involving monsters and other supernatural elements. From 1992 to 1997, sixty-two books were published under the Goosebumps umbrella title. (I have not read them all but I got damn close. The older that I got I moved on to some of Stine’s other books aimed at older kids… so Stine was with me for a long time before I decided to switch from horror and thriller to the fantasy that is Harry Potter.) Various spin-off series were written by Stine: Goosebumps Series 2000, Give Yourself Goosebumps, Tales to Give You Goosebumps, Goosebumps Triple Header, Goosebumps HorrorLand, Goosebumps Most Wanted and Goosebumps SlappyWorld. The series has sold over 400 million books worldwide in thirty-two languages since the first book, Welcome to Dead House in 1992, becoming the second-best-selling book series in history, after J. K. Rowling’s Harry Potter. Individual books in the series have been listed in several bestseller lists, including the New York Times Best Seller list for children. Fifty Give Yourself Goosebumps books were published from 1995 to 2000, starting with Escape from the Carnival of Horrors. The books in this series were ghostwritten by several authors, including Kathryn Lance and Stine’s sister-in-law Megan Stine. Of these I have read Give Yourself Goosebumps… that was fun as I would continuously start over and still end up bad off. I am older now so I know that is really the only way it was going to unfold. Due to declining Goosebumps sales and increasing competition (primarily from another series from Scholastic, Animorphs), Scholastic and R. L. Stine decided to create Goosebumps Series 2000. From 1998 to 2000, 25 books in the series were published, beginning with Cry of the Cat. The books in this series were written in a similar format and featured similar content to the original series, but Stine classified them as being “much scarier.”
Goosebumps was listed 15th in the list of most frequently challenged books during 1990–1999 and 94th in the list of top banned/challenged books during 2000–2009 by the American Library Association (ALA). According to the ALA, a challenge is an attempt by a person or group to remove or restrict materials from a library or school curriculum. The series was challenged for being too frightening for young people and depicting occult or demonic themes. In the hearing, most of the parents and children felt the books should not be banned, and the school district’s book review committee decided to keep the books. I wonder when people will get that when you try to have something banned… it just causes more interest in it…
So as I normally do I am going to pick a few of my favorite stories or the ones that scared the shit out of me as a kid. I am only going to pick a handful. I may even throw in how the coinciding episode played out for me. I look forward to gifting my niece and nephew these sets because they, like me, love to scare themselves. So they are already watching the shows, but once they start reading they will love these. So without further ado, let’s jump into it.
- Stay Out of the Basement – This really messed with my sense of what I knew to be true. And if you read the story you know what I am talking about. The episode was just as disconcerting to my 9 year old mind. Stay Out of the Basement is the second book in the original Goosebumps book series. It was first published in 1992. The book follows Margaret and Casey Brewer, whose father has been acting very strange since losing his job as a botanist at a nearby university. When Mrs. Brewer goes out of town, his obsession with his plants gets out of hand. When Margaret and Casey try to go down to the basement to see his works, their father, whose hand is bleeding, warns them not to enter. Margaret and Casey are suspicious of their father wearing a cap all the time… day or night…. Margaret discovers that he was eating plant food… A few days later, the kids are playing Frisbee, and Dr. Brewer is outside with them. The kids accidentally hit Dr. Brewer on the head. This knocks off his hat, revealing green leaves growing on his head. Dr. Brewer sits down with his children again and explains that the leaves are only a side effect of his experiments. Dr. Brewer goes to the basement again quickly. My young mind railed against this explanation. HE IS NOT YOUR FATHER MARGARET!!! That night, Margaret spies her father in the bathroom, watching as he removes the bandage from his hand, revealing bright green blood instead of red blood. Before returning to her room, Margaret takes a small look at her father’s room, discovering moist dirt and worms in his bed. The kids hear noises coming from a supply closet. When they open it, they find Dr. Brewer bound and gagged with plant tendrils. They untie him, and Dr. Brewer tells them that the one who went to the airport to pick up his mother is not him. Instead, it is a hybrid plant clone created during his experiments. Dr. Brewer grabs an ax and waits for his clone to return. Dr. Brewer’s clone appears on the basement stairs. He tries to trick the kids into believing that their real father is the clone. However, Margaret grabs a knife and makes a small cut to her father’s hand, revealing red blood. The real Dr. Brewer uses the ax and cuts his clone in half, revealing bright green blood and a stem-like interior. One week later, Dr. Brewer burns all the mutant plants in the yard, planting a few into the garden. He tells Margaret and Casey that he will stop doing experiments permanently. The kids are walking back inside when one of the plants begins to touch Margaret with its leaves and beckons for help. The plant assures her that it is her real father. (R.L. Stine is the king of cliffhangers… I would like to point out I had no clue what the term cliffhanger even meant before this series.)
- The Girl Who Cried Monster – I understood this book’s protagonist. I am sure every kid has tried to point out something and the parents or adults in their lives dismissed them. Lucy is twelve years old and lives in Timberland Falls. Lucy loves to scare her younger brother, Randy, with terrifying monster stories. Much to the irritation of her parents, Lucy is obsessed with monsters. Lucy also participates in a summer reading program at the local library. The librarian, a balding man with glasses named Mr. Mortman, tries to get Lucy to read classic literature, but Lucy only wants to read books about monsters. Shortly after leaving the library one day, Lucy returns having left her roller blades. Lucy goes back inside. She observes Mr. Mortman through the window of his office. Mr. Mortman is sitting in front of his desk, and he pulls out a container full of flies, which he uses to feed his pet turtles. Without warning, Mr. Mortman’s head begins to swell, and his eyes bulge and turn black. His mouth becomes a long row of sharp teeth, and he grows claws. He proceeds to eat flies from the pan. Horrified, Lucy flees the library. Lucy tries explaining that Mr. Mortman is a monster to her parents and friends, but nobody believes her story. Refusing to give up, Lucy formulates a new plan; instead of going to the library, Lucy will investigate Mr. Mortman’s house. Lucy, accompanied by her friend Aaron, follows the librarian to his house. Lucy spies on Mr. Mortman through an open window. Wanting to gain a better vantage point, Aaron looks for a ladder. While he is distracted, Lucy watches Mr. Mortman eating unpleasant dishes such as raw fish, snails, and eels. Aaron doesn’t see any of this. Mr. Mortman’s sees Lucy, and Aaron flees. When Mr. Mortman asks her what she is doing at his house, Lucy says that she was visiting him to tell him that she will no longer be attending his reading program. The next morning, Lucy is forced to go to the library. When she arrives, she discovers that nobody is there. Mr. Mortman appears and locks the door behind her, telling her that he won’t let her escape. (I remember closing the book then and being incredibly shaken.) Mr. Mortman transforms into a monster and tries to attack Lucy, but she quickly runs away from him. Lucy exits the library through a window. Lucy runs into Aaron. He tells her that he had hidden in the library and observed Mr. Mortman turning into a monster. Aaron apologizes for his prior disbelief. With Aaron as a witness, Lucy tells her parents about Mr. Mortman. Lucy’s parents decide to invite Mr. Mortman to dinner. A few nights later, Mr. Mortman appears at Lucy’s house. After a brief talk, Mr. Mortman asks what they will be eating for dinner, and Lucy’s parents say that they will be eating him. Mr. Mortman is frightened by this comment. Lucy’s parents begin to transform into monsters, and they devour the librarian alive. Lucy and Randy encourage their parents all the while. Although Lucy and Randy are also monsters, they can’t join in as their fangs haven’t grown yet. Lucy’s parents explain that they don’t want more monsters moving into their neighborhood. My young mind could have exploded. The episode does this story justice… it was just as creepy to me….
- The Haunted Mask – This story still kind of creeps me out even as an adult. But it is a simple story. It is the first story in what becomes a 3 part saga and was actually the first special when the show was being brought to television. Carly Beth is a quiet, shy, and overly trusting girl. She is easily scared of almost everything, and repeatedly humiliated by her friends, Chuck Greene and Steve Boswell, at school who call her a “scaredy cat”, and delight in making her life a misery. After being tricked by Steve into eating a sandwich that contained a live worm, Carly Beth flees home in shame and vows revenge. At home, Carly Beth discovers her mother, Kate, has made a perfect likeness of Carly Beth’s face from plaster of Paris as a symbol of her love for her. Carly Beth is also annoyed to discover her mother has made her a silly duck costume. She calls Sabrina on the telephone. They talk about the cruel prank Steve played on her and Carly Beth swears she will never fall for one of their stunts again. Then she muses about buying a horrible mask from a new shop that has just opened. On Halloween day, she collects her money and sets off for the costume shop, distraught that it is closed. However the mysterious owner of the shop allows her entry and she unwillingly stumbles upon a back room filled with the many of the most hideous masks she has ever seen. The owner refuses to sell her the one she wants. But she is insistent and takes off with the mask while throwing the money at him. Thrilled, she goes home, puts on the mask, and scares her brother. However the mask will not come off at first, when it finally does, Carly Beth and Noah are unsure as to how she unintentionally changed her voice to a hoarse growl. Carly Beth simply remarks, “I don’t know…but I like it”. She then makes her way to the front door, and stares at the mirror for a second or two, hesitating to put the mask back on, but she does anyway. Carly Beth steals the Plaster of Paris mold of her head that her mother made, and goes in search of Chuck and Steve, determined to make them pay. Yet strange things start happening to her. She acts like a totally different person: she attacks Sabrina, frightens young children, and vandalizes the neighborhood. After finding Chuck and Steve and scaring them, however, Carly Beth is horrified to notice that the mold of her face spoke, imploring Steve and Chuck to “help” her. Steve and Chuck run off in fear and Carly Beth gleefully abandon the plaster face. Back at Sabrina’s house, Carly Beth tries but cannot remove the mask. Sabrina tugs and pulls at Carly Beth’s sweaty mask, but it does not seem to give. To her horror, Sabrina discovers that there is no space between the mask and her skin. The mask has somehow fused itself to Carly Beth’s own face. Rather than seeing her own normal eyes staring back at her in the mirror, Carly Beth sees evil, animal-like, orange eyes leering back at her. Now, I was creeped out but honestly, I wasn’t sure I felt that badly about her… since she stole the mask that the guy didn’t want to sell. Despite her desperate pleas, the shopkeeper tells Carly Beth over and over that the mask cannot be removed as it is not simply a mask…it is a real, living face. He tells her that he created them and they were once beautiful, but they slowly decayed over time and became hideous, repulsive monsters. He refers to them as “The Unloved Ones”. It turns out every so often a young, innocent person like Carly Beth, finds one thinking it to only be a latex mask, puts it on and the mask begins to become one with the victim’s skin as the mask fuses with them and begins to slowly take over their mind. The shopkeeper says, “The only way to remove the mask is to find a ‘symbol of love’. But if the mask is ever put on a third time, it will be forever.” Carly Beth begins to cry out and scream in horror, realizing that she might possibly never see her true, young face ever again. Unfortunately, Carly Beth’s hysterical screams and shrieks begin to slowly awaken the evil masks who before laid dormant, lying in wait for their next victims to consume. They begin floating off of their model heads and start to slowly, but surely, fly at Carly Beth. They pursue her down the street and Carly Beth finally realizes that the mold her mother gave her is a symbol of love she needs to remove the mask from her body. Carly Beth uses it to deter the masks and remove the monstrous face that has attached itself to her.
- Night of the Living Dummy – This is definitely the reason that I hate ventriloquist dummies and the show didn’t help that image. Scared the shit out of me. Lindy and Kris Powell are walking through their neighborhood. The two girls decide to inspect a house that is under construction. While searching through a garbage container near the house, Lindy finds a mysterious ventriloquist’s dummy and decides to call him Slappy. Lindy uses her dummy to gain popularity, and Kris becomes jealous. Since some of the neighborhood kids seem to love her ventriloquism, Lindy decides to start using Slappy for children’s acts and birthday parties. Lindy and Kris’s parents ask the two girls to share the dummy. However, when Kris tries to take Slappy from Lindy, Slappy hits Kris in the face. Mr. Powell gives a ventriloquist dummy to Kris that he purchased from a pawn shop. She decides to call him Mr. Wood. Mrs. Berman, Kris’s music teacher, asks her to perform a ventriloquist act for the school’s upcoming spring concert. Lindy offers to help Kris improve her act, but Mr. Wood begins hurling insults at Kris. Since Lindy is the one operating Mr. Wood at the time, Kris assumes that Lindy is the one speaking, but Lindy insists that she isn’t controlling the dummy. That night, Lindy and Kris hear strange noises coming from inside their house. When they go to find the source of the noise, they find Mr. Wood strangling Slappy. (Weirdness.) When the sisters tell their mother what happened, of course, she doesn’t believe them and tells the girls to go to bed. Kris continues to hear noises coming from the kitchen throughout the night. Kris investigates the kitchen and sees Mr. Wood lying near the refrigerator with food around him. Before Kris and Lindy can clean everything up, Mrs. Powell goes downstairs and sees the giant mess. Both girls try to convince their mother that Mr. Wood is responsible for the mess, but Mrs. Powell threatens to take Slappy and Mr. Wood away if the girls keep insisting that Mr. Wood is alive. While the girls clean up the mess, Lindy reveals to Kris that she is the one who has been doing all these horrible things. She was tired of Kris being a copycat, so she decided to pull this big prank on Kris. She mocks Kris for buying it. (I wanted to punch her in the face.) Kris is infuriated but doesn’t tell their Mom about this, as they have been banned from talking about the dummies. A couple of days later, Kris finds a small card in Mr. Wood’s pocket that reads, “KARRU MARRI ODONNA LOMA MOLONU KARRANO,”. After reading the card out loud, Kris thinks she sees Mr. Wood blink. The Miller’s come to visit the Powell’s come to visit. The Powells make Lindy and Kris perform a ventriloquist act for their neighbors. Lindy decides to go first, and hers is a success. Before Kris can perform her act, Mr. Wood begins to insult the elderly couple, making fun of their appearances and their breath. Kris is grounded but still allowed to attend the school’s spring concert the following day. However, at the concert, while Mrs. Berman is adjusting a microphone for Kris, Mr. Wood begins to insult the teacher for being overweight. Mrs. Berman demands an apology, but Mr. Wood responds by spewing a green substance on the teacher and the audience. Mrs. Bergman tells Kris that she will be suspended from school for this. Mr. Powell announces he will return the dummy to the pawn shop on Monday. Kris locks Mr. Wood in a closet and goes to sleep. Kris is awakened by the sound of footsteps. When Kris decides to investigate, she discovers that Mr. Wood is alive. Mr. Wood tells her that she and Lindy are now his slaves and that the magic words brought him to life. Eventually, a fight breaks out and the dummy end being run over my a steamroller. A mysterious green mist rises from the smashed dummy’s body. When the girls get to their room, they find Slappy waiting for them. Slappy asks if the other dummy is gone. (Again with a freaky cliffhanger… enough to leave 9 year old me on edge. The episode creepy good.)
- The Ghost Next Door – Again R.L. Stine knows how to give you a twist in a story… It was his thing and I could never decide whether or not I liked it. It could be argued that since I kept reading it… I loved it. I think this made me better at recognizing foreshadowing as there is a lot here. Hannah Fairchild isn’t having much fun since all her friends have left for the summer vacation. Even though Hannah writes letters to her friends, they never write back. Not even Hannah’s neighbors seem to pay attention to her. To pass the time, Hannah makes campfires in the backyard of her house and tells ghost stories to her younger brothers, Bill and Herb. (So much foreshadowing… I can laugh about it now.) Hannah discovers that a new family has moved into the house next door. Hannah meets one member of this new family, Danny Anderson; Danny is twelve years old, the same age as Hannah. Hannah does not recall Danny’s family moving into the house. She thought the house was abandoned. (But was it??????) As the days go by, Hannah begins to become suspicious of Danny. He mysteriously disappears every time she turns around or becomes distracted. Hannah begins to suspect that Danny is actually a ghost. Meanwhile, Danny befriends Alan Miller and Fred Drakes, two spoiled children who are always getting into trouble. Danny decides to go with Alan and Fred as they vandalize around Greenwood Falls. They decide to go to the home of Mr. Chesney, the postmaster of the city, to destroy his mailbox. They are quickly caught by Mr. Chesney, but the postmaster only seems to pay attention to Alan and Fred. Hannah, observing in silence, witnesses this, and this event seems to validate her theory that Danny is a ghost since he can seemingly avoid Mr. Chesney’s detection. After their scolding, Alan and Fred tell Danny that they are going to get revenge. Hannah confronts Danny. The two begin arguing, and Hannah accuses Danny of being a ghost. Danny tries to push Hannah, but his hand passes through her chest. Scared, Danny runs away. Hannah slowly realizes the truth; she is the ghost. Danny and his friends end up breaking into Mr. Chesney’s house again but they end up setting his house on fire. Hannah had overheard some neighbors talking about how she and her family died in a house fire and here it was happening again. Refusing to let her friend die, Hannah manages to save Danny, leaving the shadowy figure behind. Hannah and Danny manage to escape from the burning house as ambulances begin arriving at the scene. Back home, Danny explains to his mother and Mr. Chesney that Hannah saved him, but nobody believes him. They try to explain to him that Hannah passed away five years ago. Hannah begins to notice that everything around her is fading. She hears the voices of her parents calling for her to return to them. As Hannah begins fading away from the real world, she cries a final goodbye to Danny, asking that he never forget her.
- Say Cheese and Die – Greg Banks and his 3 friends, Shari Walker, Doug Arthur, and Michael Warner, decide to sneak into the mysterious Coffman House to entertain themselves for fall break. (It is things like this that made shoot down friend’s ideas of exploring… It never ended well for the kids in these stories. ) The old Coffman house is said to be haunted. Greg finds a camera hidden inside a compartment in the wall. (I would like to point out that I probably take something from a haunted house.) Greg is interested in photography, so he picks up the camera. He asks Michael to pose for a picture. Michael stands against a staircase railing. After Greg takes the picture a photo comes out of the front of the camera. Michael asks to see it and leans against the railing. The railing breaks, and Michael falls to the ground, hurting his ankle. The group later inspects Michael’s photograph. To everyone’s surprise, Michael’s picture shows him falling instead of leaning on the railing. Later that day, Greg takes multiple photographs with the camera. First, he takes a photo of his father’s new car, but the picture shows the vehicle wrecked. Then, he takes a photo of his older brother, Terry, but the picture shows him on a baseball field in a worried state. Greg, Shari, and Michael go to Doug’s baseball game. Before it starts, Greg takes a photo. The picture shows his friend lying on the ground with his neck at an unnatural angle. Doug refuses to believe that anything bad could happen to him. He assumes the camera is broken. However, during the game, a baseball hits him, causing him to fall to the ground. His neck bends to an unnatural angle, as the picture predicted. Greg is completely sure that the camera is responsible for these events, but his friends refuse to believe him. Greg, Shari, and Michael go to Doug’s baseball game. Before it starts, Greg takes a photo. The picture shows his friend lying on the ground with his neck at an unnatural angle. Doug refuses to believe that anything bad could happen to him. He assumes the camera is broken. However, during the game, a baseball hits him, causing him to fall to the ground. His neck bends to an unnatural angle, as the picture predicted. Greg is completely sure that the camera is responsible for these events, but his friends refuse to believe him. Terry appears on the baseball field in a worried state. Terry tells Greg that their father has just suffered an accident and that the car is completely totaled. Shari continues to be skeptical of the alleged camera’s “powers” and asks Greg to take it to her birthday. Initially, he refuses, but he eventually takes the camera to the party. During the party, Greg takes a photo of Shari, but the pictures don’t show her. Soon after, Shari disappears mysteriously without a trace. Greg gets an idea: to tear up Shari’s picture. When he does this, she reappears, but she doesn’t have any memory of where she had been. Later, the kids decide that the camera is too dangerous and resolve to return it to its hiding place in the Coffman House. But, when Greg and Shari enter the old house, Spidey, a man who had attempted to keep them from leaving with the camera in the first place, catches them and reveals the camera’s origins. It turns out that Spidey’s real name is Dr. Fritz Fredericks, and he is a deranged scientist. His lab partner created the camera. Spidey’s greed led him to steal it and present it as his own invention. What he didn’t know was that his partner also was a master of the dark arts. His partner placed a curse on the camera. Now, whenever a photo is taken, something bad will happen to the subject of the photo. Spidey mentions that the camera caused the death of all of the people he ever loved. He spent his whole life trying to hide it. Now that the four kids know the truth, Spidey believes that he must keep them prisoners in his house forever. Greg and Shari try to escape. During the struggle, Shari takes the camera from Spidey and takes Spidey’s photo with it. Spidey dies of fright, an event that the photograph seems to depict. Finally, Greg and Shari return the camera to its hiding place and leave the building. They tell the Pitts Landing police that they found Spidey’s corpse in the house. Joey Ferris and Mickey Ward, two local bullies, had followed Greg and his friends to the Coffman House. The bullies retrieve the camera, and they take their own photo. They wait for their picture to develop. (I still can’t find myself feeling bad for them.)
- The Werewolf of Fever Swamp – This one prayed on my sense of knowing who was in my inner circle. I would never want to visit a place named Fever Swamp much less live there. This one was pretty scary because it actually involved attacks and people dying. Grady Tucker and his sister, Emily, are forced to move to Fever Swamp in Florida because of their father. Their father is a scientist attempting to study the effects of a Floridian swamp’s environment on a group of deer, which he keeps in a pen outside of his family’s new house. The siblings decide to explore the swamp, but they quickly become lost. Eventually, they come across an old shack. The two enter to see if there’s anyone inside who can help them. However, they are scared away by the crazy looking hermit that lives there. That night, while Grady is hanging out by his family’s new house, he is befriended by a local boy named Will Blake. As Grady learns from Will, the only other local kid close to their age is a strange girl, but Will doesn’t elaborate on this. Will also tells Grady about how the swamp was named. According to him, many years ago, the residents of the swamp all came down with a terrible fever. The fever caused madness or death in everyone who had it. At night, as Grady tries to sleep, he hears howling coming from somewhere outdoors. The following morning, he decides to go outside. A dog jumps out at him, but it appears to be friendly. Grady’s father allows him to keep the dog, and Grady names it Wolf because it looks like it might be part wolf. The Tuckers decide that Wolf was probably the one causing the noises they heard last night. Later, Grady and Will explore the swamp, and Wolf follows. The kids find a dead heron, which they are puzzled by. Grady goes home. Grady lets his dog out at night, and the next day he is shocked to discover a badly mutilated rabbit by their home. His family is quick to blame Wolf, but Grady defends his dog, not believing that he was the culprit. Later in the day, Grady meets Cassie O’Rourke, the strange local girl that Will mentioned. Cassie tells Grady about the werewolf of Fever Swamp, explaining that the swamp hermit is a werewolf. Then, the children are approached by the hermit. Wolf growls at the man. The hermit’s shirt is covered in blood, he’s carrying a dead turkey, and he cries out, claiming to be the werewolf. The kids try to run away, but the man catches up to them. The hermit admits that he had been hunting and had wanted to play a joke on the kids. Before separating, the old man warns Grady about trusting Wolf. Deers in the pen are being killed and Wolf is blamed. Grady’s father plans on taking him to the pound. Grady sets the dog free into the woods and that night goes into the woods to investigate. The swamp, he discovers that Will is also sneaking about. Will says that he was investigating some howling that he heard. Grady tries to stick with Will, but he loses track of the boy. Suddenly, a werewolf jumps out at Grady. As the creature attacks, Grady recognizes the distorted, monstrous face. He can tell that the werewolf is Will. The monster bites Grady, but Wolf appears and attacks Will, scaring him off. Grady falls unconscious. When Grady regains consciousness, he’s back home. As he learns, the swamp hermit carried him back to safety. He tells his father that Will was also in the swamp… when the doctor goes to check on Will, they find the house abandoned. A month passes, and Grady is staring up at a full moon. When Will bit him, Grady became a werewolf. Now, whenever there is a full moon, Grady goes hunting in the swamp. The book ends with Grady running side-by-side with Wolf into the swamp. Crazy scary.
- The Horror at Camp JellyJam – I think that prior to reading this one, I was all for going to a sleep-away camp. R.L. Stine sure knew how to ruin a thing. I read another book about a camp and it sealed the deal. Wendy and her younger brother, Elliot, are on a long road trip with their parents. To quell their boredom, the kids decide to ride in the trailer hitched to their parents’ car. After several minutes of riding in the trailer, the kids notice something odd: the trailer appears to be rolling in reverse. The kids soon discover that the trailer has become unhitched, and they are rolling uncontrollably down a hill. Once the trailer finally stops, they are rescued by a camp counselor named buddy who works at a nearby camp King JellyJam’s Sports Camp. Buddy offers to let Elliot and Wendy stay at this camp until they can make contact with the authorities. While making their way to the camp, Wendy sees a small girl in the woods. The girl warns Wendy not to go to the sports camp, but Wendy ignores this. (RED FLAG!! Of course it was… but I was too young to know or care.) The siblings are brought to the camp. They see that the camp’s logo is a purple blob monster. (What kind of logo is this?) Wendy and Elliot are taken to separate bunks. Wendy meets her three bunk-mates: Dierdre, Ivy, and Jan. The girls want to go swimming, so Wendy borrows a swimsuit from Dierdre. Despite the fact that Wendy wants to relax in the pool, all swimmers must be competing. Wendy races with several other campers, but she ends up losing. Dierdre wins and receives a “King Coin”; when campers win six of these, they get to walk in the “Winners’ Walk”. Wendy doesn’t really mind losing the race, but she is lectured by Counselor Holly for not living by the camp slogan, “Only The Best.”, Elliot is having a great time at camp. Wendy gets to watch Eliot play ping-pong against another kid named Jeff. Elliot wins and receives a King Coin. After Elliot leaves, Wendy feels an earthquake-like tremor. Noticing Wendy’s concern, Counselor Buddy says that the tremors are a normal occurrence at the camp. The next day, Wendy begins searching for Dierdre again. Wendy asks Buddy about Dierdre and Alicia, he simply says that Dierdre and Alicia are both gone. Later, Wendy tries to call her parents, but she finds that all of the accessible phones don’t allow for outgoing calls. Wendy watches her brother compete against Jeff in basketball and lose, winning Jeff his sixth King Coin. After this, Wendy is told by Buddy that she needs to compete for more. Wendy meets a girl named Rose. Rose wins her sixth King Coin. The next day, Rose and Jeff are both gone. Wendy begins planning an escape for her and Elliot. Sadly, Wendy can’t convince Elliot to leave. Elliot wants to compete in a race the following morning to win his sixth King Coin. (Noooooo Elliot NOOOOO). That night, Wendy sneaks out. She follows several counselors. They lead her into a theater in a clearing. Wendy decides to investigate the building. She witnesses Counselor Buddy hypnotizing all of the counselors. Wendy finds a passage to a cave. She enters and sees dozens of kids working hard, including Alicia and Jeff. All of the Winners’ Walk champions are moving furiously with mops and hoses around an enormous, purple, gelatinous creature wearing a gold crown. The children are trying to clean him. Wendy finds Dierdre, and Dierdre explains that the monster is King Jellyjam. She says that the camp counselors are hypnotized and pushing the kids in sports because “Only The Best” are chosen to be King Jellyjam’s slaves. The creature can’t stand his own stench so he needs the most athletic beings to keep him clean and he sweats snails. The earthquakes were from his burping. Anyone who stops cleaning King Jellyjam, or refuses to clean him, gets eaten. Wendy sneaks out. She devises a plan to get the slaves to stop cleaning him. King Jellyjam suffocates on his own stench. They watch as he melts into a pile of his own rancid, purple goo. There is still the counselors that need to be dealt with. Those counselors arrive and are about to attack but the police arrive to investigate the source of the campground’s stench, which had been plaguing a nearby town. The officer’s whistles seemingly snap the counselors out of their trances. Wendy and Elliot are soon reunited with their parents and they go home.
- Monster Blood – There are a few things that are synonymous with the world of Goosebumps but Monster Blood is one of them. Monster Blood started out as third book in the series but ended up as a long running saga. Evan Ross and his friend Andy find Monster Blood in an old toy store in a metal can. It’s innocuous at first, cool to the touch, glowing, stretchy, and bouncy. It evolves and becomes warm, sticky, and bubbling. Soon after Evan and Andy open the Monster Blood, Evan’s dog eats some and grows very large. The Monster Blood itself grows larger and larger as the story progresses, eating several objects and even a couple people. Creepy! It’s later revealed that the Monster Blood’s abilities were caused by a spell cast by a witch named Sarabeth. She meets her demise when Trigger knocks her into the huge mass of Monster Blood, which causes it to shrink to a puddle. Later when Evan and Andy go to collect it, they find that it mysteriously vanished.
- Ghost Camp – Another camp one… No wonder I was hellbent on not going to any sleep-away camps. Harry and his brother Alex Altman are on a bus traveling to Camp Spirit Moon. Alex, a talented singer, is sad that his parents didn’t sign him up for a music camp. Camp Counselor Chris introduces the boys to Uncle Marv, the giant man who runs the camp. Uncle Marv alludes to a test that will take place at the camp’s campfire gathering later that night. Uncle Marv takes the boys to their cabin, and they unpack. They notice a strange blue liquid pooling in multiple places on the floor. After unpacking, the boys go to the camp’s campfire. A girl named Lucy greets Harry, and the two begin roasting hot dogs. Harry’s hot dog falls into the fire, and, to Harry’s shock, Lucy unflinchingly retrieves it. Uncle Marv guides the campers in a song. Uncle Marv begins telling a ghost story about a group of campers who wanted to spend a night in the woods. The group stopped and set up their tents, but they heard thumping noises. The group realized that they were camping on a giant monster, and the monster ate them. Next, Uncle Marv tells the story of a ghost camp. A mysterious fog settled over an entire camp and turned everyone there into ghosts. (Red Flag… older me knows this is what actually happened at the camp but 10 year old me….) Harry is shocked when he sees a dark fog descending on the camp. Uncle Marv begins leading another song. Suddenly, Harry notices that everyone except for his brother has disappeared from the campfire. Harry assumes that this is another joke. This is confirmed when the boys head back to their cabin and find other campers. Harry enters his cabin and sees more puddles on the floor. Harry lies down in his bed and tries to rest. Harry wakes up and thinks he sees Joey floating above his bed. When he jumps up, Joey is not floating. The next day, Harry goes to the soccer field and practices setting up tents alongside Sam and Joey, two of his bunk-mates. Sam and Joey start wrestling. Sam steps on a tent pole, and Harry sees the pole goes through his foot. Sam pulls it out and says that the pole missed his toes. Later, Harry goes to the mess hall. Joey scares Harry by stabbing himself in the neck with a fork. Joey says that this is a trick, but he never explains how he did it. During a camp soccer game later in the day, Harry and Alex talk about some of the weird things that they’ve witnessed. Harry suddenly sees a girl get hit in the head with a soccer ball. Harry thinks that he sees the girl’s head fly off, but she is fine when he goes to check on her. The next day after dinner, Uncle Marv leads the campers on a night hike. Near the end of the hike, Lucy pulls Harry aside. Lucy reveals that Uncle Marv’s second ghost story was true; all of the campers at Camp Spirit Moon are ghosts. Harry touches the girl’s hand and feels that it’s icy cold. Lucy explains that the blue puddles in the cabin are protoplasm that the ghosts create when they appear. (GROSS ME OUT!) Harry tells Alex that all of the other campers are ghosts, but Alex says that he already knew that because had Elvis told him and previously tried to possess his mind. Suddenly, campers and counselors appear and surround the boys. Uncle Marv instructs the ghosts to take the boys back to camp so their bodies can be possessed by spirits. The mist floats away, and the two boys begin running in search of a nearby highway. As the boys run, Harry hears Alex humming a song. Harry stops running and demands to hear more of the song. Alex continues singing, but his singing sounds horrible. Harry deduces that Elvis possessed Alex’s body. Elvis promises that he will never sing again if Harry will keep the possession a secret. That is it. That is how the story ends…. Do they go back and get the brother? I NEED ANSWERS.
I eventually graduated from Goosebumps books and the tv show. But that didn’t mean that I left R.L. Stine behind. I moves on to Ghosts of Fear Street and later his Fear Street series. All of which were great in their own right, although I just found out those were ghostwritten. So I can’t wait for my nieces and nephews to get a bit older so that I can give them the gift that is goosebumps. That is all for now… This was a fun write up and a trip down memory lane. There is nothing like being the talk of the lunch table when you have read the latest thing.
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|Written by Lee Kam Hing|
There was the intention both in the Alliance and the Reid Commission that the provision in Article 153 on Malay special position should be transitional – i.e. reviewed 15 years after independence.
Drafting the Malayan Constitution: Compromises and Consensus, 1956-57
The sequence of political events leading to independence, according to Donald Horowitz, was a factor in consolidating a coalition of ethnic-based parties that proved to be enduring. At the pre-independence stage components members of the Alliance were forced to arrive at compromises in order to present a common stand in independence discussions. And they were more willing to make concessions to one another to maintain the inter-ethnic coalition, a condition stipulated by the British before any transfer of power could take place.
There were several stages in the negotiations for a new constitution. Of these the most important were the preparation of the Alliance Memorandum (April-September 1956), the Reid Commission (19 June 1956-21 February 1957), and the tripartite Working Party (22 February-27 April 1957). The Alliance Memorandum was one of several from different organisations that were submitted but it was the one which the Reid Commission paid most attention to since this came from the majority party in the Federal Legislative Council. The Alliance Memorandum was finalised after crucial concessions were obtained from all sides within the coalition.
The Reid Commission was entrusted with drafting the Constitution after taking into account the views of different groups. The tripartite Working Party, which included representatives from the Alliance, the Malay rulers and the British, met between 22 February and 27 April 1957 to go through each item in the draft constitution. This was to ensure that the new constitution would be acceptable to the major communities. Some significant amendments were made at this final stage although the general structure of the draft constitution was retained.
Articles in the Constitution on citizenship, Malay special position, language, and religion were the most sensitive and were closely scrutinised and debated. Throughout these discussions, Umno and the non-Malay Alliance leaders had to contend with very communal demands from radical sections of their communities. Over the years since then, these Articles in the Constitution have continued to be major sources of disagreement and a bone of contention in inter-ethnic relations.
Members of the Alliance agreed on the application of jus soli for citizenship so that those born in the Federation after independence became citizens and non-residents could qualify by fulfilling residence, language and oath of loyalty requirements. This liberal citizenship requirement was a major concession from the Malays because with this agreement, large number of non-Malays became citizens.
The Alliance, which insisted on a single nationality, also eventually accepted the Reid Commission’s inclusion of modified dual-citizenship especially for those from the Straits Settlements who were British subjects.26
In exchange for liberalising citizenship requirements, non-Malay leaders in the Alliance accepted the special position of the Malays. Umno wanted to continue with Malay privileges as provided under the Federation of Malaya Agreement through provisions for Malay reservation land, operation of quotas within the public services, quotas for licenses and permits for certain businesses, and quotas for public scholarship and education grants.
Malay special position
There was the intention both in the Alliance and the Reid Commission that the provision in Article 157 (becoming Article 153 in the final version of the Constitution) on Malay special position should be transitional.
In the earlier drafts of the Alliance memorandum it was stated that the special position provision in the Constitution would be reviewed 15 years after independence. However, this was omitted in the final version to avoid criticisms from Malay organisations although it was conveyed orally to the Reid Commission. The majority of members in the Reid Commission was uncomfortable with the provision in the Alliance Memorandum as they considered it incompatible with democracy and fundamental rights
Amendments were made to Article 157 at the tripartite talks in April 1957. As a result of strong UMNO representation, it was decided that the special position of the Malays be reviewed from time to time instead of a stated fixed period. The Agong would have the responsibility for safeguarding the “special position of the Malays and the legitimate interests of the other communities”.27
Furthermore, Article 157 was also transferred from the transitional provisions of the Constitution to the permanent section at the final meeting of the Working Party on 27 April 1957. It was also decided that the government should have the flexibility to extend the areas classified as Malay reservations.28
MCA was unhappy with the amendment made to Article 157. Its representatives to the talks had failed to realize the implications particularly that future amendments to Articles in the permanent section of the Constitution required a two-thirds majority of total number of members of each House of Parliament.
Nevertheless, this transfer was made on an understanding that the White Paper to be tabled at the Federal Legislative meeting should include a statement that “it is considered in the interests of the country and in the interests of the Malays themselves that the provisions of Article 157 should be reviewed from time to time”.29
Furthermore, following MCA’s expression of concern that Article 157 provision should be carefully worded, it was agreed that a protective clause be included which stated that “Nothing in this article shall empower Parliament to restrict or control any trade or business just for the sake of creating quotas for Malays”30.
It was at the tripartite negotiations that an Article making Islam the official religion of the Federation was introduced. The majority in the Reid Commission had favoured retaining religion as a state matter. They feared that providing an official religion, as proposed earlier in the Alliance memorandum, was a contradiction to the status of a secular state.
Tunku Abdul Rahman, under pressure from Umno, argued that the inclusion of Article 3 was important psychologically to the Malays. However in recognising the objections of the rulers and the concerns of non-Malays, two provisos were included in the Article. The Article, accordingly, would not affect the position of the rulers in their respective states as head of Islam and the practice and propagation of other religions in the Federation would be assured.31
Although there were strong objections from non-Muslim organisations to the Article, the MCA and the MIC were assured by Umno that Islam was intended to have only symbolic significance and for ceremonial purposes only, and that the rights of the non-Muslims would not be affected. Article 11 guaranteed the right of the citizens to “profess, practise and propagate” their religion. The Federation would be a secular state.32
There was also a compromise on language. The Alliance agreed to Umno’s proposal that Malay be the official language but that there would be no objections to the use of Chinese and Tamil for unofficial purposes. The Tunku also assured Chinese educationalists that Chinese schools, language and culture would be preserved. The tripartite Working Party agreed to a proviso in Article 140 on language allowing the teaching and learning of Chinese and Tamil.
English was to be retained as official language for ten years after independence and thereafter until Parliament otherwise provided.
Finally, the Malay rulers were to be constitutional monarchs and they would act on the advice of the Cabinet. In the tripartite meeting it was agreed that the rulers would be consulted on matters affecting their positions, territorial changes, changes affecting the special position of the Malays and the legitimate interests of the other communities, and in the appointment of important commissions such as the Election Commission and the Public Service commission.
Consensus was reached among the leaders at the constitutional talks on what were undoubtedly sensitive and difficult issues. Efforts were made to ensure that the core interests of all the communities were safeguarded. Though the constitutional provisions did not satisfy everyone there were key compromises made which enabled the members of the Alliance to work together towards independence.
The Constitution which the founding leaders of Malaysia helped bring to fruition has since the provided the parameters of all subsequent discourses on inter-ethnic relations.
But over the years, the inherent tension in a number of Articles of the Constitution have surfaced.
Members of the various communities have claimed that the interests of their constituencies as provided in the Constitution had not been protected or advanced and these concerns have been taken up by opposition parties and even component members of the ruling coalition. There have also been calls for review of some of the provisions in the Constitution.
At the same time, some Malays have argued that the community was not receiving the full benefits of their special position in exchange for granting citizenship to non-Malays. While non-Malays were granted immediate citizenship, the Malay community was still lagging behind economically and Malay was not as widely used as the official language.
Many non-Malays, on their part, perceive that the Constitution has favoured the Malays and want to redress the bias so as to ensure fairer access to educational and employment opportunities in the government sector as well for to bring about the wider use of other languages and the development of vernacular-language schools.
So long as the founding leaders were still around and the mystique of the Alliance as the party of independence remained, it was possible to contain the deep unhappiness of all communities. The hope of the early leaders was that with economic growth and equitable distribution, a maturing democracy, and continued inter-ethnic cooperation, the contentious issues would gradually fade away.
Inter-ethnic cooperation was forged during a period of political transition in the pre-independence years. Donald Horowitz contends that the sequence of events was decisive in the formation of the Alliance and in the willingness of leaders of the component parties to reach agreement during constitutional talks.
Prior to the Alliance, there had been efforts at inter-ethnic cooperation and thus when Umno and MCA formalised their partnership it was not an entirely new or uncharted experience. Horowitrz suggested that the Alliance could be looked upon as a creation of chance “a curious and irreplicable combination of circumstances”.
There was the Emergency and British colonial policy which pushed Umno and MCA together; that elections were held first for town councils where voters were mainly Chinese, and that there were no strong competing communal parties. In these circumstances, Umno as the leading Malay party was willing to reach across ethnic lines to work with the MCA in order to defeat the IMP, its main threat.
Umno leaders also realized that the British required inter-ethnic cooperation before a further political transition would take place. The Chinese on their part were forced to be restrained in their demands because the Emergency, which was seen as supported largely by Chinese, had placed the community under a political cloud. And after the 1955 elections when they had less seats than Umno, they realized that their bargaining position was weaker.33
Horowitz also argued that leaders of the Alliance had time to develop a close relationship even before they needed to face ‘divisive’ issues. The electoral battles they fought together and the difficulties they encountered with the colonial authorities bonded them in friendship. They were willing to make compromises in a spirit of give and take in order to maintain a united front when negotiating with the colonial authorities for independence.
Fifty years after independence there is a need to renew our understanding of how leaders of the various ethnic groups came together to create a political coalition, to relearn of the different stages in the drafting of the Constitution, and to be aware of what the founding leaders agreed on with regard to citizenship, Malay special position, the place of Islam in this country, education and language, and the role of the Malay rulers.
There must be appreciation that the Constitution was drawn up in a context of compromise and consensus so as to forge a united front in the fight for independence. Today there is an urgency to retrieve and regain that spirit of mutual respect and understanding to build a cohesive Malaysia that can thrive in an increasingly globalising and competitive world.
Dr Lee Kam Hing’s essay is originally titled ‘Forging Inter-ethnic Cooperation: The Political and Constitutional Process towards Independence, 1951-1957’ and published in the book Multiethnic Malaysia — Past Present and Future (2009).
CPI with permission from the author is reproducing his essay in three parts for online reading in our website. Today’s Part 3 is as above.
Dr Lee is research director at Star Publications. He was visiting Harvard-Yenching research scholar at Harvard University, and visiting scholar at Wofson College, Cambridge University. He was previously history professor of Universiti Malaya.
Articles on pre-Merdeka race composition:
‘Malaysianisation’ of the Melayu identity
A plural peninsula or Tanah Melayu? (1)
A plural peninsula or Tanah Melayu? (2)
26 Those who held an additional nationality were given a year to decide if they wanted federation nationality while the introduction of a Commonwealth citizenship status allowed Commonwealth countries to grant certain privileges to citizens from other countries. Joseph Fernando, The Making of the Malayan Constitution, pp. 124-126, pp.160-161.
27 Ibid, p.164
28 Gordon P. Means, Malaysian Politics, pp.177-179
29 Joseph Fernando, The Making of the Malaysian Constitution, p.164
31 Tun Mohd Suffian bin Hashim, An Introduction to the Constitution of Malaysia, Kuala Lumpur: Government Printer, 1976, pp.245-249; H.P.Lee, Constitutional Conflicts in Contemporary Malaysia, Kuala Lumpur: Oxford University Press, 1995, pp.4-21
32 K.J.Ratnam, Communalism and the Political Process in Malaya, Singapore: University of Malaya Press, 1965, pp.117-126
33 Donald L. Horowitz, Ethnic Groups in Conflict, Berkeley, University of California Press, 1985 pp.396-440
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* This article is the personal opinion of the writer or publication. The blog owner does not endorse the view unless specified.