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But public sports are hardly such events; they are not martial ceremonies or only mimic them to the extent the public doesn’t understand its military. When did football stadiums of all places become sacrosanct venues of patriotic virtue? Why is a token display by a player more worthwhile than the surely thousands of fans not standing (and who likely don’t know the words)? Revelations about the Pentagon’s “paid patriotism” since 9/11 pile irony on top of this situation.

We should applaud those who stand up against injustice or policy errors, especially those who do so at cost to themselves. Doing so says more about belief in America’s potential, the potential to right wrongs and do well by the people than feckless, questioning support of the state. Such an act is intrinsically patriotic no matter how unpopular.

Sukarno, like many Indonesians, including the PKI, believed the creation of a Malaysian federation was unwarranted regional interference by the British to maintain their colonial dominance.

Like its US and Australian allies, Britain feared a communist Indonesia. The PKI had three million members and was close to Mao’s China. In Washington the fall of the Indonesia “domino” into the communist camp was seen as a greater threat than the potential loss of Vietnam.

Suharto, appointed supreme army commander on 14 October, used the rebellion to undermine and eventually overthrow Sukarno, and as what historian John Roosa has called a “pretext for mass murder”: the elimination of the PKI in a series of massacres across Indonesia that resulted in the deaths of hundreds of thousands of people.

British intelligence agencies and propaganda specialists were complicit, carrying out covert operations to undermine Sukarno’s regime and eliminate the PKI by blaming them for the Untung coup.

What Gilchrist wanted and what became the unit’s mission was the production of black propaganda, apparently produced by patriotic Indonesian émigrés abroad, to stir Indonesian anti-communists into action.The influential targets of a propaganda newsletter, according to a declassified report by Wynne, would eventually include “as many personages in the hierarchy of government, army and civil service as we can find”.To disguise the British origin of the newsletter it was sent into Indonesia via Asian cities including Hong Kong, Tokyo and Manila.

“No, we do not cry out for violence,” the IRD propagandists wrote, “but we demand in the name of all patriotic people that this communist cancer be cut out of the body of the state.” The PKI “is now a wounded snake”, they wrote: “Now is the time to kill it before it has a chance to recover.”

Detailed historical research has established that the mass killings of PKI party members and alleged supporters appear to have been triggered by local army commanders or the arrival of army special forces, about three weeks after the botched coup had been put down by Suharto.During that period the media in Indonesia was full of black propaganda against the PKI and its alleged atrocities, as the army whipped up popular anger against communists and legitimised what Roosa has described as its “already-planned moves against the PKI and President Sukarno”.

The newsletters were approved by IRD in London before dispatch. Copies sent to senior Foreign Office officials were destroyed after reading at IRD’s request.

“Anyone who was leftist was picked up. They were very systematic. They targeted all the leftist groups and not just PKI. People kept themselves to themselves and only talked in whispers.”

As the massacres progressed in the autumn of 1965, IRD’s unit in Singapore reassured their readers as to the necessity of the slaughter.In Newsletter 21 they wrote: “Unless we maintain a vigorous campaign to eradicate communism … the red menace will envelop us again.”The stakes were life and death. “We are fighting for our lives and the very existence of Indonesia and we must never forget that. THE CATS ARE WAITING TO POUNCE!”In Newsletter 23 Winchester Road’s propagandists praised “the fighting services and the police” for “doing an excellent job”. Sukarno, then trying to restrain the generals, was wrong: “Communism must be abolished in all its forms. The work started by the army must be carried on and intensified.” The authors finished by equating the PKI to Hitler and Genghis Khan.

Reddaway had served in the army during the second world war before joining the Foreign Office and playing a key role in the establishment of IRD. After the failed Untung coup he arrived to take charge of the British operation. His brief was simple. In an interview in 1996 with two of the authors, he said he’d been given a budget of £100,000 by the Foreign Office and was told “to do anything I could do to get rid of Sukarno”. Only now do we know what “anything” fully meant.

In the 1996 interviews Reddaway boasted of manipulating the British and other global media to take an anti- Sukarno and PKI line but insisted IRD only passed on true facts and did not use black propaganda.As ever with IRD, Reddaway told us a partial truth. According to a memo he had written: “The bludgeon was surprisingly effective because we were able … to supply publicists with information which they could not find from other sources because of Sukarno’s censorship.”

“GCHQ could break and read Indonesian codes without difficulty. The government was among many third world countries using equipment supplied by Swiss-based company Crypto AG. For over 50 years, Crypto AG supplied secretly sabotaged cypher machines, with built-in back doors to which the CIA and GCHQ had keys.”

The newsletters remained the core work of Ed Wynne and his colleagues in Winchester Road. A key theme was to encourage their influential readers to support the army’s campaign against the communists. They urged Indonesian patriots: “The PKI and all it stands for must be eliminated for all time.”We now know that to do that they included sensationalised lies. On 5 November the pro-military Jakarta Daily Mail claimed that on the day of the Untung coup 100 women from PKI’s Gerwani women’s organisation had tortured one of the generals using razor blades and knives to slash his genitals before he was shot.The story of the torture and mutilation of the generals by the Gerwani women became part of the founding myth of Suharto’s regime, used to justify the destruction of the PKI. It was also, according to Roosa, a pretext for murder. A lie propagated by the Indonesian army, regurgitated and repurposed to incite IRD’s influential readers.

The IRD was deliberately silent on the massacres. One document from December 1965 says they should “do nothing to embarrass the generals” and the newsletter carefully itemises accounts of isolated incidents of PKI brutality but makes no explicit mention of the army’s killings.

By early 1966 the mass murders in Indonesia, if not their scale, were well known.In January Robert F Kennedy compared the massacres to “inhuman slaughters perpetrated by the Nazis and the communists” and asked when people would “speak out … against the inhuman slaughter in Indonesia, where over 100,000 alleged communists have not been perpetrators, but victims?”

Wynne regarded the operation as a success. In his 1966 annual report he proudly says his operation was “fairly successful” because all his enemies (Konfrontasi, Sukarno, Subandrio and the PKI) were “destroyed”.

According to Prof Scott Lucas of the University of Birmingham, the declassified documents show that: “Britain was prepared to engage in dirty deeds which ran contrary to its purported values.” They reveal, he says, “how important black propaganda was to give the illusion that Britain could wield global power – even if many people might be killed for that illusion”.

why Americans find college to be so radical, even if they are not themselves radicalized by college

In the scope of global academia, American academics are about as staid and bourgeois as you can. The fact that my discipline, political science, constantly seeks ways to make itself more of service to the state would be perplexing to not a few other cultures’ social scientists, for example. And American historians, too, have long been a fairly conservative lot by this global metric—the dominance of Harvard and other Ivy League schools, the nearest thing we’ve got to Royal Academies around here, ensures that the language of instruction has always been in a plummy accent

compared to high school history textbooks—and only compared to them—we are flat radicals

We talk about issues like slavery, or racial discrimination, and the deficits of class mobility in the United States. We raise questions like whether bombing Hiroshima was worth it and point out that there’s no way that bombing Nagasaki was a good idea. We remind people that the United States can be hypocritical about human rights. We constantly challenge authority—from within the rules of the game, to be sure, but we do it—and we on the tenure-track enjoy some of the greatest speech protections known in American labor markets. And so we mild-mannered members of the middle classes come to stick out to college freshmen, raised on the pabulum of propagandistic textbooks, like a jalapeno in a frog-eye salad.

Conservative nationalism at this fever pitch is like a play on H.L. Mencken’s definition of a Puritan: the fear that someone, somewhere, is criticizing the American catechism. And it’s even more bizarre to see the National Archives rotunda appropriated for a “conference” of “historians” in this context—not just the context of rightist ascendancy, or of a pandemic and new Great Recession, but of all-but-total control of the curriculum itself.

It’s only rarely that I have students come into my classes knowing anything in particular about U.S. relations with Native communities, or about the role of slavery in nineteenth-century American foreign policy, or about the Mexican War, U.S. imperialism, or civil rights and the Cold War. U.S. history courses—in the main—remain what they were when I took them as a high school student [blank] years ago: dull recitations of the ever-improving progress of a country that was born perfect. (In fact, the narrative of this implicit national curriculum is so boring precisely because there’s no more drama or tension left in it—all of the conflict has been airbrushed away, or stomped into oblivion, by textbook writers seeking what plays in Peoria.)

It will collect, certify, and propagate a model for the anti-public school movement, and will provide the institutional basis for the reproduction of a separate schooling project that will fight a long war against the capture of the schools and colleges by the elites. The thing about culture wars, after all, is that they will not be over by (the war on) Christmas. They are generational wars—the sorts of struggles that get named Thirty or Hundred Years’ Wars.

The late historian David J Weber and other Borderlands scholars have shown the relative weakness of the Spanish compared with the Indigenous people of the southwest. In 1680, for example, after a century of missions, settlement and violence, the Pueblo drove thousands of settlers out of the province of Santa Fe de Nuevo México and killed hundreds more. These were peoples who had lived in their lands for centuries, even after the arrival of Europeans in the Western hemisphere, and only in the 19th century did ‘Mexico’ and ‘the United States’ take shape around them.

a crucial piece of research infrastructure for early American history, as well as the related histories of South America, Africa and the Caribbean

there are also new ways to see subjects and people that had always been understood as inherently Atlantic, particularly the slave trade, slavery and enslaved people. Scholars engaging these vitally important subjects involving violence inflicted on millions of people have innovated both new methods and new resources. The Trans-Atlantic Slave Trade Database, for example, began to be shared with libraries and scholars all over the world in the late 1990s as a CD-ROM. Now Slave Voyages, a website containing information from that database, holds information on more than 36,000 individual slaving expeditions conducted between the early 1500s and the mid-1800s, as well as in addition thousands of trips in the intra-American slave trade.

The persistence of Indian power from the vantage of Indian country has now captured the attention of a new generation of historians. This is a change from scholarship looking to understand how colonial officials and settlers had wrested control of North American spaces – or perhaps shared control

Research is also showing just how deeply embedded slavery was in early New England. Households from Puritan Boston to Connecticut River Valley towns to the Patriot strongholds enslaved African-descended people. The Atlantic slave trade was massive in scale: many millions of African-descended people were enslaved, and so many people were directly involved in the trade as buyers and sellers of human beings that it is hard to overstate the extent to which slavery pervaded the political economy of early America. What people ate, what they wore, where they lived and how they worked were, in most cases, all touched by the effects of the slave trade and the labour of enslaved people.

The slave trade reshaped Native warfare and captive-taking, such that Native Americans were enslaved and traded away out of North America, just as Africans were brought on to the continent. In the aftermath of King Philip’s war, for example, hundreds of Native Americans who surrendered to the English colonists were sold to the Caribbean as slaves. In the upper Midwest and French Canada in the same period, Native warfare ended up providing captives to the Europeans eager to buy, trade and sell Native people into slavery. In short, the enslavement of Native Americans was responding to the plantation economy fuelled by the enslavement of Africans.

how were Native Americans counted in that first census? It’s hard to say. Some of the regions where the census was incomplete were places with more Native people. Some argued that the sovereignty of Native Americans placed them outside the census. And in places where we know there were Native Americans, such as New England, where a rhetoric as well as a policy of erasing their existence was well underway, they might have been counted in the category of ‘other free persons’ or in some cases, ‘slaves’.

Historians do not typically think of their research in this way; our research reveals the world as it was, before we knew what it would become. Perhaps this also means that historians often seem to be working at odds to the needs of the nation. Certainly in the US, research historians have been delivering a very different picture of the American past than official commemoration, monuments and the appetite for popular history suggest that the American public wants. What is on the shelves or bestseller lists is decidedly not what scholars are producing, and the longstanding claim is that this divergence is indicative of a public desire for patriotic and straightforward history. But is it? The success of the 1619 Project, even if measured solely in sales and readership, suggests otherwise. And still the most shocking feature of this project is neither the assertion that slavery and race are central, even foundational, to American history, nor the reaction to decentring liberty, but that this would be controversial at all, given the weight of decades of historical research documenting it.

In addition to being good history from a historian’s vantage, based on fresh research, new methods and new perspectives, that deeper, richer, fuller past is better suited to explaining our complex present

in the febrile atmosphere of post-9/11 America, the campus culture war metastasized. In the same way that conservative critics of “political correctness” aimed to shut down debate, so too did many of the same critics attack professors and students whose speech was deemed insufficiently patriotic or supportive of the War on Terror

None of the post-9/11 attacks on anti-war voices at Yale and beyond make it into the Buckley Program’s account of speech and dissent on college campuses

The conservative attacks on anti-war voices had more in common than a shared enemy. A few months after Gilmore published her Yale Daily News column, one researcher found that nearly all of the individuals and organizations orchestrating attacks on anti-war professors — including Daniel Pipes and Campus Watch, David Horowitz’s cluster of organizations and ACTA— could be traced back to a familiar set of deep pockets: the Bradley, Koch, Olin and Scaife foundations, among others. What Gilmore had originally taken to be “a broader trend among conservative commentators, who since September 11 have increasingly equated criticism of the Bush administration with lack of patriotism” was in fact, the researcher found, “only the tip of an iceberg of organizations, funded by a core group coordinating a right-wing agenda to put a chill on more than just academic speech.” At the time, Gilmore called it an “organized plot funded by right-wing foundations to shut down dissent.” 

this airbrushed story elides how much Buckley really shared with the far right, including his strident defenses of Jim Crow and McCarthyism and his long standing, open admiration for some of the 20th century’s most repressive and authoritarian right-wing regimes. Yet it is precisely those aspects of Buckley’s legacy that perhaps best explain the American right’s attacks on higher education. 

the vast sums Americans have spent trying to nation-build, spread democracy, or defeat all “terrorists of global reach” inevitably left fewer resources available to help Americans at home (including the veterans of the country’s protracted wars)

the over $6 trillion spent on what Bush dubbed the “war on terror”—including the money spent on unwinnable wars in Afghanistan and Iraq—could surely have been spent helping Americans live more comfortable and secure lives at home (or merely left in taxpayers’ pockets). Add to the list the decisions to promote rapid globalization and financial deregulation, which did significant harm to some sectors of the economy and led to the 2008 financial crisis, and you begin to see why confidence in the elite has taken a hit.

running an ambitious and highly interventionist foreign policy—and, in particular, one that tries to manipulate, manage, and ultimately shape the internal politics of foreign countries—requires a lot of deception. To sustain public support for it, elites have to spend a lot of time inflating threats, exaggerating benefits, acting in secret, and manipulating what the public is told

the architects of failure are rarely, if ever, held accountable

Once back in office, they are free to repeat their previous mistakes, backed by a chorus of pundits whose recommendations never change no matter how often they’ve failed.

The United States set out to remake the world in its image, and when some parts of that world pushed back, it reacted the way that most societies do when they are attacked. Americans got scared, lashed out even more, stopped thinking clearly and strategically, and looked around for someone to blame

the Republican Party’s decision to pin its political future on gerrymandering, voter suppression, and mobilizing a shrinking base and not on trying to appeal to the median voter is surely part of the problem, too, along with the twisted soul of Trump himself

Endless campaigns abroad unleash a host of political forces—militarism, secrecy, enhanced executive authority, xenophobia, faux patriotism, demagoguery, etc.—all of them contrary to the civic virtues on which a healthy democracy depends

The word “racism” appears once. The phrase “white supremacy” or any of its variations does not appear in the entire guide. 

3. There’s a lot missing Florida’s white history mandate: While it is impossible to teach all of Black history, perhaps the most significant thing about Florida’s guidelines is the stuff that is intentionally left out. There is nothing about redlining and how its residual effects still shape the lives of African Americans. There are eight mentions of “race riots” but only three “massacres” and a single “lynching.” 

Florida’s Caucasian Race Theory mischaracterizes Black freedom fighters’ intentions by ascribing free white men’s values to a few cherry-picked Black individuals. The correct way to teach this would be to simply teach the facts. Approximately five thousand Black men fought for America in the Revolutionary War; more than 20,000 fought against America. Even the Black Loyalists in the American Revolution were not fighting to preserve the British empire. They were fighting for their freedom.

More than one benchmark requires students to learn about “Judeo-Christian values and Christianity’s impact on American society” and only lists Black Christian churches, even though scholars estimate that as many as 30 percent of enslaved Africans practiced Islam. The omission leaves students unaware that many of their religious traditions have roots in Africa and the Caribbean, including the ring shout, gospel music and four of the ten largest Christian denominations in the United States. 

AP African American Studies is banned in Florida, partly because it makes white people uncomfortable. Florida’s STOP WOKE Act prohibits classroom instruction that makes white people “feel guilt, anguish, or other forms of psychological distress, because of actions, in which the individual played no part, committed in the past by other members of the same race.” 

Like the legislation, the new curriculum standards are for white people. Everyone except white people believes that increased public attention to the history of racism is good for society. While 62% of Black people and 58% of Hispanics want schools to teach children about the ongoing effects of slavery and racism, most white people do not. How history is taught in schools has always given Black people anguish and psychological distress; white people are perfectly comfortable with Black people’s discomfort. 

Amidst the polarization of the Erdoğan era, what is striking in this book is the authors’ efforts to weave together the conflicting strands of Turkish political history into a coherent narrative. Illustrating Ernst Renan’s argument about the role of forgetting in nation-building, this account glosses over the depth of the divisions and hostility between rival historical actors, presenting them as all working side by side toward a common national goal

The book places added emphasis on the harsh terms imposed on Germany at Versailles. Prefiguring the later treatment of Al Qaeda terrorism, the intention appears not so much to justify Nazism, but rather to present injustice as the causal force behind violence and cruelty in world politics.

the Holocaust instead appears here as one among several examples of Western barbarity

The foundation of the UN is immediately followed by a discussion of Israel under the heading “Imperial Powers in the Remaking of the Middle East.” (80-81) The Palestine problem, students learn, is the principal cause of conflict in the region. It began when the Ottoman Empire, “the biggest obstacle to the foundation of a Jewish state,” grew weak, leading to the creation of Israel.

Next comes a discussion of the post-war financial order and the International Monetary Fund. Students learn that “the IMF’s standard formula, which recommends austerity policies for countries in economic crises, generally results in failure, chaos and social unrest.” (81-83) An excerpt, which students are then asked to discuss, explains how the IMF prescribes different policies for developed and developing countries.

only in the context of the Cold War origins of the EU does the book engage in any explicitly religious clash-of-civilizations style rhetoric. The idea of European unity is traced back to the Crusades, while a quote about the centrality of Christianity to European identity appears under a dramatic picture of Pope Francis standing with European leaders. (112) The next page states that the EU’s treatment of Turkey’s candidacy, coupled with the fact that “all the countries within it were Christian” had “raised questions” about the EU’s identity.

Early Cold War era decolonization also provides an opportunity to celebrate Atatürk’s role as an anti-imperialist hero for Muslims and the entire Third World. (122-123) “Turkey’s national struggle against imperialism in Anatolia struck the first great blow against imperialism in the 20th century,” the authors write. “Mustafa Kemal, with his role in the War of Independence and his political, economic, social and cultural revolutions after it, served as an example for underdeveloped and colonized nations.” Atatürk himself is quoted as saying, in 1922, that “what we are defending is the cause of all Eastern nations, of all oppressed nations.” Thus, the book explains that “the success of the national struggle brought joy to the entire colonized Islamic world, and served as a source of inspiration to members of other faiths.” The section ends with quotes from leaders such as Jawaharlal Nehru, Muhammad Ali Jinnah, and Habib Bourguiba about how Atatürk inspired them in their own anti-imperial struggles or was simply, in Nehru’s words, “my hero.” An accompanying graphic shows Atatürk’s image superimposed over a map with arrows pointing to all the countries, from Algeria to Indonesia, whose revolutions were supposedly influenced by Turkey’s War of Independence.

The authors also offer a balanced treatment of the fraught domestic politics during the period from 1945 to 1960 when Turkey held its first democratic election and experienced its first coup. (138-142, 144-146) They focus their criticism on the negative impact of U.S. aid, arguing that Washington intentionally sought to make Turkey economically and politically dependent, then sponsored a coup when these efforts were threatened.

Selçuk Bayraktar, the architect of Turkey’s drone program, said that as a student “I was obsessed with Noam Chomsky.” [16] During the 1980s and 90s, America sold Ankara F-16 jets and Sikorsky helicopters that were used to wage a brutal counterinsurgency campaign in southeast Anatolia. No one was more critical of this than left-wing scholars like Chomsky.[17] Now, Ankara is selling Bayraktar drones to Ethiopia, where they are being used to kill civilians and destroy schools in another violent civil war.

The narrative of national independence also helps smooth over Turkey’s Cold War domestic divides. Students are introduced to the ‘68 Generation and left-wing leaders likes Deniz Gezmiş as anti-imperialists protesting against the U.S. Sixth Fleet in support of a fully independent Turkey. (185-186)[9] In this context, Baskin Oran’s work is again cited, this time quoting Uğur Mumcu on the role of “dark forces,” presumably the CIA, in laying the groundwork for Turkey’s 1971 coup.

The book also offers a relatively neutral treatment of political activism during the ensuing decade, suggesting that rival ideological movements were all good faith responses to the country’s challenges. On this, the authors quote Kemal Karpat: “Both right and left wing ideologies sought to develop an explanation for social phenomena and a perspective on the future. A person’s choice of one of these ideologies was generally the result of chance or circumstance.” (202) Thus the authors imply that while foreign powers provoked or exploited these movements, the individual citizens who participated in them can be given the benefit of the doubt. Interestingly, the book takes a similar approach in discussing the 2013 Gezi protests: “If various financial interests and foreign intelligence agencies had a role in the Gezi Park events, a majority of the activists were unaware of it and joined these protests of their own will.”

Turkey’s real struggle in the 21st century, as in the 20th, is against dependence on foreign technology

a book which begins with a portrait of Atatürk ends with a photo of the Bayraktar TB2.

the book’s biases are less in the realm of wild distortion and more reminiscent of those that plague ideologically infused nationalistic history education in all too many countries

its exaggerated critique of European imperialism may be no more misleading than the whitewashing still found in some European textbooks

At moments, Contemporary Turkish and World History is better aligned with recent left-leaning scholarship than the patriotic accounts many Americans grew up reading as well

Throughout the 20th century, America defined itself as the world’s premier anti-imperialist power, all while gradually reproducing many of the elements that had defined previous empires.[11] Today, it often seems that Turkey’s aspirations for great power status reflect the facets of 20th century American power it has condemned most vigorously

Turkey’s marriage of power projection and anti-colonial critique have been particularly visible – and effective – in Africa. Ankara has presented itself as an “emancipatory actor,” while providing humanitarian aid, establishing military bases, selling weapons across the continent.[13] In doing so, Turkish leaders have faced some of the same contradictions as previous emancipatory actors. In August 2020, for example, members of Mali’s military overthrew a president with whom Erdoğan enjoyed good relations. Ankara expressed its “sorrow” and “deep concern.”[14] Then, a month later, Mevlüt Çavuşoğlu became the first foreign official to meet with the country’s new military leaders. “Like a brother,” he “sincerely shared” his hopes for a smooth “transition process” back to democracy

Among the 1930s cultural and intellectual figures given place of pride are Albert Einstein, Pablo Picasso and John Steinbeck. Guernica is reproduced in an inset about Picasso, illustrating the artist’s hatred of war. (47) A lengthy excerpt from the Grapes of Wrath concludes with Steinbeck’s denunciation of depression-era America: “And money that might have gone to wages went for gas, for guns, for agents and spies, for blacklists, for drilling. On the highways the people moved like ants and searched for work, for food. And the anger began to ferment.”

certain themes dominate Contemporary Turkish and World History. At the center of its narrative is the struggle for global hegemony, in military, economic, technological and artistic terms

textbooks, the Times found, at times falsify or downplay the failings of the U.S. government. And the program’s heavy concentration in schools with low-income and nonwhite students, some opponents said, helps propel such students into the military instead of encouraging other routes to college or jobs in the civilian economy

While Pentagon officials have long insisted JROTC is not a recruiting tool, they have openly discussed expanding the $400-million-a-year program, whose size has already tripled since the 1970s, as a way of drawing more young people into military service. The Army says 44% of all soldiers who entered its ranks in recent years came from a school that offered JROTC.

military officials point to research indicating JROTC students have better attendance and graduation rates, and fewer discipline problems at school.But critics have long contended the program’s militaristic discipline emphasizes obedience over independence and critical thinking

Schools also have a financial incentive to push students into the program. The military subsidizes instructors’ salaries while requiring schools to maintain a certain level of enrollment in order to keep the program. In states that have allowed JROTC to be used as an alternative graduation credit, some schools appear to have saved money by using the course as an alternative to hiring more teachers in subjects such as physical education or wellness.

freshman enrollment in JROTC “often operated like a prechecked box: students were automatically placed in JROTC and they had to get themselves removed from it if they did not want it. Sometimes this was possible; sometimes it was not.”