Well, good afternoon to all who have joined us on today. We are delighted both to have this time with you and more importantly, to have this time with this great scholar and dear friend, our very own Dr. Gregory Nobles. Dr. Nobles comes to us, having, I got his undergrad from Princeton University, his PhD from the University of Michigan and is a professor emeritus of history at the, from the Georgia Institute of Technology, where he served for approximately 33 years, both as a member of the faculty, as well as serving in several administrative posts at Georgia Tech. He is held two full-blight professorships, senior scholar in New Zealand back in 95, the John Adams Chair in American History in the Netherlands in 2002. He's held a number of residential fellowships, both at the Charles Warren Center at Harvard University, the American Antiquarian Society at the Huntington Library, the Princeton University Library and the Newberry Library. And in 2004, he was named a Distinguished Lectureship Program of the Organization of American Historians. After retiring from Georgia Tech, he held a Mellon Distinguished Scholar in Residence at the American Antiquarian Society in 2018 and 19, the Robert Richie Distinguished Fellow in Early American History at the Huntington Library in San Marino, California. And he has written extensively on the era between American Revolution and the Civil War, including John James Audubon, The Nature of the American Woodsmen, published in 2017. And he has now added to that illustrious record this wonderful book that we'll be discussing on today, The Education of Betsy Stockton, The Odyssey of Slavery and Freedom. We are delighted to be in conversation with him today. I'm delighted to be a part of this time today. And I yield the floor now to Dr. Nobles. Well, thank you, Dr. Latimore. And thanks to the National Archives for sponsoring and organizing and making this event possible. It's really a delight, a good opportunity to reach out to a broader audience. And since Dr. Latimore was kind enough to introduce me, I shall do a brief introduction of him because it's something that I think is quite notable. David Latimore is the director, the inaugural director of the Betsy Stockton Center for Black Church Studies at the Princeton Theological Seminary, a position he's held for about a year by my count, or close to it. He came to Princeton from Tennessee, where he has served as senior pastor at 15th Avenue Baptist Church in Nashville. He taught at Belmont University. He acted as a minority student mentor and was associate director of the Academy of Preachers. He has a very strong educational and professional background. He earned his PhD from the University of Chicago, his doctor of ministry from McCormick Theological Seminary, his master's in Divinity from Duke Divinity School, and his undergraduate degree is AB from Harvard University. After Harvard and before attending seminary, Dr. Latimore had a successful career in investment management and economic development. And I look forward to an equally successful career of his at the Betsy Stockton Center, where he's going to provide leadership for academic programming. He's going to promote research and a history of enslavement and its ongoing implications, which is a very important issue. He'll serve as a mentor to Princeton Seminary students and cultivate strategic relationships and partners between the seminary and the African-American community, getting across that divide between the academic institution and where real people live. And I think that's very, very important. So I'm delighted to have David Latimore as a partner in this conversation. And I want to thank you very much, David, for being part of it. And because we've had the privilege of fellowship outside of just this academic environment and this official environment, I'm going to refer to you as Greg and welcome references David as well. And I look forward to this fruitful conversation. I just want to dive right in to this very wonderful book that you have provided to all of us who have an interest in issues at the intersection of race and religion and history and education. And so let's dive right in as we can note from the very title, again, the education of Betsy Stockton and Odyssey of Slavery and Freedom. And the work that you have crafted here charts the wondrous journey and borrowing from your language, Odyssey of Betsy Stockton's life. And there are plenty of places that we could begin in the conversation, but I'd like to just again, start at a larger or meta narrative, if you will, of this language of Odyssey and the ways in which that language is being deliberately used by you to craft this narrative. If you'd be gracious enough to really help us to understand what it is that you mean by Odyssey when you look at the life of Betsy Stockton and what are some of the ideas that are embedded in that that we ought to note as we encounter this wonderful work. Well, thank you very much. And yeah, the term Odyssey was chosen very carefully and very intentionally. And I think sometimes Odyssey has become a really a throwaway term, just a kind of long trip of voyage, a journey or something like that. But I wanted to think about Odyssey in the term as that Homer did in writing about Odysseus returning from the Trojan War. It was not just a sailing home. It was not just a journey back to his wife and family.  And I think of Odyssey in that term too, that way. Because when I think of Betsy Stockton, her journey through life, her geographic journey, but her personal journey is an Odyssey in the sense that it can't really be understood, can't really be appreciated unless we take account of the obstacle she faced as a black woman, single woman in the antebellum era, a woman born into slavery, frankly. And I will say too, that this book was a bit of an Odyssey for me because researching Betsy Stockton was quite a challenge in itself. There's not much archival record by her, not much written in her hand or in her voice. And so that required different means of going about doing research. How does one understand, know the life of somebody for whom we don't have a very extensive written record? And I can talk about that a bit more later, but I do want to say that the Odyssey is not just hers, it's also up in mine. And this might be a good point to bring in if we could the first slide. There we are. What I'd like to do would give you a very quick, and I do mean very quick overview of Betsy Stockton's Odyssey, her journey, her voice through life, and then we can go back and focus on different parts of that as they happen. Just very briefly in terms of biographical background, Betsy Stockton was born in 1798, although always we put a question mark because as a child born into slavery, nobody was keeping detailed records or giving her a birth certificate. But it says on her tombstone she was born in 1798 and I'll have to take that as close enough. She was born into slavery in the household of Robert Stockton, one of the most prominent men in Princeton, New Jersey. And Robert Stockton gave Betsy Stockton as a child to his daughter, Elizabeth Stockton Green. Elizabeth Stockton Green was married to another prominent man from Princeton, Ashple Green, and if we could have the next slide then. Well, I'll come back to that next slide if you wouldn't, yeah. Ashple Green was a very successful student, valedictorian of his class in 1783 at the College of New Jersey or what I would call Princeton as it's called now. He married Elizabeth Stockton Green in 1785. They moved to Philadelphia, where he became pastor of one of the most prominent churches in that town. Next slide please. The Second Presbyterian Church. It was one of the major religious institutions in Philadelphia. It was an integrated church. It served black people as well as white, although the black people sat in a gallery in a balcony and had separate communion from the whites. So there was an issue of religious inclusion but also segregation there, which I think is very important and it's very true throughout most religious institutions in the North and certainly as well as the South. In 1812, while Betsy Stockton was still living in Ashple Green's household, he got a job. The position is president of the College of New Jersey College or Princeton College, I'll call it. If you show the next slide. In 1812, he moved to Princeton, took Betsy with him. She was about 14 years old at the time, still in his household. It's not clear whether she was enslaved, still enslaved or had been emancipated. I think that Green emancipated her sometime between 1807 and 1810, but she was still not a free person. She was an indentured servant in Green's household and stayed that way until she was just about 20 years old, I believe. And I do wanna point out, it's important to know that Green was the eighth president of Princeton and the eighth president of Princeton to be a slaveholder. And the presidents and their enslaved people lived in that house on the right of the slide. That's the president's house at Princeton. It's now the alumni house, but it has rather a long legacy in terms of Princeton's connection to slavery. Betsy stayed in Princeton, again, as a not enslaved, but not altogether free person. And Princeton was a talent, next slide, please, where slavery was very much alive. This is an ad for a young woman about Betsy's age in 1816 to be sold. The person selling her was a member of the Princeton faculty and I think the connection between slavery and the Princeton faculty, including Asheville Green, the Princeton president, is one that needs to be noted. Stockton herself, was not enslaved, as I mentioned, but in 1813, soon after arriving in Princeton, Asheville Green sold her time, three years of her time, to another pastor down in Southern New Jersey, Woodbury, New Jersey. She was going to live in the household of the Reverend Nathaniel Todd, work there, help take care of his family, but also in the process to take advantage of his books, his library. He was a teacher, just as Asheville Green was a professor, and she was able to, in her spare time, of which there was not a lot, to continue her own self-education. But then in 1816, she comes back. She comes back to Princeton, next slide, please. And she joins the Princeton Presbyterian Church and it's hard to read the writing of the document here, but it says Betsy Stockton, a colored woman living in the family of the Reverend Dr. Green, has applied for admission and so forth, has been accepted into the church. This begins, I think, a very, very important period in her life, as a teenager, late teenager, probably 18 or so years old this time. She's back in Princeton, she joins the church, and I think what's significant here, too, is simply her name. That's the first time I've seen the use of the word Stockton. Up until then, Ashba Green referred to her variously as Betsy, Bet, Betty, but never with the last name. And there's no real documentary evidence of this, except for this church record, but I think that she actually took the name Stockton. It was an act of self-naming, which was a very important step, I think, for people who were emancipated from slavery. Next slide, please. She also very proudly put her name in a book. Not a great book by Thomas Branigan, The Flowers of Literature, but a very generous, rare book dealer in Princeton, New Jersey, Joseph Falcone, showed me this book with her name inscribed on the fly leaves. And it really struck me. It was quite an emotional moment to see this, because here it was an act of possession, writing her name in a book, an act of possession on the part of a young woman who had been at one point considered a possession herself. And I think that signature, or that autograph in the book is really a compelling piece of evidence. It's both documentary and for me, actually somewhat emotional. I will say that the book she had is a compendium of information about all sorts of things, but what's really striking about this book is that it has a preface and it's aimed at parents and children and teachers. And to the parents, it says, of course, you need to raise your children right.  But to the teachers, it talks about what an important role they play in the lives of not just the children, but in lives of society. And I think this book came to Betsy Stockton. I'm gonna say she got it around 1816, 1817 while she was still living in Princeton. And it became, I think, an important part of her developing a sense of calling because by the late 18 teens, she's decided that what she wants to do is to teach, to teach black children. And that's what she eventually does throughout her life. But she doesn't do it in Princeton, at least not yet. Next slide, please. She meets a young man and he's much younger than he is here in this picture. This picture is 1863 when he's quite a bit older. Charles Samuel Stewart, about the same age as Betsy Stockton. He was born in 1795. She around 1798. He's a former student of Asheville Greens, both at the college and then at the Princeton Theological Seminary. And he's setting out to go on a mission to Hawaii, Sandwich Islands. He gets married right before he goes to Harriet Bradford Tiffany. They set out and they take Betsy with them. Betsy Stockton has decided that she's gonna go along on this mission to the Sandwich Islands to Hawaii. And I think there are many ways to look at that. One, it's simply a way to get out of the United States, to get out of a land and a region that still accommodates slavery. It's a sense of religious mission. And I think it might even be a form of what we might call self-colonization. Sending herself, taking herself to a foreign land at the time and beginning a new life for herself. An act of independence to a degree. If you show the next slide. Next slide, yeah. The Stewart's and Betsy Stockton go to New Haven, where in November of 1822, they get on board a whale ship called the Thames, which is the way they pronounce it in Connecticut. They're with a group of Protestant missionaries. They call themselves a missionary family. And they're heading out on this whale ship down the Atlantic around Cape Horn, all the way to the Pacific to the Sandwich Islands or what we now call Hawaii. It's a long and arduous five-month voyage.  They have no return ticket for this trip. And it's a real sense of commitment. It's also a very long voyage in which Betsy Stockton very happily, for me and for all of us, keeps a journal. And it's a remarkable journal for travels. But it's also a journal of the difficulties she faces. She writes of her physical challenges, her spiritual challenges, sometimes her relationship with other members of the missionary family, her relationship with members of the crew, these whalemen. And but what she writes of a special in the midst of all of her physical difficulties and spiritual doubts and questions is of her growing relationship, her growing friendship with the stewards with Charles and Harriet Stewart. In fact, she becomes so close that she is the midwife when Mrs. Stewart delivers a child on board ship in April of 1823. Charles named Charles Seaforth Stewart and he becomes a lifelong friend of Betsy Stockton. The stewards in general do become, all of them become lifelong friends at first. Next slide, please. There we are, Hawaii. You can barely see, I think, just above what people call the big island is the island of Maui. And on that in the community of Lahaina, Betsy Stockton and the stewards set up their missionary station and she begins to teach. Next slide, please. This is Charles Stewart's drawing of Lahaina. You can see it's not a very well-developed area. It certainly is now, but at the time, they were living in rather limited huts. But what's striking here is that this is the time when Betsy Stockton really begins to find her sense of calling. She does what she's set out to do. She does it in a rather tumultuous environment. I'll just point out very briefly and I'll come back to this, perhaps, that Hawaii is going through rather remarkable cultural and economic changes at this time. The great king Kamehameha I had recently died. The missionaries recently arrived to start preaching Christianity, but also had arrived were merchants and mariners, people involved in the sandalwood trade and whaling. And this mixture of native Hawaiian people, missionaries and mariners and merchants made for rather conflicted society. And Betsy Stockton was living within that. That, again, was part of one of the steps on her odyssey, one of the obstacles in her odyssey. But despite all that, despite what was going on among the missionaries, the other missionaries and the merchants and the native people, she begins to teach. And she begins to teach not just to the elites, but she's the first one to teach to ordinary people, the children of farmers on the island. And that really, I think, becomes her calling. She spends the rest of her life teaching and teaching literacy above all, to ordinary people of color, not to the wealthy by any means. Next slide, if you will. Her journal was published by of all people, Ashple Green, who has left Princeton in rather sad circumstances, gone to Philadelphia and started a new newspaper called The Christian Advocate. And he runs Betsy Stockton's journal in series from 1824 through 1825. And it's a remarkable presentation of the writing of this young woman. And she is a remarkably well-educated and a self-educated woman. And I have to pause here and say that she got her months of education in Ashple Green's house using Ashple Green's library without much assistance from Ashple Green himself. There's a suggestion, some of his sons helped her, but she became not just literate, she became a real intellectual. And when you read her journal, she's able to quote from the Bible, to quote from Milton, to quote from other sources. And you get a sense that this is a very well-read woman, remarkably well-read woman, who had never gone to school a day in her life. All the education she had, she got for herself. And Green recognizes that, and he talks about that and says, this is a journal, it's very well-written. Even though she's a person of African descent, he tells his readers, you should take it seriously. And I think they do, and I certainly do. Next slide, please. The problem, even though Betsy Stockton, the stewards, had planned to stay in Philadelphia for the rest of their lives, they couldn't or they didn't. Harriet Stewart becomes ill, they go back to the United States and Betsy Stockton comes with the stewards. She's developed that strong friendship with them. She goes back to the Cooperstown, where they were from, or where Harriet was from for a couple of years. But in 1828, she gets a remarkable job offer. She gets a letter from some women in Philadelphia who were starting an infant school, or black children, and they want her to be the principal, the lone teacher. She's gonna have an opportunity to go down and be a professional, have some measure of independence, and earn what, for a black woman at the time, was a pretty good living, $200 a year, and then she got a raise to 250. And the red dot here is her school. There were three other infant schools. And I'll say that infant schools were designed for children between the ages of two and five, what we would now call kindergarten or pre-K. And the goal in the infant school movement was, yes, to provide education, but also to provide some means of social uplift, social controlling. There was a concern that the children of the poor were falling into bad habits on the street. They would wind up being criminals. They would wind up being a burden to society. And so the idea was to create these infant schools that would give them education, moral uplift, and frankly, a place to be other than on the street. Betsy Stockton's school was one of the four in Philadelphia, but it was the one that was separate and very unequal from the others. If you go to the next slide, please. There's rather an elaborate fundraising effort for infant schools, organized by Matthew Carey, one of the most prominent printers and polemicists in Philadelphia. But in the case of the black school or the colored school, as they called it, the fundraising was separate and it was kept separate from the monies raised for the white schools. And it wasn't as much raised by any means. And you can see here in this slide, not just the names of the major donors, several of whom, Mrs. Cassie, Mrs. Cassie, Mrs. Douglas, Mr. Fortin, are prominent African-American members in Philadelphia, but also a large number of people of color contribute a dollar annually from the fund. And I think that raises for me questions of what it is white people and black people saw in these schools. White people saw, yes, education, yes, moral reform, yes, some measure of social control, and even perhaps preparation for colonization to Africa. But I don't think that was the only motive of the black community. Black people knew black parents, certainly did, that Philadelphia could be a dangerous town for black children. They could be kidnapped, they could be taken down to the South on ships and enslaved. And I think that the infant school that Betsy Stark and Rand provided, not just an educational institution, but a safe haven, a social haven for children, and also an opportunity for black parents to connect on a daily basis as they drop their kids off, which parents always do when they leave their kids at school. She was a remarkably successful teacher. The visiting committee of white women came in frequently. They said she's doing an illustrious job, the school is flourishing, things are great. And they did so until briefly in the summer of 1830, Betsy Stark went away. She went to Canada. She had been recruited to start another infant school in Ontario for indigenous children. He got that up and going, came back to Philadelphia, resumed her position at the infant school in Philadelphia, but then fate intervened once again. Her dear friend Harriet Stewart up in Cooperstown died, and Betsy Stockton went to Cooperstown to take care of the Stewart children. And then after a couple of years, she moved with them down to Princeton, New Jersey, and came back to Princeton, the place of her birth, the place where she had spent her time as a teenager, the place she had left in order to go to Hawaii, but now she was back. Next slide, please. Can you do the next slide? And there is a picture of Princeton about the time Betsy Stockton came to town roughly. I always talk about Princeton as a tale of two streets. The street you see there with the carriage going is Nassau Street right in front of Nassau Hall, the main building on the college campus. But you can also see coming out of Nassau Hall and going right into the foreground of the picture, a walkway, and that becomes another street, another spoon street, and it's a witherspoon street that leads into Princeton's black community. And I will say that Princeton's black community was sizable, upwards of 600 people, sometimes 18 to 20% of the town's population, a non-trivial community, and a very difficult community, I think, for black people. And I think we might, I'll just pause it there with Betsy arriving in Princeton in the 1830s with the campus on one side, with Witherspoon Street on the other. And, David, I think I'll return the conversation to you. The journey that you've laid out so far has so many interesting threads, and you conclude with this picture of Princeton, which it begs the question that you've touched upon through your comments, but I really appreciate kind of your additional thoughts. We see the ways in which educational institutions, the church, the larger issue of race and the way it plays itself out in Betsy Stockton's life, how they're all commingled and all exerting influence, both in shaping elements of Betsy Stockton's journey, but as well, having repercussions to the broader community in the state of blacks and whites. And I wonder if you'd just comment a bit on how you have both encountered these institutional influences and what conclusions might you have come to as you begin to examine the interwovenness of these places and, again, the influence that they've exerted, the educational systems, the church systems, the broader issues of race in this community and the Princeton community. I'd love to hear your reflections on those aspects of this narrative. Of course. I think it's important to point out that Princeton, even though it's in the North, even though it's in New Jersey, has been called a very Southern town and Princeton College was the Northern School for Southern Boys. At various times in the antebellum era, about half the Princeton student body at the college came from slave-owning states or the slave states in the deep South. And I think that, I say sometimes, Princeton had a Southern accent, both the college and the larger community. That had an influence on Princeton. It had been, frankly, a recruitment approach that they had adopted in the 18th century. Princeton knew it couldn't really compete with Harvard and Yale for students in the North. And so they focused their efforts on getting a lot of many students from the South, which they did. But those students from the South came with their attitudes about race and slavery. And that became very much embedded in the life of the college and also in the life of the community. Can you go to the next slide, please? Yeah, it also affected an institution you know very well, Dr. Latimore, and that is the Princeton Theological Seminary, which had been started, or at least partly influenced by Asheville Green back in the 18 teens. And the Theological Seminary likewise had a very, I'll say a Southern flavor to it. Some of the leading faculty members there were from Virginia, or they had very strong Southern connections. Princeton Theological Seminary became a center of colonization activity. The notion that black people, free blacks and enslaved blacks could be sent to Africa. Or as people said at the time, sent back to Africa, even though many of them had never been in Africa in the first place. And I think colonization became a real dividing line, a real kind of cultural litmus test between black people and white people. Many white people saw colonization as a means of dealing with the worst aspects of slavery, but that meant getting the enslaved people not just out of slavery, but out of the country. And after a brief fascination with colonization, most black people said, this is not for us. We don't want to be sent away, we live here too. And so I think the divide between whites and blacks over colonization is a very important part of antebellum history. It's a very important part of Princeton's history, both the college, the Theological Seminary and the community at large. So these two educational institutions play a very important role. But also we'll see the emergence of two religious institutions. If we can go to the next slide, please. These are the two Presbyterian churches in Princeton as of 1840. On the left is the main Presbyterian church, the one in which Asheville Green had worshiped, the one in which Betsy Stockton had worshiped and did worship when she came back in the 1830s. But in 1835, that church burned down, burned to the ground. And while it was being rebuilt, the white members of the congregation decided that it would be much to their preference if the black members would go elsewhere. And there are about 90, more than 100, actually black members of the church, both enslaved and free people. And over the course of several years, from 1835 until 1840, the black people from the Princeton Presbyterian church were urged very much to go and worship on their own, in some place else. And finally in 1840, even though I think they resisted being sent away, they established their own church, the Willisburg Street Presbyterian church, which still stands today as a very important part of the Princeton's community, not just the black community, but community in general. And that became Betsy Stockton's church. She became a very, very active figure in that church as a member of the congregation, but also as a Sunday school teacher. And she was a very central figure in the Sunday school. Her friend, Anthony Simmons, the wealthiest African American in Princeton, by far, helped establish a Sunday school, but Betsy Stockton became one of the lead teachers and a consistent teacher over time. And that was again, an aspect of her commitment to education. She provided education in the Sunday school. Yes, literacy, Bible study, but I think also the notion that these things could be important tools, not just for Sunday, but for every day of the week. Literacy was a critical tool. And a lot of white people had tried to deny literacy to black people. And so even though I think we might take Sunday school and education in general, rather for granted these days as being kind of innocuous institutions, they're not. They're not. Her role in teaching in the Sunday school and also in teaching in a public school, she was the sole teacher in Princeton's black public school for over 30 years, a remarkable job. So six days a week, money through Friday and Sunday, she was teaching children. And I think that commitment to teaching both in religious terms and in even more secular terms was a critical part of her life, was a critical part of the community of Princeton, certainly the black community. I think that's a critical part of her legacy, Franklin. It reflects one of the real richness of both the history of blacks in this country and the history of black churches in this country and this particular story, the way it begins within the context of the influence of educational institutions, the context of Reverend Green serving ultimately as the president of Princeton Seminary. So always in the backdrop and the ways in which it provided opportunities for Betsy Stockton, even though frustrated in her attempts to nonetheless persevere and self-educate and the ways in which it shaped the rest of her journey, you see this recurring theme in Philadelphia and then her return to Princeton. And again, I think it speaks to not only within the context of this narrative and this story that is unfolding, the importance of education, but it really talks to an important element of these institutions, the black church, the black community and the ways in which literacy and education provided such a hope and aspiration of what could be that they pursue, we see many examples of the pursuit of education in spite of the tremendous obstacles that were put in front of blacks at this time. So I think if you really, there are several things that you've tapped into and certainly the issue of education is extremely important. And one of the ones for which influence, I think Betsy Stockton serving as the namesake for our institution that as the seminary was beginning to consider the events of this historical story and the ways in which it's hands, the seminary's hands were not innocent of the stain of slavery. The seminary really had a commitment to take some action that would reflect this acknowledgement and in this language, both as confession and repentance for that involvement. It wanted to have a moment that celebrated this long history of commitment to education on the parts of blacks. And it wanted to establish a center that would be instrumental to the continuation of many of the themes and conversations that emerge out of men and women of color who are committed to exploring the richness and depth of at the seminary's perspective of religious education and the ways in which it can make a meaningful impact on human life. It wanted to celebrate the ways in which that conversation had already and consistently been a part of the black church, the black community. And as the seminary began to look around, it recognized that the Betsy Stockton story exemplified so many of the trends and techniques and the approaches and the commitments around blacks and education that it wanted the center to reflect. That Betsy Stockton really serves as an aspirational image for us and not an abstraction, but in the reality of her lived experience, there are so many wonderful things to celebrate about this connection between race, religion and education. And it shapes the ways in which even the center looks out and understands its role in even in this contemporary moment. So she winds up being such a wonderful representative and her life filled with examples of, again, the centrality of these issues and is reflected in the ways in which the center, the Betsy Stockton Center now views its mission and its hope for its existence. So, again, what I was appreciative of the work that you've provided for us is the ways in which it begins to capture just glimmers of these intersections and these issues that are certainly important to the center as well. I noted that you mentioned the movement to Witherspoon, which I think you correctly mentioned continues to be under the leadership of Paso Ocala in June Bay, continues to be an instrumental institution here. And what was noteworthy in your book, you began your comments here reflecting on Betsy Stockton being acknowledged as a member of the Presbyterian Church and the ways in which her full name is there and there's not the notation of slave or indentured. And then later in a later chapter, you also mentioned that her name appears, I guess at the top of the list, of African-Americans who are dismissed from the Presbyterian Church, the First Presbyterian. And so how interesting that at two important points, she is well-represented, both for the best or at least for the pursuit of religious relationship, involvement, et cetera, and also in the dismissal. And again, how representative is that moment of dismissal to the way we are to understand both the celebratory parts of African-Americans establishing independent religious institutions and the ways in which the other side of that coin was often was a rejection, it reflected rejection by predominantly white congregants and institutions to rid themselves of the presence of blacks. I wonder, is that something that we can see in as a bit of a trend? Is it somewhat, is it an action that was really should be noteworthy of us and not isolated just to this moment? Well, I think we look at the history of black churches in the North, independent black churches. We think of the more celebrated ones like Richard Allen's church in Philadelphia, Absalon Jones, a little bit later John Loughlin's church. And we see those as almost defiant acts of religious independence. And I think that's a very important part of that story. What I think is exceptional about the Witherspoon story is that it wasn't a breakaway congregation. It wasn't that the black people, black congregants chose to move, leave. They were pushed out. They were pushed out.  But once that had become clear that there was no going back to the first Presbyterian, they established that church and it became a thriving, a very important church in the 1840s and early 50s that had two, I think very significant black pastors, Alimas, Pace and Rogers, and probably most notably, in my mind, Charles Gardner, who had been a very important abolitionist and iconizationist in Philadelphia. He came to Witherspoon in 1849, I believe it was, gets embroiled in a dispute with a member of the Princeton Theological Seminary who's overseeing the Sunday School. And it becomes enough of a dispute that finally Gardner leaves. But I think the presence of Rogers Gardner and then later, of course, Paul Robeson's father, William Drew Robeson, really puts Witherspoon on the, I think, not just the theological, but also the political map back in the 19th century. And you mentioned a moment ago why the Theological Seminary now has chosen to, I guess, incorporate, celebrate Betsy Stockton. I think we've all been at an important point when American colleges and universities, certainly on the East Coast, have begun to examine their own connections to slavery. And those connections are very complicated, they're very deep, and they're inescapable. They're absolutely inescapable. And Princeton is not just the only one. I think that other universities, particularly Brown University, had begun looking into this. And I think that what's striking even now is the way in which Princeton University as an institution and the Princeton Theological Seminary as an institution have gone about their respective investigations. And I will say this, that the study of Princeton University's involvement in slavery stems largely from the work of very dogged and important work of my colleague, Professor Marnie Sandweiss in the History Department, who started the Princeton and Slavery Project about 10 years ago. And she and students and professors, one of whom is me, have written about Princeton's connection to slavery at universities. But this has done so without direct institutional support from the upper administration. And I think what's important about the Theological Seminary, and you know this better than I, I'm sure, is that it was an institutional effort, a very conscious, self-conscious institutional effort, to look the past, to think about the present and think about the future. And I think that your involvement, your role in leadership in the Betsy Stockton Center for Black Church Studies is a very strong indication of that commitment to recognizing the past, but also to moving forward in the future. Absolutely, one of the things that drew me to the institution, to the seminary, was both the fact that some effort had been made to examine the history of the institution. And I think it takes a real commitment, and I encourage, quite frankly, to address not just the auditory elements of one's history, but really to look at even those places where herd and harm has been done to communities and to acknowledge it and to work your way through it. So I was drawn to the reality of that analysis, the involvement of the institution. And certainly it does not mean that there is not a need for continuing evaluation. There are far more stories beyond Betsy Stockton's that can be unearthed, even from the archives of the seminary, but the likelihood of that occurring increases given the work that's already been done. So I have a confidence of the institution's willingness to really examine these important issues. Listen, I do want to, I want to come back to this conversation there, but I can hear my colleagues and particularly my women colleagues whispering in my ear saying, as you look at this story that unfolds in the book and with the life of Betsy Stockton, are there particular points where you see the influence of not only her race and her birth into slavery, but also her gender playing a role in the way the story unfolds? Of course, of course. I mean, certainly as a young woman born in the slavery but emancipated, she still had very limited choices in life. If she had stayed in Princeton, New Jersey, from her teens on, the likelihood is that no matter how much she had educated herself, no matter how much she had studied and read, she was gonna wind up being a domestic of some sort. The main occupation for women in Princeton, black women in Princeton was washer and ironer and that's very clear from the census records. And I think that by getting out, getting away, going in this missionary family where she was not considered all to get there in equal, I have to point out, she gained the kind of independence, the kind of confidence that maybe middle class white women might gain by going to female academies. She never had that opportunity. When she comes back and she's teaching in Philadelphia, as I said, she started out making 200 a year and then 250. But one of the teachers in the mail said that, one of the mail teachers in another school was making $500. You know, there's always economic inequality between men and women. And I think that as a woman, as a figure, an important figure in a community like Princeton, she becomes, I use the term sometimes a matriarch of the community. People talked about her presence, her power. And she was very supportive of other women. I think that's important to say too. In her will, when she's making out her will in 1862, she leaves her clothing to another woman, another member of the Sunday School faculty, but also a woman who is a washer iron for her profession, if you will. Betsy Stockton leaves her her clothes, her clothing. Now, you know, I don't know exactly if the clothing fit, but I don't think it was a question about clothing. I think it was a way of saying to her, this is my clothing, this is me, this can be an inspiration and a validation of you. Now, Betsy Stockton never married, never had children of her own. And that's, I think, one of the great puzzles about her. There are many reasons why that might have been the case. It could have been a desire for independence, just not wanting to have to deal with the husband and all the complications that always come with that. It might have been her sense of mission that she thought there was something more important for her in life and her calling than marriage. It could have been a question of sexuality. And those questions are hard to unpack. It could have been, frankly, all three. We just don't know from the remaining record. But I think to see Betsy Stockton as this powerful figure in this community, this black community, and frankly, well-respected in the white community. I talk of her as a pillar of the black community but a bridge to the white. And I think she had in a town that had so much respect for education, or at least educational institutions. Betsy Stockton was the kind of educated person, again, self-educated person, that people couldn't simply ignore. She was not just another woman in the town, not just another black woman, not just another domestic woman. She was the only person in the black community who carried the very important title of teacher. And she had a role that went beyond instruction day to day. It was a role of nurturing children, both boys and girls, no doubt working with their parents, particularly their mothers. And I think to find a female figure of that stature, of that significance, and that doggedness, that's what I really think is remarkable about Betsy Stockton. She lives in Princeton for over 30 years. And she teaches almost until the day she dies in 1865. And it's that sense that I think is very important. She's not a famous figure like Harriet Tubman. She's not a famous figure like the journey crew, certainly not like Frederick Douglass. But she's one of those people, and I think they need to be recognized and celebrated. One of those people who work day to day at the grassroots level, making a community intact, keeping a community intact. And especially in a black community in a town like Princeton, which was very conservative on questions of race and very hostile environment for many black people, to maintain those institutions is not just a form of providing education or spiritual uplift. It's also a question of providing, again, a kind of haven, but also a means of resistance. And this is why I think teaching, even though it's something we take for granted, we take it for granted so much that you and I do it. But it was a radical act in the early 20th century, a radical act for black people.  And so I think that I have to try to understand, try to appreciate the significance of Betsy Stockton's gender because again, in terms of an odyssey, that's one of the main obstacles she faced throughout her life. And it never went away. Wherever she turned, she was always black, she was always female. There's no getting around that. I think she had to find some way to navigate that throughout her life, whether she was in Princeton or in Hawaii or Philadelphia, back in Princeton again. That's the world she lived in. That was an important, yes, again, an important part of her own odyssey. One of the things, again, about the way this story unfolds in your work is, it again reminds us of, not only the centrality of education, but also the centrality of the church as elements of her journey, and particularly the black church. And you and I were having a conversation around, again, the influences of Betsy Stockton on even the Betsy Stockton Center at the Seminary. And it is the reality that the black church has historically been such a central point to fanning the flames and fueling the desires of African-Americans to pursue education as a way of liberation and a way of advancement. And even in this moment, our perception is that the church continues to play a central role. And part of what the center is designed to do, and I think in an effort to live up to the legacy of Betsy Stockton, is to contribute to the thinking and strategies and asking the questions of how do we best continue this historic role of the black church to pushing issues of liberation to men and women across the United States and recognizing, again, the history of individuals like Betsy Stockton and their commitment to these issues of education. How can we best reflect that? So she serves, again, as kind of a North Star force to provide us with a set of aspirational objectives. And we are not only grateful to her story, but grateful to the retellings of her story, such as the work that you've done to kind of expand the ways in which we see these uncovered gyms and reflections of the very best of blacks in very arduous circumstances. Listen, we've only got a few more minutes here, but I do want to offer you just the space to provide any closing reflections on this work that you've done and your encounter with the life of Betsy Stockton as a historian and your perceptions of its continuing relevance even to the conversations that we're having in our country at this time. So any final reflections that you have, I welcome. Well, I'd like to pick up on a point you made a moment ago, just about the many stories. And then there are many stories that they just haven't been told yet, or at least haven't been told in a way that we can get access to. You know, I, first of all, I would like to see more work on Betsy Stockton. I've heard there's an opera in the works. I know that there's poetry written about her, children's books. I don't consider my book to be the last word on Betsy Stockton, it's the current word. But I'd like to see it as a foundation of future work. And again, not just about Betsy Stockton herself. I think there are hundreds, indeed thousands of people like her. Those people who work at the grassroots, those people who make communities work, whether in the 19th century or in the 21st century. And once you get past the, what I call the political pantheon of the sojourner truce and the Harriet Tubman's and the Frederick Douglass's, they're all those people, all those people at a lower level and very courageous and dogged and determined people. And I think that their stories are out there. I had to struggle to write Betsy Stockton's story, to find the evidence, to find the documentation. And I can tell you it's hard. I could spend another hour talking about that, but mercifully I won't. But I do think that for other scholars, other writers, and I think, frankly, this is a particular issue that you can promote at the Betsy Stockton Center. And that is how do we find, how do we tell, how do we make meaning out of all the stories of people that we've not known before? I don't think we need another book about, I don't know, Thomas Jefferson, although I'm sure there'll be a bunch more. But I think of people who are like Betsy Stockton, who are engaged in a form of resistance to the status quo, engaged in a form of resistance to the pervasiveness of not just slavery, but racism in America. And how do they go about that? How do they do that? And how do they do that sometimes quietly, sometimes anonymously? But I think that our job as writers, scholars, is to bring them out of that anonymity, and to give some visibility to these people, who I think once you begin to realize how many there are, can be an inspiration, not just about the past, but about the present and the future. People can see themselves, I think, in these stories, and I hope they do. And that to me is that having now finished this book, that to me is, I think, its legacy. I hope people read it not just as a scholarly text, but I hope they read it and can see, and even can perhaps in their own ways imagine, tell their own Betsy Stockton story from the evidence available. It's not the last word, I think it's one of the first words. Amen. Well, there is a richness in this story and the realization that there are many other stories that might also encourage our hearts. Thank you, Dr. Nobles, for this time. I've been delighted both to have read the book, but also to be engaged in this and made the many conversations that we have. And the center certainly looks forward to also making a contribution to the thought and liberation of people of oppression. Borrowing from the images that emerge from our history. So thank you again for your time and the work that you provided on today. Thank you, Dr. Lionmore. And again, thanks to the National Archives for having this opportunity to speak. Appreciate it very, very much.


Thank you very much, Madam Chair, Secretary General, Mr. Holingshao, Deputy Secretary General, Mr. Malcolm Johnson, the other representatives of the member states. I congratulate the ITU for hosting this forum. The Chilean government has a clear purpose of expanding the deployment of telecommunication infrastructure as a pillar of digital transformation to improve people's quality of life and productive development. Our main efforts are centered on extending the digital backbone to the entire territory transforming Chile into a digital hub for South America, deploying 5G technology and connecting all schools with high-speed networks. Vibrative backbone kilometers have been doubled from 18,000 to 36,000 kilometers through subsidies for private investment to connect both at 202 municipalities in the digital highway. As a result of these advances in infrastructure, all non-island municipalities will have access to fiber-optic networks. Following the digital hub vision, we are promoting the Humboldt Submarine Cable, which will connect South America with Asia, increasing the transformation capacity available in our region and diversifying back-up routes for communications between these two regions. On the other hand, we have started the deployment of 5G, increasing the available spectrum by 42% in the sub-seats gigahertz bands and adding 1,200 megahertz in millimeter bands. 5G networks will allow achieving unprecedented mobile connectivity in terms of coverage, capacity, and quality of service, connecting hundreds of millions of devices which will enhance productive operations and allow the creation of value-added services and leveraging an entire ecosystem of innovation. The introduction of 5G in Chile is expected to be a productive and digital inclusion engine for the country. By 2023, all public schools with more than five students which total 10,086 establishments will have high-speed access. Four years ago, only 48% of children homes had fixed high-speed internet access as a result of the new public-private digital infrastructure projects during the government of President Sebastián Piñera and the greater demand resulting from the pandemic. Currently, 67% of households have high-speed internet and this indicator is projected to reach 80% in the three next years. Regarding mobile internet, Chile has reached a penetration of 113 accesses per 100 inhabitants, being the seventh country with the highest per capita consumption of mobile data data on the OECD region. With these advances in digital infrastructure, Chile is firmly on the way to becoming a digital half of the region. Thank you very much.


A Russian soldier has been overheard in an intercepted call describing how Moscow's forces are suffering such huge casualties in Adlyivka that hospitals are overflowing and the wounded arrive by the truck full. There are a lot of people, and the wounded are being brought here by trucks literally every day," he says in the call released by Ukraine's Military Intelligence Directorate, according to Kiev Post-Media outlet. A lot of dead as well. I'm in a civilian hospital because the military hospital is overcrowded, three floors packed. One is lying without arms or legs, some without various body parts. Mainly, those from Adlyivka are brought," the soldier says. In Rostov Hospital, guys are lying on the floor in the hallway. While the authenticity of the call has not been confirmed, both Ukrainian, Russian and independent sources confirm Russia is suffering huge losses right now, with the daily rate of soldiers killed approaching an all-time high. The soldier appears to add weight to the assessment, saying the assault failed. E-Vary1 was killed. Ukrainian soldiers defending the town told AFP this week that the scenes there are like a zombie movie. The fields are just littered with corpses, said Oleksandr, a deputy commander of the Ukrainian battalion in the 47th Mechanized Brigade. They are trying to exhaust our lines with constant waves of attacks, he said, without providing his full name. Drone operator with the call sign, trauma, said, some die, others keep on coming. It's like a zombie movie. Last month, a Russian soldier was overheard in a phone call to his wife describing the hellish conditions he and his unit are facing on the front lines, describing horrific losses in failed assaults on Ukrainian positions and a crippling lack of basic supplies. The Russian military in fighting around Avdivka likely suffered its worst combat losses since mid-February, and by some measures suffered one of Moscow's worst battlefield defeats of the war thus far.


type form gives you the option of connecting the information you get from type form to a number of other services. Now the way it really does this is by relying on a service called Zapier. To see how this works, let's go to configure. And then let's come down to integrations. And what this is is a way of connecting within type form to the surface Zapier. You can also use something called IFTTT, but it's really kind of a hack setup. And Zapier works very, very well. To do this, you actually have to have an account at Zapier, you go to zapier.com. And you can create an account for free. And then when you log in, it'll show you a number of programs or applications it can work with. There's over 500. You can scroll through and just see what all is there. And it allows you to say when something on this application happens, then do this in this other application. Zapier also allows you to get a lot more complicated, where you say not just do it over here, but do this and this and this and follow up a whole bunch of things to automate. Now Zapier gives you a free account, but it's limited in what it's able to do. If you want to do a lot more than that, you have to pay and truthfully Zapier gets expensive really quickly. But let's just take a quick look at what's available for type form. So here in type form, it gives you a list of zaps, that's the little connections it makes between applications. So here we have it connecting to Google Sheets to MailChimp to Slack and so on. If we go back to type form, you'll see that those are actually built in right here. And this way you can say just use this zap. So whenever somebody puts new information into type form, it also puts it into a Google Sheets spreadsheet, which might be an easier way of manipulating the data and then you don't have to export it separately. Or to Trello or to get a text message or to send it to Zendesk or whatever. And so this lets you automate the integrations of these it lets you share the information and trigger actions, which makes it a lot easier to run your business or to find out when you have to react. Also allows you in certain circumstances to do things like automatically score quizzes and exams. Now that's something they usually need a pro account in type form for. But if you do that, it can allow you to create certificates and mail them out and store them. And so it's a nice way of getting more once you get it set up, you get more with less effort on your part. But mostly this is really an exploration in Zapier. But type form does have a native integration with it. And so you can explore how that works and see if it's going to make your life easier in your own projects.


Broadcasting system presents the mysterious traveler written produced and directed by Robert A Arthur and David Kogan And starring tonight to a radio's foremost actor Eric Vessler and John Sylvester in an original radio drama titled Murder is my business This is the mysterious traveler Inviting you to join me on another journey into the realm of the strange and the terrifying I Hope you will enjoy the trip And it will thrill you a little and cheer you a little So settle back get a good grip on your nerves and be comfortable if you can Our story tonight begins in a huge white mansion overlooking the Hudson River some 50 miles above New York City In a large comfortable room David Phillips a slender nervous man in his early 30s is seated at a desk typing Dear Julia A year has passed since we last saw each other and I'm writing this letter with a hope that you will understand all that I'm about to reveal and Understanding will forgive me I'm a writer darling and yet I find it difficult to put into words the Horrible events of the past year As they flashed through my mind I can feel the quickening of my pulse and the hatred within me surges up as overwhelmingly as But I mustn't think of that It's much more important that you understand what has happened It all began the day I was in my study Writing a script for the dangerous adventure radio show Who is it Basil King Basil King? Dave wait a minute. I want to talk to you, but honey Basil King. I can't keep him waiting Yes, you can well we'll talk fast King's looking for a writer for his radio show, isn't it?  You'll have to take from him. Now look. We'll talk about this later He's on the phone. Tell him no Hello, oh, yes, mr. King. I'd like to very much. Are you free for lunch and tomorrow? Yes, I am Shall we say one o'clock at the Algonquin? All right, mr. King. Just a good day Now honey, don't look at me that way Dave. I just don't understand you It doesn't make sense wanting to write for him everyone who's ever worked for Basil King to test him He's the most hated man in radio be reasonable Julie six hundred bucks a week This is a lot of dough if I can't get along with King. I'll quit Now what more can you ask next day as the head waiter led me through the crowded dining room? I Could see Basil King seated at a table in a far corner of the room King was a tall slender gray-haired man in his late 40s He had a cold impassive face and his movements were stiff and precise It suddenly occurred to me that he bore an amazing resemblance to Clifton Webb the Hollywood star As I reached King's table, he stood up How do you do mr. Phillips? I'm Basil King have a seat won't you thank you I suggest we talk first and order luncheon later. All right, mr. King Now mr. Phillips to begin with I'm a man who believes in frankness I dare say this frankness of mine has led to my making a large number of enemies and has given me the reputation of being an Extremely difficult person to get along with No doubt you've heard quite a few stories about me Yes, I have and believe me. They're highly exaggerated Great talents such as myself have always been misunderstood the petty minds in this world not understanding men of genius are forever seeking to destroy us I see I wonder if you do mr. Phillips. I wonder if you do I Asked very little of my writers merely a modicum of intelligence and the ability to accept constructive criticism That sounds reasonable enough. Yes, one would think so and yet I haven't been able to find a writer who understands me I'm sure you will sooner or later perhaps but to date. It's been very discouraging However, we mustn't dwell on the past Now mr. Phillips you come highly recommended and I trust that ours will be a happy and profitable relationship I hope so by the way, you aren't troubled by ulcers Are you who I know good for some unfathomable reason all the writers I've had in the past seem to have been afflicted with ulcers I can't stand people who are always taking pills and subsisting on bland diets Tell me are you familiar with my show Brad Barker private? I am oh, yes, I've heard it quite often good Then you're undoubtedly aware that there are two things I insist upon in my shows clever plots and gimmicks that work Bear that in mind mr. Phillips clever plots and gimmicks that work I understand it's on those two rules that I have single-handedly built the most popular detective show on the air You have only to look at the hoop or rating of Brad Barker private eye to substantiate what I'm saying Yes, I know you've got a terrific rating 18.6 Needless to add my sponsor the zestful chewing gum company has increased its sales tremendously Now mr. Phillips I'm prepared to pay six hundred dollars a week for the writing of Brad Barker is that satisfactory? Yes, that sounds fair enough. Yeah, when may I expect your first script? Well, let's see and today is Wednesday What about Monday morning that satisfactory Monday morning? It is now shall we order luncheon an hour later battle king And I separated in front of the Algonquin I went home and started work on the script Determined to turn out a show that would make King sit up and take notice After four days and nights of intensive writing I completed the script Monday morning. I went downtown to Basil King's luxurious office and Turned the script over to him as I sat by his desk watching him read it It was hard to tell what he thought of it His face was cold and impassive as he turned page after page It's last he finished reading it and looked up It won't do mr. Phillips. It won't do why not first of all you haven't caught the spirit of Brad Barker in your dialogue But more important the plot is weak and your murder gimmick won't work Well, I don't see why it won't would you mind explaining in this script? You have the victim What's his name Charles Riker? Yes You have this fellow Charles Riker whose life has been threatened barricade himself in a small cabin All doors and windows are locked from the inside and in addition He's armed to the teeth and has a watchdog with him That's right two days after this fellow Riker has barricaded himself Brad Barker breaks into the cabin to find him dead Dead of poison. Yes Your gimmick is that the murderer unable to get at Riker has tapped the water pipe Which ran from the spring to the cabin and poisoned the water. Yes. Well, what's wrong with it? My dear fellow Don't you think that when Riker drew a glass of water in the cabin need of tasted the poison in the water But I planted in the script that the poison was tasteless.  Oh, why not? It just doesn't ring true. I Don't feel it. Why not? We should stop asking why not? It's obvious that I don't like your gimmick And if I don't like it 15 million radio listeners won't like it If our relationship is to continue must learn to accept constructive criticism after all my dear fellow You you have merely to look at the rating of the show to realize that I am never wrong Furthermore, I should like to point out Yes, Julie, how did King like your script? He didn't like it. That's putting it mildly Oh, but that was a good script one of the best you've ever done. That's what I thought but mr. King didn't now wonder all his writers have Nervous breakdowns that man doesn't know what he wants. Well, I'll give it one more try You mean you're still gonna try to write for him now, honey There's no use in giving up so soon Maybe once I get to know King's likes and dislikes it won't be so tough to write for him Dave I've never interfered before but this is too much I want you to call that egomaniac King up and tell him you're through Julie I can't I told King that I'd turn in another script by Thursday. Oh Dave I promise you that if he doesn't like the second script, I'll give up Now that's fair enough, isn't it? Oh The next three days and nights I sweated over a new script As I worked out the plot and gimmick I I tried to anticipate Basil King's every possible objection Early Thursday morning. I went downtown to King's office and turned the script over to him As he sat reading it I began thinking of what I would say to him if he turned the show down. I Would tell him quite firmly that it was obvious. I wasn't the man to write the Brad Barker show At last King finished reading the script and looked up The plot mr. Phillips isn't exactly new and the dialogue needs rewriting here and there but on the whole it will do You mean you like it. I wouldn't go fast say that I like it rather. Let us say that it's Acceptable I trust mr. Phillips that with time your scripts will improve Good day. I left Basil King's office that morning convinced that I would succeed where other writers had failed I Felt it would be just a question of time until I learned the workings of King's mind But then I discovered it so many of my predecessors had that Basil King's likes and dislikes were not constant from day to day What he told you on Thursday didn't hold true on Friday Weeks went by and for every show that King accepted he'd reject to He would criticize every script from beginning to end Tearing it to bits relentlessly and coldly Any questioning of his criticism would lead to his redoubling his attack One week slipped into another and with each passing week my hatred for Basil King grew Life became a nightmare of deadlines Of writing endlessly with one eye constantly on the clock Darling, you just can't go on this way. You've got a quip. Julie. We've been over this a dozen times already We need the 600 bucks a week to pay off our debt. What good is that money if you have a nervous breakdown? Look at yourself. You've lost 15 pounds in these past weeks and you're smoking five packs of cigarettes a day Please Julia. I've had all I can take today. Now. Let's not talk about it anymore You're not kidding me Dave. The money is only part of it.  Well, it's the truth, isn't it? It's only your pigheaded pride That makes you go on when anyone with sense would quit. I said that's enough Dave we can't go on like this What do you mean? I'm not gonna stand around and watch you have a breakdown You'll have to choose between Basil King and myself. Now look Julie you're upset. You don't know what you're saying I know perfectly well what I'm saying. I'm asking you to choose between Basil King and myself stop trying to intimidate me I told you before I'm not quitting and I meant it. All right Dave If that's the way you want it, I'm leaving. Well, go ahead. No one's stopping you Basil King may be able to make you quit But not me you call it pride. Okay, but I wanted a louse like him beat me Somehow I'll get the better of him. You wait and see I was so emotionally worn out the night you left me Julian I Could scarce comprehend my loss at the time There seemed to be only two people in the world Basil King and myself As I traveled back and forth day after day between my typewriter and King's office My hatred for him increased a hundred four Feeling my hatred for him King redouble his sadistic attack Sensing that I was determined not to quit The week slipped by and the nightmare continued King insisted that I come to all rehearsals of the show so that the cast if he put it might see that culprit who wrote the script It was that a rehearsal that I first met mr. Pearson president of the Zestville chewing gum company He was sitting in the control room Watching with great respect as Basil King rehearsed the cat No, no, no My dear miss hunter. I assumed when I hired you that you were a radio actress if I'm wrong, please enlighten me What do I don't feel it? I just don't feel it try it again Gotta give me a chance to explain. It wasn't my fault honest it wasn't Rocky cut cut Miss Hunter you sound too young. I want you to age the role one year mind you just one year Scott Well, if that's the best you can give me it will have to do Mr. Cooney if you can't do better, I'll have to get another sound man take 15 minutes It's dreadful mr. King the incompetence you have to put up with it. Yes, mr. Pearson It often amazes me that I've been as successful as I have oh Speaking of incompetence mr. Pearson. I'd like you to meet the present writer of the show How do you do mr. Phillips glad to meet you sir? I have great hopes mr. Pearson of making a radio writer out of Phillips I'm sure if anyone can do it you're that person mr. King. Pardon me mr. King Would you like to hear the commercial now? Yeah, very well, Caruso go ahead Yes, ladies and gentlemen July 8th is the big day in just one month You'll be able to buy the latest discovery in chewing gum happiness. Perhaps so gum Made by the cesspool chewing gum company. Perhaps so gum is a new gum a gum with a jailed in flavor Designed to give you hours of chewing pleasure. Remember the big day is July 8th When perhaps a gum will be on sale at all candy counters. I don't feel it Caruso. I want more emphasis I want you to be so compelling that people will rush to their drugstores and place orders for this new gum Exactly. Yes, exactly rehearse it a few more times and I'll go over it with you later on. Yes, mr. King Well, I guess I'll be getting back to the office mr. King Most kind of you to allow me to watch your rehearsal. That's quite all right, mr. Pearson. It's a pleasure meeting you mr. Phillips I assume that you'll be at the factory for next week's broadcast the factory. Yes, Phillips We're doing the broadcast in the factory next week. Yes, it's the company's 25th anniversary You've no idea how our employees are looking forward to your broadcast. Yes, indeed Well, good day gentlemen. Goodbye Mr. Phillips, I have here the script you turned in for next week's show It won't do Why not there are so many things wrong with the script that it's hard to know where to begin Let's start with your murder gimmick. You have the victim. I believe his name is Roger Rodin Yes, that's right. Yes, you have this fellow Rodin picking up an envelope licking the flap and sealing the envelope a minute later He drops dead your gimmick is potassium cyanide powder has been mixed into the glue of the envelope flap Yes, and when Rodin licked the flap his tongue absorbed the poison. It just won't stand up Why not for the simple reason that Rodin's tongue wouldn't absorb enough potassium cyanide to kill him Oh, but it would potassium cyanide is a very potent poison.  It just won't do it will work Will work. I'm sorry, mr. Phillips, but I don't agree. How soon can you have another script for me? But at that moment I knew I was I was going to murder Basil King Perhaps all along it had been there buried in my subconscious For the first time in weeks my hand stopped trembling and I was able to think clearly of all that had happened. I Had allowed Basil King a man who was a psychopathic case Drag me down to his own level and what was worse. I had lost Julie My stupid pride had driven the one person I loved away from me Basil King would pay for that and all he anguished he'd caused so many people I Thought of King's rejection of my potassium cyanide gimmick And suddenly it came to me how ironic it would be if his death were brought about by potassium cyanide Yes, the great man dying by a gimmick which he declared wouldn't work Of course, I couldn't use the envelope flap, but there were other ways and I would think of one That night a plan began to form in my mind Plan which was completed a week later as I was being shown through the zestful chewing gum factory by mr. Morris the superintendent of the factory I had no idea the factory was so large mr. Morris We seem to have walked miles I'm afraid your radio ride is just unused to walking Probably ride in the taxi cabs all the time. I guess you're right. Oh, what's this place? This is the shipping room a lot about completes the tour I reckon you've seen just about everything say all these boxes have Pepsi gum marked on the side of them That's right.  Yeah, you're gonna start shipping next week You know, I've heard so many announcements on the show about Pepsi gum that I'm I'm curious What's it tastes like? Well, it's hard to say is that sort of a sharp flavor sounds good You have any around I'd like to taste it well Like to give you some of the Phillips, but the old man I mean mr. Pearson. He's given out strict orders not to give any of it out Reckoning trying to keep it from the public till the last minute. Oh, but employees have tasted it. Haven't they? Oh, sure Well, mr. Morris, you're looking at an employee right now. I do write radio shows for the company Yeah, I guess you aren't employee after all I reckon I can give you a pack of Pepsi gum Hey, yeah, thanks Hmm an attractive looking pack of gum. Yeah, you got to catch the customer's knife. You want to sell gum? Already say if we go back to the auditorium fine I've seen the whole factory and I've got a pack of the new Pepsi gum. What more could I ask for? A few minutes later. I left mr. Morris in the auditorium With a great Basil King was rehearsing the cast for the show. I Walked across the street to the inn where we were staying and went up to my room There I took the pack of Pepsi gum from my pocket and withdrew one of the five sticks of gum I Very carefully removed the wrapper Then taking a dab and handkerchief. I wiped the candy powder off the stick of gum It took but another minute to evenly sprinkle potassium cyanide powder over the wet stick of gum In a very short time the gum dry It wasn't possible to tell that the fine powdery coating on it was a coating of death. I Rewrap the stick of gum and carefully inserted it in the center of the pack When I arrived at the auditorium 10 minutes before airtime The great man was relaxing in the control room With him were mr. Pearson and Bill the broadcast engineer. Oh There you are mr. Phillips. I was afraid you were going to miss the broadcast Mr. Phillips may not be a good writer, but he is a punctual one mr. Pearson. Haha, mr. King You're a great one for better You have a ready with thank you, mr. Look at that auditorium completely packed. I've never seen our employees so enthusiastic and it's all due to you mr. King I hope you'll say a few words to them after the broadcast why I should be delighted to Can you spare a minute mr. King? What is it that you remember that script? I turned in a week ago with the potassium cyanide gimmick You mean where the victim licked the envelope flapping with poison. Yes. I remember that deplorable script. What about it? Well, I was wondering what if we would have switched the potassium cyanide to something else instead of the envelope Perhaps the cyanide might be sprinkled on a piece of candy or something like that. No, no, no, it would never work I don't feel it. You really don't think it would certainly not Really mr. Phillips. You're showing less and less imagination from week to week. Well, I just thought I'd mention it Mr. Phillips at the pack of gum you have isn't it's not the new Pepsi gum. Yes, mr. Pearson. That's right But I gave strict orders that it wasn't to be given out. How did you get it? Yes, how did you get it? I found this pack in the shipping room. I hope you don't mind my having taken it Well, no After all we are just one big family. You see mr. Pearson I've heard so much about the new Pepsi gum that I was curious to find out what it tasted like Oh, what do you think of it? Well, I haven't tried it yet But I guess this is as good a time as ever. Have a piece. Don't mind if I do Thank you. What about you mr. King? No, thank you You mean you aren't even curious to know what mr. Pearson's new gum tastes like please mr. King I'm very good to know what you think of the flavor. I have great respect for your opinion Very well, mr. Pearson. There you are mr. King. Thank you. I understand it has a sharp flavor mr. Pearson. Yes, but delightfully so Hmm Delicious I have a feeling that Pepsi gum is going to be a tremendous success Go ahead mr. King put it in your mouth. I'm anxious to have your opinion. Yes Oh certainly has a sharp taste. Oh, not that sharp keep chewing it One minute there time mr. King. Thank you. I Watched the great man Basil King chewing a stick of Pepsi gum I knew that he found the flavor a bit sharp and if mr. Pearson hadn't been watching him he would have spat it out Yes, mr. King didn't like the flavor, but with the sponsor looking on he had to continue chewing. I Watched the minute hand sweep around the clock In 30 seconds, we would be on the air and according to my calculations mr. King would keel over 15 seconds after we were on the air Stand by I'll give you to go ahead mr. King very well Coming up Go ahead company presents Brad Barker private eye conceived produced directed and edited by Basil King My dear fellow the monitor is too high That's it. Take it down. You engineers just don't know My heart What's wrong my heart I can't catch him. I've got a miss Pearson. You better get a doctor. It looks like a heart attack Yes, yes, I'll get one immediate. I will turn down the monitor just do the best you can Okay, I'll take care of him and I'll take care of the show Can you hear me yes, you remember the potassium cyanide Yes, I just want you to know you're wrong. It does work. That's why you're dying. What that stick of gum I gave you it was covered with potassium cyanide powder A doctor can't help you. You're going to die Mr. King You just forgot one thing Murder is my business Julie darling That was a year ago and I've never ceased to regret you're leaving me I'm writing this in the hope that you will find it in your heart to forgive me.  Morris my factory superintendent. Hello We happen to be driving past and thought it'd be a nice gesture to drop in and find out how you were getting along Please please I I've got to finish this letter to my wife Julia. I've got to finish it It doesn't seem to be getting any better doesn't Mr. Pearson.  Yes. Yes, I'll never forget that day that Basil King died of a heart attack I came back to the control room to find poor mr.  Too bad about Dave Phillips isn't it? His mind snapped in his hour of triumph 16 weeks of life with Basil King proved to be just too much for him mentally as the Basil King used to say Being a radio writer calls for a weak mind However, it does seem that Dave Phillips did get in the last word Well, Basil King died of a gimmick He claimed would never work and the police Hardly enough never did suspect it was murder Now I recall another case in which a young man awoke to find himself dead and he decides You have to get off here. I'm sorry. I'm sure we'll meet again I take this same train Every week at the same time You have just heard the mysterious traveler a series of dramas of the strange and terrifying All characters in tonight's story were fictitious and any resemblance to the names of actual persons was purely coincidental In tonight's cast were Maurice Tarplin Eric Dressler John Sylvester Shirley Blank and Richard Cougan Original music was played by Paul Taubman sound was by George Cooney broadcast engineer Walter Payne Mysterious traveler is written produced and directed by Robert A. Arthur and David Cogan Listen next week to a tale titled Queen of the cat another strange and suspenseful tale of the mysterious traveler This program has come to you from our New York studios Another program of tents and dramatic action will follow in just a minute Stay tuned to the station for official detective Carl Crusoe speaking This is the mutual broadcasting system


Recently, one of my clients who I'm helping him to build a passion-based business said to me that he was getting impatient. He wants it all to happen right now. And I wonder, can you relate to that? If you are trying to build a project that is based on your passion, you can see where the end is that you want to go. And you are feeling impatient about getting there. I call this creative impatience. And here let me give you the solution to the creative impatience, which is channel your impatience into creating more content. And the content that you create, each piece is like walking up another step on these stairs. Let's kind of walk together now. Each piece of content you create makes you better and makes your passion closer and closer to manifesting itself. And if you make more content, you get better at being able to communicate your message. You get clearer about what your passion actually is in relationship to what the market wants from you. You have to keep taking these steps, step by step, to channel your creative impatience into more content and getting more feedback from the market. And as you do that, you will start to see what your products and services actually should be in relationship to what the market is telling you. Because you think that you're just going to be able to launch a business and have it work. Well, the reality of business is that it is market-based. It will be determined by what people want from you. And the easiest and the most gentle way to test the market is to keep creating content. Write your articles, do your videos, share them step by step with your content. You'll then see what the market wants from you to create. So I hope that this is helpful. And remember to channel, always channel your creative impatience into simply creating the next piece of content, writing the next article, making the next video, and so on and so forth.


The time to cast your ballot is quickly approaching, and the Navy Voting Assistance Program is here to help all Department of the Navy personnel and their families with the process. This program ensures that all Navy personnel receive timely and accurate information about state and federal elections through all means available, 24 hours a day. Every Navy Command has a Unit Voting Assistance Officer and an Installation Voting Assistance Officer. A Navy Voting Action Officer is assigned to manage the Navy Voting Assistance Program. If you have any questions about anything related to voting, you should start with your Command Voting Assistance Officer, or you can use the Federal Voting Assistance Program website. You can also download the SF-76 form, fill it out and mail it in using the prepaid envelope. The easiest way for you to register is by using the Federal Voting Assistance Program's website. Visit the CNIC website for more information.


Hello, I'm Jeremy Olmsted-Thompson and I'm Paul Mori and this is the CIG multi-cluster intro at KubeCon North America 2020. So in this talk we will cover what is this CIG about and how do you contribute. We will cover turning off one's camera in order to conserve storage space. What happened before now in the lifetime of the CIG. We're going to talk about KubeFed, we're going to talk about the concept of a cluster registry, and we're going to talk about what's currently happening. So we're going to talk about things like cluster set, cluster ID, namespace sameness, multi-cluster services API, the work API, cluster sets, and what do they mean. So what is the CIG about? Well multi-clusters an extremely broad topic that means different things to basically everyone, but our best definition is just making multiple clusters work together somehow. It touches many different functional areas. We are really focused on trying to figure out what are those key primitives that you really need in all multi-cluster scenarios to make it work. And we need your input. We're looking for real use cases. We're looking for understanding the projects you're working on, but we're going to tell you a bit about ours. So many of you are probably familiar with KubeFed or Kubernetes Federation. There's been a couple different versions of that. The first one was built before we had custom resource definitions and was really about spreading a single resource where that might be a resource of one of the, well, that was a resource of one of the built-in types that was pushed to different clusters from a central cluster that hosted Federation and sometimes overridden. The V2 Federation took a similar approach in the sense that there are template resources that are spread to multiple clusters with overrides, but it heavily leverages custom resource definitions to create a new Federation API surface for any type. And this was a response to one of the shortcomings of V1, which is that in V1, since we didn't have CRDs, there was no just have a new part of the control plane for a new resource. So we leveraged CRDs to create new API surfaces for any type. And if you take a look over there at the right-hand corner of the screen, you can see an example of a federated deployment. So you'll see there we've got under spec, we've got a template that probably looks a lot like you would expect a field in a spec called template to look like. And then we've got a section called placements and overrides. And those are sort of what they sound like. The placement one contains which clusters does this resource go to? The overrides contain how does it change in a particular cluster? So if you take a look there, you've got under overrides, it's a list. There's one item in it. Cluster name is cluster two. And the override says the spec replicas field should be five instead of three. So similar API regime and approach, but trying to address that limitation of V1 by using CRDs to generate new API surfaces introduced a new problem, which is that having a distinct API surface for the Federation APIs means that existing resources require transformation to be used with that API surface. So you couldn't just take a Helm chart, for example, and use it with cube fed V2 without some alteration or transformation. And another point to mention here is that we attempted an integration with the cluster registry, but the correct boundaries were never apparent. And in this, in this presentation, we're telling the story, maybe with a new ordering, we haven't talked about the cluster registry yet, but we're about to. So just remember that we tried to integrate cube fed V2 with the cluster registry and there were never really a clear good set of boundaries. That's sort of a theme that we'll come back to perhaps about it. If we could just head on over to the next slide. So with all that said about cube fed V2, there's really no one size fits all solution in this problem space. If the model works well for some users, and there's definitely users and vendors that are out there using it. The the folks that are currently working on cube fed are considering how to add pull reconciliation, where what the contrast might mean, or means between this word that I used earlier push and pull. The push model is you've got something running in a cluster that's hosting cube fed. And it's pushing, making client connections to the clusters where resources are supposed to go and pushing to those things versus pull where you might be running a an agent in the cluster that's supposed to have the resources that were being pushed in the push model. And it's maybe watching a cluster that has the Federation API surface and pulling it in. So again, this touches that kind of cluster registry concept. But there, there's not a real clear boundary about what parts of that problem, a cluster registry solve. I do want to just pause here and say, and give a shout out to Jimmy and Hector and others from D2 IQ for helping to move this project forward. Thanks a lot, your work is appreciated. Why don't we just head on over to the next one. All right. So that cluster registry thing we mentioned a couple times, you probably heard of this. The history behind the cluster registry is that in between cube fed v one and cube fed v two, there was a point within the community where basically the only thing that folks could agree on in this very spacious problem space is that if you're working with multiple clusters, it makes sense to try to track them and to have some registry type thing. This is a very deceptive problem as problems with computers can be. It seems simple. It seemed very easy at the time that we would just build a registry and you can sort of imagine what it might be. It seemed easy to us. It turned out not to be easy. As I said, there wasn't ever really a great boundary that was super clear about what should a cluster registry type thing do versus something that would be a user of cluster registry. If you actually go and look at the cluster registry project, you'll see there's an API. There's no controllers to back it because we weren't sure what they should do. That's maybe a good point for us to talk about what approach are we taking in the SIG today. So with everything Paul just mentioned, we've kind of decided to rethink our approach. So instead of trying to solve problems right away, we're taking a step back and we're trying to think about how we can avoid premature standardization. We don't want to solve problems that don't really need to be solved and really just focus on the specific functionality that we want to build to meet real specific needs. So we've decided to work backwards from specific problems into something bigger only where necessary. We're not looking to solve all of the problems. We've got a few use cases that seem very, very clear that are well-defined that we're seeing users and other community members continuously bring up. And we're trying to figure out how can we just address those real concrete use cases and just see what evolves organically beyond that. So let's talk about cluster set. So note that even though it looks like the other Kubernetes set resources you may be used to seeing, this is a pre-API concept. It does not currently correspond to a real resource, but it's a useful concept to talk about. So a cluster set represents a pattern of use that we see. That is a group of clusters governed by a single authority that could be a team, a company, any organization, even an individual, but some set of clusters around which you can create concrete statements owned by someone who can make basically absolute decisions about the behavior of this cluster set. Within the set, we see a high degree of trust. Think about this as the extension of the trust that you'd see within a single cluster, not necessarily a case where everything can talk to everybody or everything needs to be exposed, but you should consider running applications in the same cluster set if you would run them in the same cluster. That doesn't mean they need to talk to each other. Obviously, there are still permissions and stuff in play, but owned by that same authority who feels comfortable running these applications together. We also introduced the concept of namespace sameness. This applies across all clusters in a set. What this means is that permissions and the various characteristics of a namespace are consistent across all of the clusters in a cluster set for a given namespace. That is, you shouldn't have namespace foo be used for one thing and have one meaning in one cluster and in another cluster in the same set have it used and means something else with completely different ownership. Namespace should be that primitive that you use to share ownership across clusters and should behave consistently in each cluster in which they're deployed. That said, namespaces don't necessarily have to exist in every cluster. It's just that any cluster they exist in, they should behave in roughly the same way. One of the first use cases for this cluster set is the multi-cluster services API. This started as a cap and has been evolving to alpha right now. Services are a multi-cluster building block. It's a specific problem, but it's a specific problem that basically everybody has in the multi-cluster case. How do I extend the service concept to multiple clusters? It builds on the concept of namespace sameness and allows that single service to span or be consumed by multiple clusters within a cluster set in a similar way to the way you would consume a cluster IP service in a single cluster today. We just wanted to focus on the API and common behavior. We didn't define an implementation. We left a lot of room for implementers to make different decisions. We wanted to focus on that basic API and behavior that means that whenever you use this API with any implementation on any platform or however you want to deploy it, you get similar characteristics and can kind of count on a standard behavior. We actually see a few implementations in progress already. We have Submariner has been working on an implementation with Submariner Lighthouse. We had a demo at the SIG from Cisco showing their implementation of the API. We've even seen Istio has plans to introduce the API in an upcoming release. The control plane in our design can be centralized or decentralized, but consumers only ever rely on local data. This is a big point. We left open for all of those implementations I mentioned and any more that may come. The way that you build your control plane is not dictated by the API, but we did want to make it consistent that consumers only ever have to rely on cluster local data when consuming a service. We're in alpha right now on the way to beta, but we'd love your input. Come by our meetings, join our group, give us your feedback. Another project that's in flight right now within the SIG is what we call the Work API. This is a different pattern for distributing resources than the one that we previously identified that was in use in Federation. Instead of distributing individual resources, the main idea of the Work API is that you'll distribute a collection of resources that are related to one another. Think about the difference between distributing a single deployment to many clusters versus distributing a deployment. Maybe it's got a secret or config map that it references. Maybe there's a service in front of that deployment and you'd want to distribute those things together. I'll also just add that this is a pre-alpha state right now with the cap that's coming together. You should not expect when you go and look at that that you'll see a super featureful thing being described, because we are working backwards with the initial concentration on finding the right API surface to model this problem for a single cluster. If we think about taking away all the dimensions of scheduling and having overrides and powerful selection primitives for where something should go and just think about how would we want to make sure that we applied a collection of some resource on a cluster and we had a meaningful status about that work, no pun intended, a meaningful status about whether those resources had been fully applied, was there a problem, that's sort of where our initial concentration lies. If we think about working backwards from that sort of leaf node in the problem of how do I do this correctly on a single cluster, we can sort of think about things like higher level primitives than just work for a single cluster like scheduling to some part of a cluster set or defining a primitive that allows us to specify overrides if we want to do that type of thing. But if we start walking backwards thinking about those higher level problems, we start to touch this sort of registration concept or at least identity concept around having a coordinate to use in reference to a particular cluster where something should be scheduled. So this is still a work in process. We are work in progress. We need your input in a sense that there's probably fairly strong chance that maybe one or two people at least watching this presentation have built something like work API before or at least are interested. So please come and join us. We'd love to have you participate. And I do want to give some shout outs here. Shout out to Valerie Lancy for her contributions in catalyzation to get the ball rolling on this and also shout out to Chojin for his contributions moving things forward and drafting a cap. So we come back to this kind of central question and problem again that it's easy to think about a cluster registry like thing. It's really hard to materialize in a functional functional software. The boundaries aren't clear. It's tempting to build first because it seems easy. And for those reasons and our previous history attempting to solve problems in that neighborhood, we're just going to avoid characterizing a registry as a first step and avoid that gravity that I think it's pretty safe to say, Jeremy, that we still feel the tug of that gravity sometime in the SIG. But we need some coordinate to use in APIs. What coordinate would that be? So we're talking about the concept of a cluster ID. And so the trick here is we do not have a registry API. So how do we come up with a coordinate without a registry API? And what we're looking at is taking that step back and trying to come up with the real common use case. And really what we need is a way to just uniquely identify a cluster within a cluster set for the lifetime of membership. So this isn't attempting to define the identity of a cluster forever. We want to confine the scope to the cluster set that boundary within which we already kind of have some use cases and can reason about. It does seem that this ID needs to be discoverable within the cluster. So we want a cluster to know who it is relative to the cluster set. We want to give a reference for multi-cluster tooling to build on within the cluster. So you know there's some characteristics that we want there. You know for example having the ID be a valid DNS label. This is something that's important to the multi-cluster service. Having a way to disambiguate backends for headless services between clusters. Other uses are maybe a coordinate to use for scheduling work with the work API. Or just an annotation for metrics and logs so that you can determine which cluster is potentially having problems and aid in debugging. But again we're kind of taking a step back and trying not to solve optional problems and really just get to that basic consistent use case that we need in order to enable kind of the next level of multi-cluster tooling. So in case it's not clear, we need and want your input. We'd love to have you involved in our part of the community. Share your use cases, problems, your ideas and you can check out our homepage. It's under SIG multi-cluster in community. We've got a Slack channel also called SIG multi-cluster. And hold on to your hat because we have a list which is also called Kubernetes SIG multi-cluster. And if you'd like to join us for our meetings there Tuesday, 1230 Eastern 930 Pacific Time. We hope to see you there. And let me be the first to say thank you for coming and watching our talk. Thank you very much. We appreciate it.