American Graffiti – The Old Model of Sex

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The rules of sex are both formal and informal for men and women, in America.

Boys and girls learn about love and sex in the climate of their youth.  They learn and practice the rules and taboos of their “tribe.”  When I was a boy, men were macho.  My dad was strong, facile, and strict.  Movies were John Wayne, Micky Spillane, and Gone with the Wind.  Just after World War II, society’s standards for men were macho, and aggressive; standards for women were demure, cosmetic, social accessories, fiercely-devout housewives, ardent lovers, and stalwart, protectors of children.

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Men pursued sexual contact, despite protests from a woman (e.g. Gone with the Wind).  “Wolf Whistles” were some crude men’s idea of how to get women’s attention.  Boys had a mandate to “get girls” (e.g. American Graffiti).  We had no idea how, but we could not let it be known we were kiss-less virgins.  Dates were events with timorous, sexual fumbles.  Men “scored” with women.  They used baseball as a metaphor.  First base was kissing; second base was touching breasts; you can guess third base and home run – and strike out.  Virginity was for boys to lose, and girls to keep; that was the battle of the sexes.

Boys’ bathrooms or gym locker rooms were the venues for lame boasts of conquest, and face-saving lies.  Every boy had a story to tell that would lift his score on the invisible scoreboard of manliness.  The desperate would name local, popular boy-legends; girls with “reputations.”

Anyone who watches the series “Mad Men,” sees the power structure, and vulnerability men and women accepted and took for granted.  Everyone tacitly agreed that powerful men can press themselves on women.  Today, we call them “predators.”

Women did not want these advances then, either.  They just learned to ignore or deal with it, and moved on.  It was job survival for a woman in the workplace to tactfully divert the advances of the men she worked with.

Then came the late 60’s,70’s, and 80’s; confusing and defining times for both sexes.  Young, unmarried women were “liberated.”  We had a mix of traditional and uninhibited values.  It was a second “suffrage.”  Some men and women connected in “adulterous” liaisons.  Others lived dual lives, with a traditional family, and a sexual second.  Some had “open” marriages that allowed sex with non-spouses.

This historic, buffet of choices causes conflict today.  The recent pillory and massacre of powerful men based on accusations of sexual harassment and unwanted sexual advances is a cultural sea change.  The information age is giving women a platform, permission, and encouragement to revolt against the subjugating, sexual power men have held over subordinate women forever.

This is a confusing time for men who like women.  Men are on notice to be “appropriate” with all women.  Are platonic friendships between men and women possible now?  What is “appropriate?”

Men want women to like them, but many are clumsy and clueless; women are different, subjective, fickle, ephemeral “mysteries” men cannot figure out; therefore, attractive curiosities.  Who will teach men how to be around women?  Where is the manual?  What parts of the way they grew up do they discard?  Straight men are in peril if they describe, notice, appreciate, comment, or have facial expressions in response to a woman’s appearance or attractiveness.  That surely limits the range of single men’s overtures to a potential mate. (e.g. “Hi, I noticed you from across the library, in the non- fiction section, I do not know anything about non-fiction, could you help me?  Could I bribe you with a coffee?”  Or, “Aren’t you the lady from my bank?  I always wondered what being a teller is like.  Would you have time to help me understand?   I’ll buy the coffee. What do you like?”)  Still pretty lame, but completely appropriate.

Women spend hours each day to prepare and present themselves to “others.”  Cosmetics, hair style, nail polish, clothes, whitened teeth, shoes, and body-shape are endemic elements of fashion and style in our culture.  Women often compliment or disparage other women for their presentation; that is not harassment, but it can be “shaming.”  Women take compliments from gay men as, well, compliments, because they figure sex is not their motivation.

When straight men compliment women, without sexual intentions, women might still accuse them of sexual aggression.  Absent comments, some women might feel ignored, or unattractive, but what are men to do?  Confused and threatened men can retreat into a “man’s world,” which is a safe, sane, and familiar cave.

 

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Virtual Fahrenheit 451 – No Part of History Is Good Enough

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“Fahrenheit 451 – the temperature at which book paper catches fire, and burns…”.

In Ray Bradbury’s prescient 1953 novel, the government made the past illegal. Guy Montag is a “fireman” employed to burn the possessions of those who read outlawed books.  They even had book-sniffing robots to find homes with hidden books.

When Guy becomes despondent over the meaning of his work, his fire chief explains that, “over the course of several decades, people embraced new media (in this case, film, and television), sports, and a quickening pace of life.  Books were ruthlessly abridged or degraded to accommodate a short attention span, while minority groups protested over the controversial, outdated content perceived to be found in literature (yet comic books, trade papers, and sex magazines were allowed to stay, as those fed into the population’s want for mindless entertainment).”  People would watch the “parlor walls” (large televisions) with visiting friends instead of conversation.

We are now in the throes of a virtual Fahrenheit 451.  The need for burning books has become moot with the advent of ubiquitous, mesmerizing “screens.”  Evidence:

  1. Generations of high school graduates who show increasing ignorance, apathy, and illiteracy; they are ill-equipped for self-sufficiency, yet they excel at World of Warcraft, and Grand Theft Auto.
  2. People without enough money for food, have cellphones, and giant high-definition televisions, with cable. They read little and text a lot.  Everything is Facebook, selfies, videos, and soon virtual reality.
  3. Minority groups are protesting the controversial facts of our history. For example, the Fairfax County, Virginia school board just renamed my high school, J.E.B. Stuart High School, Justice High School.  (I can just imagine my next class reunion.)  Why?  Because he was an officer in the Confederate army.  Does anyone believe the Confederacy won the war?  Does anyone not see the tragedy of 600,000 lives lost as a lesson in pain?  Why remove the reminders?

What is next?  Will we remove the Civil War from our libraries?  Will museums take down every work of art with elements of that part of our nation’s history?  Will schools bury the history of slavery and the people responsible?

When will we hold accountable the Africans who sold tens of millions of other African as slaves to the entire world? https://goo.gl/EXnyGT

Were they not even more responsible for the misery of those slaves and their progeny?

Ignoring or censoring history will neither change the past, nor the consequences of what happened.  It will leave us less aware of the truth; a type of cultural dementia.  We must resist becoming a world of virtual Fahrenheit 451.

The “Other” Domestic Violence – False Accusations “Kill” the Accused

As bad as domestic violence can be, false accusations are ruinous, and non-recourse punishment by our injustice system.

The law did not address domestic violence seriously, until recent decades.  Then state legislatures passed current domestic abuse laws in fits of passion without thinking of potential abuse by false accusation.  Now, vengeful women use these laws as weapons in child custody, and divorce cases, as well as for just plain spite.  There is no defense.

The police are required to come and arrest the accused and take him to jail, even if the accuser recants on the spot.  Then, the D.A. charges the accused, even if the accuser continues to recant, (the mean women pile on other wild accusations and get restraining orders.).

Meanwhile, the meter is running on legal bills, and in custody situations, the father cannot see his kids.

If he is found not guilty, he is still out thousands of dollars, may have lost his job, and his reputation.  On top of that, he has zero chance of filing charges against the accuser; they will not prosecute for fear that such charges”might discourage real victims from coming forth.”

My son-in-law is going through this right now.  The accuser claimed he bent her finger, hurt her ribs, and hit her.  She had no signs of damage, did not go to a doctor, and waited 10 days, until he was in back surgery, to call the police.  He was arrested, charged, and subject to a 90-day restraining order, which kept him from seeing his 18-month-old son.  His employer suspended him pending the trial (next February).  Legal fees are over $5,000 so far.

Then, she added more far-fetched accusations:  he tore her clothes off, chased her around the apartment, pulled out and administered a rape kit to test if she had cheated on him, then produced a polygraph machine and tested her for lying.  (She never mentioned the baby at all.)  Since then, she has thought up even more charges; and the D.A. just keeps on adding one ridiculous item after another.  Oh, did I mention she is crazy?

He is not alone, by a long shot.  Look online for stories of false accusation.  Sure, most of the time the charges have substance.  But in this case, I am sure this woman used these accusations to punish him and keep him from his son.

The only way to change this travesty, is to encourage/threaten your elected officials.  If there is clearly no obvious harm to the woman, AND she recants, and admits she did it out of spite/anger, the allegation should be investigated, not ruining the man’s life.

The accused should be treated as innocent until proven otherwise.  Until balance and due process are restored, men can always be guilty until proven innocent, and even then they lose.

Transconfusion – “Identity“ Detached from Reality

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I wonder if anyone is clear about what these various “my body is this form, but I feel like another form” discussions yield?  In our society, a body with a penis is male, and a body with a vagina is female.  That is a physical, sexual distinction.  This distinction is important to procreation, on a purely biological basis.  Females have the capacity to bring a fertilized egg, to embryo, through gestation, to live birth of a new person.  Males do not.  This is bisexual reproduction, without dispute.  Early humans could not alter this law of nature.  The fact that our world now has 7 billion people, is testament to  this:  vive la différence(I know that physiology can be unclear in up to 1.7 percent of the world’s population, according to the UN, but let’s let the outliers lie out there.)

Then we have society.  Sex is physical, gender is cultural, based on the expected roles and behaviors of men and women.  Most of these expectations have evolved from physical traits and expanded family traditions.  To act like a man was to think, speak, and act in ways that the alpha male did. Little boys worked at being like their father or big brother.   Likewise, to act like a woman was to conform to the ways of other women, take cues from their mother and other female models.

Yet, humans have gone through amazing, changing models for men and women.  Three centuries ago men wore fancy silk and satin clothes, high heels, wigs, and makeup.  They moved and spoke in ways modern Americans would associate with women.  We have also seen the division of labor of the past shift mightily.  The roles and responsibilities of men and women are more alike than ever.

We inherited our intricate social structure and laws from humans who managed to survive and procreate.  In any culture, to deviate from those complex behaviors was to jar the stability of, and threaten the survival of a family/community.  Failure to conform to the spoken and unspoken rules of society was an invitation to punishment.

Homosexuality did not bear the fruit of children, which was a threat to the future of the community.  Religions proclaim that it is a duty to God for people be fruitful, and forbid non-fruitful behaviors.  Some religions even promoted polygamy to increase the number of children added to their flock.  Being “non-fruitful” by having sex without the possibility of children was a sin.  Such sins were often punishable by shaming, shunning, physical punishment, death, or exile.  No one questioned the wisdom of the “scriptures.”

When societies expanded and advanced to the point that extinction was not as great a fear, people felt safer to allow themselves to be “non-fruitful.”  Homosexuality was tolerated along with other “sins,” and “debauchery.”

Only recently, has America made homosexuality legal and sanctioned homosexual marriages.

But here is where I get confused:  what exactly is “transgender?”  At first, I thought it meant a homosexual who took action to physically gain the attributes of the opposite sex.  Sounds painful and expensive to me; and not all men make pretty women.

But now I hear that transgender can mean that a person “identifies” as another sex without the physical transformation.  I was surprised that Bruce/Kaitlin Jenner “identifies” as a woman, has gained breasts, grown long hair, bought a wardrobe of women’s clothing, but retains male genitalia. You think, maybe, he “identifies” as both male and female?

I am also hearing about people who call themselves transgender who do nothing physical, just “identify.”  Boys who “identify” as girls, but are still physically boys, want to go to the girls’ bathrooms and locker rooms.  Homosexuals have always used the bathrooms of their physical sex.  What is different with transgenders who are physically boys or girls?  For me, as long as the difference in preference or identity is not represented by your body, I say, your body determines which school or public facilities to use.

 

 

 

Public Schools Disguise Failure – High School Graduates Brainwashed & Blindsided

Ignorance is not stupidity.  Ignorance is the absence of knowledge.  Example, are baby boys ignorant or stupid?  They are ignorant, but eager learners.  They watch, copy, listen, explore, and fall down.  They must learn to control their bodies; they must learn what is good to eat; they must learn to communicate; they must learn how to ride bicycles, play tag, kick a ball, write their names, be nice to grandma, be nicer to girls, and so on.

Schools are important, because what children learn in school, they could not learn by themselves.  Schools teach them the ways the world works.  Schools teach socialization on a much bigger scale than at home or in the neighborhood.  Schools show children that their home and community are not universal, there are other people, and other places that are much, much different.  Schools teach how to answer questions and solve problems.  Schools teach English the way that gives them the best avenue to written and spoken knowledge.  It might not match the way things are at home, but awareness of the “other-“worlds outside their experience is crucial for their future.

In the most primitive societies, people learn what survival has taught.  Live or die is the standard of measure.  Children start learning as innocents:  parents give “protected” lessons, small doses of harsh truths; they provide regular rescues and frequent warnings of the dangers.  As children develop, parents and family show them life skills in increments, and let them practice within safe limits; let them make small levels of all the natural mistakes, and suffer slight versions of all the natural penalties and results.  Primitive environments offer little slack between action and consequence.

The family teaches them the practical skills of eating, drinking, bathing, shelter.  Children learn to hunt, fish, farm, gather, make and use tools.  Their family shows them how to escape danger, hide from threats, and adopt social skills.  The kids learn what is required to stay alive.  After they can demonstrate the basics, they begin to refine and master whatever they need to live and prosper as an adult.

The parents, siblings, family and tribal members know that survival demands awareness of the differences between success, failure, and everything in between. Children and adults constantly watch, listen, practice, and compete with others to improve their knowledge and skills.  They win some, they lose some, they best some, and lose to others to find their place on the scales of mastery.

They are never allowed to go forward believing they can do something they cannot.  Life hangs in the balance, not only for the child, but for everyone in the connected community.  Mistakes by one spell critical danger for them all. What you don’t know will kill you.  Ignorance is death.

I like the saying, “you don’t know what you don’t know.”  This is the essence of ignorance – you have no clue that things exist that could be vital to your life. You are oblivious to dangers and opportunities, because they have never been revealed to you.  You are blind and deaf to what you could have and do, if you only knew you didn’t know.  Because then you could learn about those parts of life, and add them, if you are interested.

What happens when a child is not given direct links to truth and consequences?  What happens when they get vague or misleading feedback?   How will they fare in real-life competition when they grow up, after being praised for mastery they do not have?

Today, I read about the importance of education and thinking skills when competing for jobs.  I also read about poor children drifting through public school with other poor kids, copying their buddies, or family, or neighbors, dropping out early, because their friends do, or their parents did.  Even if they stay the course and graduate, how many are discouraged and disappointed when they venture into the “real world” nobody told them the truth about?

How is that working for us?  Almost a quarter of the students entering college or junior college require remedial courses to fill the yawning holes in their high school learning.  Why do they have a high school diploma that leaves them in the ditch for higher education?  How has the freshman year in college become the junior/senior year of high school?

Public schools like DISD have 90%+ poor children to educate.  This is a daunting mission.  Leaders and teachers are both proud and embarrassed with their jobs.  The truth is they provide educational foster care for their students for 12 years. They are the substitute family for these children. They feed them breakfast and lunch.  They show them all the knowledge they know how to show.  They have after-school activities for those whose parents work, to keep them safe, so they don’t have to be alone at home. They try to widen the children’s social perceptions and self-esteem, because poverty has wrecked them; home is where learning stops.

They cannot mitigate the parents’ problems, and the environment at home.  They cannot add staff empowered to backup teachers who face “class management” problems.  The poorest public schools have given up, because they cannot win; the problems are overwhelming; every factor is against them succeeding.  So, what choices do they have?  They either quit or compromise to survive as employees of public institutions; they point to marginal gains, and use subjective standards to describe “progress. “

They are deceiving us and our children mentally, emotionally, and socially. The object seems to be to get them to age 18 alive, and teach them enough to justify sending them into the world on their own.  It does not matter that they do not know what they do not know is ahead.

The advent and prevalence of “alternative evaluation” such as “participation awards,” has deprived children of the ability to answer life’s most important questions: What happened?  Did I win, lose, or draw?  What did I do or not do to get my results?

Part of the occlusion comes from cumulative generations of parents who have no foundation in their own education.  They cannot measure or judge their child’s knowledge or understanding of subjects that are foreign to themselves. Another contributor is the deliberate removal of clear measurement standards from school.  Whether grades are A – F, or 100 – 0, they give the student a place to stand on their personal learning curve.

All the malarkey about emotional intelligence, self-acceptance, cultural awareness, instead of mastery of subjects, derails education, and generates unprepared high school “graduates.”

Such subterfuge is just a smoke-screen to camouflage ineffective teaching systems, unsuccessful learning efforts, incompetent, deluded teachers, and dishonest, political, school officials.  Federal and state money to schools can rely on reported student achievement and advancement.  When the students do not perform on standardized tests of basic subjects, penalties arise for the school district.  The incentives to “play the game” are vast.

The saddest thing about this structure is its cumulative self-perpetuation.  High school drop-outs do not just disappear, they grow up, they have children whose parents are not educated or enthralled by the school experience.  These children do not have adult models of success, and are less likely to value and complete high school.  They grow up, they have children who have two generations of parents with limited education, and success, and so on.

The answer is not to pass students from overcrowded class to overcrowded class, frustrating year to frustrating year, with phony, political, grading methods; it is not to issue them a counterfeit high school diploma, and kiss them good-bye.

What are the answers?  Cut the psycho-babble crap; forget the “participation” trophies; tell our children the truth; give them grades on a finite scale; offer them tangible ways to measure what they really know; teach them learning skills and habits.  Let them see who has learned, and who has not.  If they fail to learn some parts of subjects, show them; then let them know that failing once, or twice, or ten times is not the end, show them how not to quit, show them how to try again.  No child learns to walk or ride a bicycle on the first try.  Why should other learning be different?

Want to see motivated, determined learning?  Watch children play sports and games.  Kids will practice and practice until they find out what works, what does not, who is good at them, who is not.  Failure does not stop them when they want to play.  Golf is a great example.  Golfers are not daunted by the fact they may never be excellent.

We are telling parents and children that their only hope is college.  At best, this false notion leads many underqualified students to enter college unprepared, to struggle into insurmountable debt, fail, drop-out, or earn a useless, jobless “degree.”  College is not the only way to qualify for a respectable job.

The absence of non-college career training is a glaring omission in modern education.  Why can’t we emphasize quality trade schools as respectable alternatives to college?  Restore prestige to learning trades.  A master plumber can earn more than a poorly-performing college graduate.  Trades offer decent earnings opportunities, as well as professional pride and respect.  In addition, most trades cannot be “outsourced” to another country, or eliminated by technology.

Why not:

  • Offer trade-related courses in high school as an alternative to college preparatory courses?

  • Reinstate work/study programs related to trades.

  • Offer trades training to undereducated parents

  • Let parents and children see that most trades require knowledge of basic math, language, and science.

  • Offer trades-enhanced GED diplomas

  • Let parents bring their children to afternoon and early evening classes.

Think about the stages of human mastery:

  1. Discover something you want or need to learn

  2. Test your current knowledge

  3. If you fail, analyze, learn, and adjust

  4. Retry, analyze, learn, and adjust

  5. Once you learn the basics, practice, analyze, learn, and refine

  6. Practice, analyze, learn, and refine until you excel.

What might happen if we taught this mindset and process?

 

Intelligence Could Not Be More Artificial – Screen Addiction Steals Our Reality

Our pre-American forbears led lives of subsistence; work all day, every day for enough food to survive; prepare and eat the food; collapse into sleep; awake to the same exhausting challenges.  This work ethic and focus are a major part of what colonists brought to the New World, driven by the chance to own the land they work, hunt and fish the wilds about them, and live free of the crushing burdens of near-slavery as serfs, peasants, and servants.  They could not dream of a time that was not filled with all the efforts of pulling and putting together the pieces of life’s necessities.

Just meeting today’s needs was never enough. They could not afford to face the seasons unprepared. They had to be alert, to anticipate, prepare, learn, and plan for the cycles and dangers of nature; they had to be ready for the seasons, timing, preparing, sowing, harvesting, preserving, and storing of food: crops, fish, game, fruits; cutting, splitting, and stacking firewood, clothing, tools, weapons; sickness, injury, childbirth; shelter, stewardship of farm animals, and on, and on.

Except for a few times, when nature did not allow work, people, including children, worked, ate, and slept.  Church was a mandatory break for the work-cycle.  Not only did weekly Sunday services provide “leisure” time for peaceful, renewing, and moral guidance, but it also allowed for physical regeneration through rest; it fostered hygiene and discipline; it fostered family and community “leisure” and play.

This kind of all-absorbing farm life continued for most Americans until technology began its ascent.  Within a dozen decades, we expanded, invented, and produced, new tools, factories, mines, roads, bridges, harbors, waterways, and railroads.  Farmers and ranchers produced enough food to allow them to sell it to non-farmers, who earned the money in towns and cities.

“Money-crops” such as cotton, tobacco, wool, hides, and furs, fed the textile mills, the leather tanneries, and tobacconists; cash was used for things the farmer could not produce easily, such as cloth, dye, needles, pins, shoes, glass, pots, pans, jars, jugs, clocks, medicines, spices, firearms, gunpowder, swords, axes, shovels, scythes, harnesses, chains, hinges, nails, buttons, buckles, candles, lamps, and things we needed then that we no longer remember.

Non-farm work had start and stop times.  Workers arrived at a certain time, worked and ate at certain times, and left at certain times.  That meant the rest of the day was up to the workers to use as they chose.  Holidays became expected days of rest.  Merchants tailored shop hours to worker schedules, which gave them down time as well.

The Great Depression and World War II accelerated three trends:  migration to cities, training in trades, and advanced education.

They also introduced and promoted the first virtual technologies, telephone, phonographs, movies, radio, and television.  Costs, broadcast time and reception areas limited the time people spent talking, listening, and watching.  But the attraction was clearly evident.  People would plan their days and evenings around their favorite news and entertainment programs.  Trips to the movies were considered treats.

The return of prosperity brought expanding demand for all the virtual technologies.  One limit on these technologies was location: phonographs, telephones, radios, movies, and televisions were locations people had to attend to use.  One exception for police and fire fighters:  two-way radios mounted in vehicles.  World War II saw the advent of “walkie-talkies,” the conceptual and technical precursors of modern cellphones.

Car radios, and the transistor radios released the listener from having to find a radio, to having a radio with them

The 1950’s, and 60’s introduced computers to American Business.  Once again, computers were locations, entombed in rarefied environments defended by physical security, and complete ignorance of the general populous.

The 1980’s advent of “personal computers;” which were portable, with some effort.  All that was missing was connecting computers through telephone systems – the Internet, and connecting radios to telephones – cellular phones.  The catalyst for the connectivity we enjoy today was the cellphone, which erased any connection between phones and locations, and made people the locations for telephone numbers.

Televisions were limited by the stations that broadcast in their reception area.  Three major national TV networks evolved, connected by satellite to the world.  Connecting televisions directly to satellites, coaxial cables, and now the Internet, brought us out of “network-tv” into the 24/7 “cable-tv” era.

Once cellphones connected to the Internet and television, where we watch movies, we arrived to today, where the distinctions have almost completely blurred.  Likewise have our senses of reality.

Now, “friends” are not people we know, “social media” is anonymous and often anti-social.  “Gamers” give a whole new meaning to “WoW,” spending days lashed to their computers, dispensing with bathroom breaks, installing Mountain Dew, refrigerators, and cutting pizza delivery slots in their doors.

We already have an entire generation living in basements.  What is next?  Maybe evolution will soon give our species extended narrow thumbs for “Texting,” and dimmer judgement for “Sexting.”  Maybe someday, all our ogling will be “Googling.” Is the “Zombie Apocalypse” upon us with the living “undead?”  I wonder if Virtual Reality and Artificial Intelligence will converge into caskets, from which we never need emerge?  Will we live to see the rise of VARZI?

Sports We Learn to Play & Live

Perspective makes a huge difference.  Most men get their attitudes towards sports from their fathers.  As boys, Dad is the first, safe, ball-playing partner.  As babies, we learn to track a rolling ball with awkward, sometimes amused, unfamiliar, jerky head and eye movements.  At some point, Dad encourages us in high-pitched, baby talk, big smiles, gentle hands, giant gestures, by rolling the ball towards himself, and closing his hands on the ball in broad, wide, exaggerated pincer movements.

Then the light goes on.  We try to copy him.  Wobbly little fingers reach behind, miss, deflect, miss, and finally connect with the ball, grasping it swiftly to our eager mouths, inspecting it for edibility, like everything else at that age.

Once we discover, with some curious disappointment, and numerous bad tasting attempts, that this round thing is not good to eat, we find out its true purposes – toy, play, fun, and time with Dad.  Boys would never learn the skills they need to practice and play without their Dads.

Much of growing up as a boy relates to balls.  Nothing surprising about this, as balls connect us to our earliest ancestors’ relationships with eggs, skulls, bladders, and rocks.  Balls to roll, balls to throw, balls to catch, balls to dodge, balls to bounce, balls to kick, balls to hit with one kind of stick or another, balls to hit other balls, balls to run with.  Big balls, little balls, hard balls, soft balls, pellets, and even balls that are not round, like footballs and rugby balls.

Aside from natural sports, like wrestling, fighting, racing, catching, and spearing, almost every other “sport” involves a ball variant, (e.g. I consider a hockey puck a flat-earth-equivalent of a ball;).  Sports are mostly derived from instinctive self-defense, and evolved hunting/fishing skills. Team sports grow from coordinated hunting/fishing efforts.  Boys learn how to play as part of a team when their Dads show them the power and fun of coordinated efforts in sports.

Until our recent era, spectators were limited in number and influence; pretty much participants only. Sports “reporting” started as the successful hunter/fisher displaying the game/prize, bragging about prowess, belittling the losers; the unsuccessful quietly moaning excuses, and looking for a rematch.

The paucity of witnesses to most events led to plenty of fireside tale telling, and retelling embellished, detailed descriptions of heroic sacrifices, powerful portrayals of excruciating pain, encounters of life-threating dangers, frightening exploits, arguments about winners, extended “if only’s,” and “if it hadn’t been for’s,” bets and guesses on next time, and other highly imaginative exaggerations.  Today, a large part of male friendship still lies in the modern versions of these rapport-building exchanges.  Sons still need to learn the important, intimate skills and secrets of play and sports from their Dads.  So, let’s “Play Ball!”