KEYWORDS: Genealogy, Aden, Nancy Aden, Nancy L. Aden, Nancy Lee Aden, N. L.

Aden, Griesel, Nancy Griesel, Nancy Aden Griesel, Nancy L. Griesel, Nancy Lee Griesel, N. L. Griesel, Jewett, Nancy Jewett, Nancy L. Jewett, Nancy Lee Jewett, N. L. Jewett, Felix, Nancy Felix, Nancy L.
Felix, Nancy Lee Felix, N. L. Felix, Nancy Aden Felix, Robert Felix, Robert G. Felix, Robert George Felix, R. G. Felix, Michael Felix, Mike Felix, Clifford Aden, Clifford E. Aden, Clifford Ennen Aden, Carlin Aden, Karla Aden, Carla Aden, Gary Aden, Gary C. Aden, John Ennen Aden, Ennen
Hinrichs Aden, Sutich, Bryant, Daniel Boone, Sarah Cassandra Boone, Rohn, Hunter, Rethmeier, Theodora Rethmeier, Culley, Marion Culley, Charles Culley, Herb Culley, Robert Bruce Culley, Robert Griesel, Robert G. Griesel, R. G. Griesel, Gerald Griesel, Auckland, Parnell, Laurie Ave, Laurie
Avenue, North Shore, North Shore Hospital, art design, Pamela Moss, Planning Office, University of Auckland, ITS, Information Technology Services, Auckland Domain, Auckland Museum, The War Museum, Auckland War Museum, Ayr, Ayr Reserve, Ayr St., Ayr Street, Parnell Rd., Parnell Road,
North Island, Sarah Newlove, Auckland Hospital, SEMG, Surface Electromyography, Cathedral of the Holy Trinity, Kinder House, Ewelme Cottage, Ewelme Garden, Jubilee Building, Parnell Mainstreet, Bishops Court, Thomas Lane, Adventure Cycles, John Brown, Royal Society of New Zealand,
Aeroview Investments, Ted Mason, http://www.parnell.net.nz/index.html
==================================================================================================================================================================================================================.

The Genealogy and one Complete Branch of the Family Tree, going all the way
back to Adam and Eve, of Nancy (Aden) Felix, Wife of Robert G. Felix and
Mother of Michael Noel Felix, all of Parnell, Auckland, New Zealand
-- Part II - The “Short” Genealogical Narrative

Nancy (Aden) Felix – Spring 1962 at age 17

To the Residents of Auckland and Parnell, NEW ZEALAND ( Develop this Version )
My name is Paul. I live in the state of Michigan in the Great Lakes region of the northeastern United States with
my wife and daughter. I have known various members of the Aden family since September 1957. I first met Nancy Aden
in September 1960 when she and I were both starting the 11th grade in the same public high school and were classmates in
the same high school chemistry class. I have always had a special interest in sociology, especially as it applies to genetic
genealogy, and over the ensuing months and years I have found Nancy and her entire family to be absolutely fascinating
from a sociological and psychological perspective. I proceeded to become best friends with Nancy and better acquainted
with several other members of her extended family. I explained to various members of the extended Aden family that I
wanted to do their genealogy and just what I had in mind, and they were gracious enough to share much of their family
history and genealogy with me. This genealogy and narrative is but a tiny portion of the exciting story of Nancy (Aden)
Felix, her parents, and some of her relatives with brief glimpses into their lives. It includes one branch of their extensive
and fascinating genealogy and family tree as best as I could put it together over a period of about 50 years with the help of
several existing Aden genealogies and Nancy’s parents as well as three other members of the older generation of the
extended Aden family clan, and many related genealogies that I found on the Internet. My role in this genealogy, as an
outside friend of the family, was primarily one of gathering, compiling, and assembling the available information that was
provided to me rather than one of my doing any significant amount of original genealogical research.
You may be wondering why I would want to do the genealogy of a friend of mine. This is not an ordinary
genealogy. It combines genetics with genealogy. If a person is a member of the mediocre masses of humanity and wanted
me to do a genetics genealogy, I would have to turn him down. I cannot track the average genetics through genealogy of
a person with average intelligence and who is pretty much average in every other respect. More than ninety percent of all
of us fall into the category of being “pretty much average” – give or take a little. But if a person has one arm that is two
feet longer than the other, and one of his parents has the same genetic defect, and a grandparent has the same defect, then I
have a unique personal characteristic that I can trace through the many paths of his family tree for as far back as I can find
references to it. Nancy and many of her ancestors on her father’s family tree were exceptionally gifted genetically, some
were famous or very successful in life, AND there was an extensive amount of genealogical information available about
many of them on the Internet.
 I need your help. In more recent years the senior members of the Aden family with whom I have been working
for the last fifty years have either passed on or have become very old and are no longer mentally active or interested in
further effort in these genealogical activities, thus my work is done. They requested that I make this work available to
any Aden or Bryant descendants who might be interested in it and specifically, they wanted me to make sure the
descendants of Nancy’s parents, Clifford and Dorothy Aden, who are living in Auckland receive a copy of this genealogy.
They are “Nancy Aden Felix, her husband, Robert G. Felix, and their son, Michael Noel Felix.
Nancy moved (item 1) from the state of Washington in the Pacific Northwest region of the United States with her
third husband, Robert G. Felix, to Parnell, Auckland, New Zealand in the mid 1970’s, and they now have a son, Michael
Noel Felix, who was born in Auckland on either 10 May or 05 October 1982.
I told Nancy’s father, Clifford, and a close, older relative with whom I worked on the Internet for many years that
I would pass on the genealogical work that we had accomplished to Nancy and/or her family in Auckland. Since Nancy
has not shown any interest in her own family genealogy, I feel that it is more likely that one or both her husband, Robert,
and / or their son, Michael would be interested in it and I would like to give them the opportunity of examining it for
themselves and making up their own minds, by passing this genealogical information and family narrative history
including a number of family photos from the 1960’s on to them. I believe they would appreciate having it. If you know
either of them, would you please be so kind and alert them to the existence of this web site and information? Robert and
Nancy live in Parnell, Auckland, New Zealand on Laurie Avenue with their two-story home positioned on the favored
north side of Laurie Ave with its northern boundary right on Ayr Reserve. Laurie Avenue is located north off Ayr
Street, immediately east of the intersection of Ayr Street and Parnell Road. Their home is a short 0.6 km walk east
from the Auckland War Memorial Museum in the Auckland Domain. Michael Felix should have completed his
education at the university where he was majoring in “art design”, and since he was born in 1982, he is likely to be living
on his own by now. It is rumored from Nancy’s relatives in the States that he may have taken a job outside of New Zealand.
One additional factor is also influencing me to try to pass this genealogical information along to Robert and/or
Michael Felix. I am a retired former professional engineer, and I must begin deciding which of my possessions to get rid
of or take to the grave with me when my time is up, and what I should pass on for the benefit of others. I believe this
genealogy and narrative family history along with numerous family photos of the Aden family are worthy of preserving
and passing on to those Aden family members and descendants who might appreciate them.

Versions of this Genealogy: This genealogical narrative is the second part of a 4-part, 235+ page document that is the
“short version” of this genealogy that had been edited for the Internet. The four parts are as follows:

Part I: The Introduction to this Genealogy: It also includes an analysis of the intra-family politics that existed
among the descendants of John Ennen Aden and Freda Gertrude Bryant towards one another in the last half of
the 1900’s as it shows up in the Aden genealogy that was done by Carlin Aden and his younger sister, Wanda
(Aden) Sutich as explained to me by Wanda. While it sheds a significant amount of light and understanding on the
Aden genealogy by Carlin and Wanda, it is also less than complementary towards several members of the Pacific
Northwest branch of the Aden clan. And for that reason, I am going to hold off putting it on the Internet for a
couple of years and wait and see if I receive any other instructions from any of the three Aden/Felix family
members living in Auckland, New Zealand.

Part II: The Genealogical Narrative: THIS PART Two lengthy narratives describing in detail the functional
and dysfunctional extended Aden family and my interest in them from a sociological perspective. This is the
only one of the four parts with two different versions, a short one for the Internet and a much longer one for the
family. I am putting the short version on the Internet now and if I do not hear from any of the Aden / Felix family
members living in Auckland with instructions as to how they would like for me to handle the long narrative version,
I will put the considerably longer and much more detailed version on the Internet in a couple of years along with
Part I. Most of the various Aden family photos from the 1960’s and other photos are contained in the narratives
of Part II. The longer, private version contains more photos and photocopies of a number of letters written to me
by Nancy and various other members of the Aden extended family.

Part III: The Genealogical Charts. Part III traces one branch of the Aden family ancestry from Adam and Eve,
through the Holy Family, thence on to Charlemagne and the royal families of early Europe, through three Bishops
and Arch Bishops of the Catholic Church, through Daniel Boone, thence on to Nancy Aden Felix and her son,
Michael Felix, who are both living in Auckland. It also mentions important points in the history of the Church
that are relevant to this genealogy. At the end is a technical article describing the uses of DNA in genealogy, and
some of the Carlin Aden genealogy, which was a prime source of information for my genealogy of the Aden
 family along with personal interviews with Carlin and other Aden family members. Part III is the same in both
the long and short versions.

Part IV: Memories of Growing up in the 1950’s and 1960’s: This has almost nothing to do with this genealogy.
The information and memories are mostly my own, but many were provided to me by people whom I interviewed
for this genealogy including some members of the extended Aden family. These memories provide the reader
with a better idea of what life was like for those of us who grew up in the middle 1900’s. They are the same in
both versions.

I have removed several items and paragraphs of information of a more private, personal, or sensitive nature from
the “medium length version” in various locations of the narrative for this genealogy out of respect for the Aden and Felix
families. The removed parts are listed, for example, as [ Item #2 ], and are logged in another document in such a manner
that I can easily retrieve and re-insert the removed information.
The long version of the narrative portion of this genealogy of the Aden family” contains an additional 70-100
typewritten pages of narrative material containing descriptions of some of the recent Aden family history, activities,
anecdotes, and memories, as well as letters and emails to me from various members of the extended Aden family, mostly
from or for the period of 1962 to September 1970, and a number of additional family photos, mostly from the period of
January 1962 to September 1962 that both Robert and Michael Felix might want to have. I have inquired several times of
Nancy in my annual Christmas letter and Christmas card to Robert and Nancy as to how she would like me to transmit
this information to them. She has never expressed any opposition to my just going ahead and putting it all (the “long
version”) on this internet site. While I can put the remainder of their family history on the internet, it would be better if I
mailed it privately to Robert and / or Michael out of respect for them since it involves Nancy who is still alive, and her
parents. The much longer narrative history that I would like to mail to them instead of putting on the internet tells about
Nancy’s having been a cheerleader in junior high school, her having taken piano lessons and becoming a pretty fair,
intermediate level pianist in her early teen years, her having been an outstanding student and scholar in high school, and
having graduated in the top ten percent of her class, and things like that. It also includes a few details which might be
construed as being a little less than complementary. Everyone has a few skeletons in their closets, usually small ones that
don’t amount to much, and Nancy is no different. If Robert and / or Michael want to contact me or provide instructions
for me as to how and if they want the remainder of this Aden family history transmitted to them privately, they can email
me at world_traveler_2@yahoo.com with “underscores ( _ )” in the two spaces. I want to thank the people of
Auckland and Parnell for any assistance they might provide to me in locating and contacting Robert Felix and / or his son,
Michael Felix, and passing this information on to them. And now the long, long story…… and the even longer Aden
family genealogy, or at least a single branch of that genealogy, at the end of this long story.
I have known or am familiar with four generations of the Adens and some of their extended family. Many of
them who are not adopted are exceptionally gifted genetically as explained later in this paper. And they are the descendants
of the family of Daniel Boone, the great American explorer and frontiersman. Most Americans think of Daniel Boone as
looking very much like the handsome, 6’- 6” tall Fess Parker who played Daniel Boone in the TV series that ran from
1964-1970. While Daniel was taller than average, he was not that tall!! If you look back in American history, there were
many men running around the early American frontier with their families, wearing raccoon (coon) skin caps, and trapping
to earn a living and exploring the new lands of America. What made Daniel Boone stand out as being special among
them when they were all doing pretty much the same thing? Did he also possess some of the same superior genetic
characteristics or advantages that exist today in his descendants, characteristics that would have made him genetically
gifted and better able to compete, lead, and survive than his peers? People tend to marry others who possess characteristics,
values, and beliefs similar to themselves, and thus they tend to preserve and pass on their desirable genetic characteristics,
relatively undiluted and only slightly evolved to their children, generation after generation. There are only five generations
between Nancy’s grandmother, Freda Gertrude Bryant, listed below and the family of Daniel Boone, so I thus know about
or have met four generations of the family, which is almost half way back to the family of Daniel Boone.
Since the extended family and descendants of the Adens are all highly gifted genetically and are descendants of
the family of Daniel Boone, I have combined elements of genetics with this genealogy as they likely still relate between
the family of Daniel Boone and those living descendants today. I believe you will find it interesting and very likely even
controversial. One difference that you will find between this genealogy and most other genealogies is that this one also
contains numerous narrative descriptions and comments about many members of this family tree, including some who are
famous, the most famous ancestor of whom is Jesus Christ.
The four primary people in this genealogy, all of whom lived some portion of their lives in the last half of the
twentieth century, include the following:
Freda Gertrude Bryant b. 28 Apr 1893 m. 30 Apr 1911 d. 08 Sep 1987 at age 94
-- Was married exactly 2 days after her 18th birthday and immediately left the family home, with
 almost nothing.
– 5 generations descendant from the family of Daniel Boone
Clifford Aden b. 07 Apr 1914 d. 03 Jul 2001 at age 87  Freda was within 14 days of being 21.
Nancy Aden Felix b. 11 Nov 1944 in Port Angeles, Washington State, U.S.A.  Clifford was 30.
Michael Noel Felix b. 10 May OR 05 October 1982 in Auckland, NZ  Nancy was 37 yo.

The branch of their family tree that is developed in this genealogy shows that they are the descendants of a
famous and illustrious line of ancestors including the family of the great American explorer and frontiersman, Daniel
Boone, many early European royal families including Charlemagne the Great, the Holy Family, and Adam and Eve.

A Final Request:

If you are an American man or woman who was born between 1935 and 1955 who is reading this and happened
to have known or known of “Nancy Aden”, “Nancy Griesel”, “Nancy Jewett”, or “Nancy Felix” during the years of 1962
to 1975 in the Puget Sound area of the State of Washington and would like to share some of your stories, rumors, photos,
memories, or information about her or her family, I would appreciate hearing from you. Genealogies and family stories
are never complete, but instead, there is always more that can be added, updated, revised, or improved. My email is
world_traveler_2@yahoo.com with “underscores ( _ )” in the two spaces.

If any of you in Parnell or Auckland know the Felix family on Laurie Avenue and would like to share any
information about them or photos of them with me, I would be very appreciative. Carlin and Clifford Aden, and their
younger sister, Wanda, have all passed on now, and Dorothy, Nancy’s mother, is in her late nineties now and no longer
exchanges Christmas cards, letters, phone calls, or emails with me. Dorothy quit responding to me in about 2004 due to
old age. I continue to send my annual Christmas card and letter to Robert and Nancy, but they are not into writing newsy
Christmas letters, so my information sources about them have dried up. If you could share any information or photos of
the Felix family and let me know how they are doing, it would be most appreciated. My email is
world_traveler_2@yahoo.com with “underscores” ( _ ) in the two spaces. Thank you.

Paul Olson

Genealogical Form: I have put together two genealogical documents. The first and shortest one, which those involved in
genealogy, may find to be of interest and perhaps even useful, is the general questionnaire form that I have been using to
collect information on relatives and ancestors for of my own family tree for more than fourty years. It doesn’t work very
well for me because no one is willing to spend the time required to fill out the applicable questions if I just hand it to
them, and I suspect that some people may be embarrassed to admit that they do not even know some of the basic
information requested about themselves, but I use the form anyway, doing most of the work and filling in the information
in the applicable spaces myself for the various family members and ancestors in my genealogy. I have used it for more
than 40 years. My changes over the last ten to twenty years have been primarily cosmetic – mostly correcting spelling and
grammar errors and rewording some questions to make them clearer. For the purpose of listing it here, I have condensed
it and squeezed it down from five pages to four by removing many of the lines that provided space for additional
information, and for longer and more complete responses. Families in olden days were much larger and required many
more lines on this form to record the complete family information. If you elect to use it and need more space for any
question or item, just add a fifth page and continue with your response.
Most of the questions came from the computer genealogy program “Family Tree Maker” by Ancestry.com, and
the answers are used to fill in the blanks in that program. A few questions came from my reading the information found in
other genealogies, and a couple of questions come from my imagination where I asked myself the question – “If I could
magically go back through time and spend a couple of hours with each ancestor, and have a magic electronic translator
device like the ones used on the television series, “Star Trek”, with me, what would I want to ask them or find out about
them?” If you were able to answer those questions that apply to each ancestor and relative, then you would likely feel
that you were pretty familiar with them. But the strange part about it is that you probably cannot answer all of the
applicable questions when applied to yourself, your spouse, and your children. For example, do you know the blood type
of every member of your immediate family?
If you could learn the blood type of each family member and close relative (and were somehow able to magically
check and compare their DNA and have a DNA specialist explain the meanings to you), you are virtually certain to
discover an occasional family member, probably somewhere between 2.5 and 10 percent (It is more than 50 percent for
some groups and families.) of all of the members of your family genealogy and family tree, who do not belong there or are
out of place for any of various reasons, possibly because they were adopted, they were the child of a relative, friend, or
neighbor where their family suffered some tragedy or were no longer able to care for them, they originated from a
premarital or extramarital affair with a partner outside the family, or were a child who was the result of a previous
marriage (stepchild), or was the result of “invetro fertilization” or “artificial insemination”. Often the information about
these personal, private family details is lost over time, intentionally covered up, or is intentionally omitted and buried. If
we have no way of knowing about these discontinuities in the DNA line of the family tree, then we cannot show them in
the genealogy records.
The young teenage daughter of one of my relatives got pregnant by her high school boyfriend many years ago
and her parents adopted the baby. Their family tree is honest and forthright, and shows that the child’s older sister is also the
biological mother of the child, and if I remember correctly, I do not think the biological father is listed. Hey, those things
happen, and being honest and obtaining the most accurate, precise, and correct information possible is part of what
genealogy is all about, but sometimes the truth hurts and sometimes it is just not available or known. Thus, with this
genealogy as well as all others, after only a few generations of ancestors, there is a very high probability that it contains at
least one such DNA discontinuity on that ancestor tree that we do not know about. And if you can trace your genealogy all
the way back to Adam and Eve as this family tree does, it will amount to no more than just a good academic exercise in
family research, because there is virtually no chance that every parent-child link listed in the more than 200 generations
back to Adam and Eve is absolutely correct as might be determined by DNA tests, if such were possible.
But along that line of thinking, do not get too carried away with exclaiming that because of these genetic and
DNA irregularities that are certain to be in any and every genealogy, this genealogy is therefore false. Women are much
more likely to have “affairs” and become pregnant with men who are above them in social status, such as having an affair
with a young, handsome “knight in shining armor” than with the derelict town drunk. And at least one of Nancy’s
ancestors, Charlemagne the Great, was having affairs with every young maiden whom he could get his hands on. Thus, it
is far more likely that Nancy’s real ancestry via DNA tracing (if such were possible) would actually show that her
ancestry gets into nobility and royalty, as well as into the personalities of the Bible, much sooner and more strongly than
even this genealogy suggests, with many more multiple, parallel links and marriages among important relatives, and many
more parallel genealogical routes that could be taken to arrive at the final destination.

Please feel free to use this form for research and work on your own genealogies.
 GENEALOGY FORM
(Originally created by Paul Olson in 1965 - 1985 – Last revised Aug 2008 )
(left & right margins are both 0.8 inches, font is mostly Times New Roman #8 & #9)

-- PE R SONAL DATA t ha t c a n be i nse rt e d into the “ FAMILY TREE ” genealogy program and preserved --
Each person has a dedicated page as an adult “HUSBAND” or “WIFE” in the Broderbund Co’s computer software genealogy program,
“Family Tree ”, and also appears on a second page as a child of a “HUSBAND & WIFE” (his/her parents) along with all of his/her brothers and
sisters. Additionally, there are pages for “Marriage Notes”, personal biographical “Notes”, Medical Notes, and a separate page with a date
for each of fourteen “Personal Facts” of interest. Use a separate genealogy form for each person. Begin by identifying each person as a “Male”
or “Female”. Answer as many questions that are applicable as you can and don’t worry about any questions whose answers you don’t know.
When possible, list the citation for all sources of information. All of us possess some knowledge about ourselves and many of our
relatives. By combining the information and knowledge of many different people about any given person, we can achieve a more
complete and accurate historical picture of that person. Let’s act now to preserve as much of this precious information of our family
history and culture as we can, and not lose it through inaction or procrastination.
=======================================================================================================
NAME OF PERSON : ________________________________________________________________
First Middle (Maiden) Last
Today’s Date and name of genealogical researcher: _________________________________________________________________________
Date of updates and names of persons doing updates: ______________________________________________________________________
=============================================================================================================
(1) [ Male ] [ Female ]
(2) Date of Birth: _________________ Location of Birth: ____________________________________________________________
(3) Weight at Birth: ___________ Length at Birth: ____________ Medical problems at birth and birth defects: ___________________
__________________________________________________________________________________________________________
(4) Date of Death: _________________ Location of Death: ____________________________________________________________
Cause of death (Save details for question #38) _____________________________________________________________________
(5) Name / Location of cemetery where buried: _______________________________________________________________________
GPS (Global Positioning System) coordinates (Latitude / Longitude ( ddd.dddddd° OR ddd° mm’ ss.ss” )) of gravesite:
________________________________________________________________________________________________________

MARRIAGE:
(6) Full Name of Spouse:_____________________________________ Date of Birth____________ Location: ____________________
(Use a separate ‘Genealogical Form” for each (current and / or former) spouse, providing the same in-depth genealogical details for him / her.)
(7) Marriage Date: ___________________ Location: _________________________________________________________________
(8) Locations of honeymoon: _____________________________________________________________________________________
(9) Number of previous marriages for: Husband: _____ Wife: _____ Explanations: _____________________________________
_________________________________________________________________________________________________________
(10) Number of children by previous partners (spouses and otherwise): Husband: – sons: _____ daughters: _____
Wife: - - - - sons: _____ daughters: _____
(11) If not married, then list status of current (or last known) living arrangement. ____________________________________________
(12) Initial separation & final divorce dates from previous spouses: _______________________________________________________
Location(s): _____________________________________________________________________________________________
Reason for separation/divorce(s): ____________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(Use a different genealogy form for each previous spouse.)
================================================================================================

NAMES OF CHILDREN: Male / Weight Length

First, Middle, Last Female Date of Birth at Birth at Birth Location of Birth
(13) ___________________________________ ______ ____________ _______ _______ __________________________
(14) ___________________________________ ______ ____________ _______ _______ __________________________
(15) ___________________________________ ______ ____________ _______ _______ __________________________
(16) ___________________________________ ______ ____________ _______ _______ __________________________
(17) ___________________________________ ______ ____________ _______ _______ __________________________
(18) ___________________________________ ______ ____________ _______ _______ __________________________
(19 - 20 additional children)
List any of the children above who are adopted or have genetic parent(s) different from those listed above, and the status of these
children.
Prepare a separate Genealogy Form on each of their genetic parents: _____________________________________________________
List any of the children above who suffered significant birth defects or serious medical, health, emotional, or mental problems at birth or
in childhood. Describe those problems and the effects of those problems on the lives of the affected children and their families. Also, if
the mother had medical or health problems during pregnancy and/or labor & delivery of any children, please describe: _______________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
ADDITIONAL INFORMATION (for this person, as applicable)
(21) Elementary, junior high or middle schools, & high schools attended (names, dates, locations): _____________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
High school Grade Point Average (GPA), rank in class, and SAT/ACT test scores: ________________________________________
Colleges / Universities / Technical institutes / Vocational schools attended (names, dates, locations, major, or course of study):
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
IQ (numerical value or “high”, “average”, or “low”) ______________ --- GPA and/or rank in college class: _________________________
(22) Degrees / Diplomas / Certificates received (names of school and of degree, dates, and locations. Women should include their name
at the time as it was listed on their diplomas.): _________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
-- Scholarships & graduation honors received; honor societies // Social or “Greek” fraternity or sorority pledged: __________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(23) Member of clubs, organizations, professional societies, both while in school and later in adult life. Include school athletic programs
and other activities with a description of what the person did, or the position or music instrument played. __________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(24) Club, organizational, or political offices or positions held, both in school and in later life, with dates & locations: _______________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(25) Primary occupation, other occupations, positions, & promotions with dates, locations, & job descriptions: _____________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(26) Religious affiliation: _________________________ Date / Location of baptism: ________________________________________
(27) Hobbies, special interests, volunteer work, personal skills, or abilities: _________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(28) Present or last known address, phone number, and E-mail, and the “from – to” dates that this information was valid: ____________
______________________________________________________________________________________________________________
(29) Previous addresses with dates (from / to) ________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
-- GPS coordinates of person’s primary home as an adult where they raised their family and/or lived the longest: ___________________
______________________________________________________________________________________________________________
(30) Emigrated on (date): _______________ from (Port of Embarkation): _________________________________________________
to (Immigration Port of Entry at destination): _____________________________________ arriving on (date): _____________________
aboard (Name / Type / Flag country of ship or airline / trip number, vessel name and/or number, or other identification): _____________
______________________________________________________________________________________________________________
Reason for Immigrating to the US (or other country): ________________________________________________________________
(31) Full names, ages, & relationships of other family members or relatives emigrating on the same trip: __________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(32) Address, location, & description of first home or settlement, and description of first job, and life’s hardships and opportunities in the
new country: __________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(33) Date and location of oath of citizenship in new country: ____________________________________________________________
(34) Ancestral lineage (e.g. ½ Swedish, ¼ Italian, ¼ Cherokee Indian): ____________________________________________________
______________________________________________________________________________________________________________
(35) National Registration / Identification Number (i.e. Social Security Number (SSN), Canadian Identification Number (CIN), etc. –
recommend listing only after death): _____________________________________________
(36) Height / Weight (average in prime adult years) and description of body shape or figure - i.e.: shapely, skinny, slim, slender, average,
stocky, fat, obese, muscular, strong, weak, broad (hips or shoulders), etc. _____________________________________
______________________________________________________________________________________________________________
(36.1) Physical / mental features or characteristics, qualities or attributes, figure, or aptitudes – in prime years of life: _______________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(37) Color of eyes, hair - (significant balding? Length of hair?) ___________________________________________________________
(37.1) Describe face hair, beard, mustache: ___________________________________________________________________________
(38) Details on cause of death: ____________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(39) Other medical information (long term diseases, chronic / serious medical problems, birth defects or problems during birth,
premature birth, allergies, serious injuries or accidents, serious diseases at any time in life, deterioration of vision or hearing, war wounds,
disabilities, major surgeries; heavy smoker, alcohol, drug or weight problems; problems genetically passed on from parents to some/all
children -- with descriptions, dates, locations, & treatments received): _____________________________________________
______________________________________________________________________________________________________________
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(40) Blood Type: ________________________________
(41) Titles as adult ( Doctor., Reverend., Colonel., Professor, Sir, Baron, King, Princess, etc.) __________________________________
(42) Nick names, AKA: ________________________________________________
(43) Relationship or status of this person when he/she was a CHILD to his parents - i.e. Natural birth, adopted, foster child, step, raised
by relative, other: __________________________________________________________________________________________
(44) When this person was a child, his/her parents could best be described as:  poor, lower middleclass, middleclass,
comfortably well off, upper middleclass, or affluent? _________________________________________________________
(44.1) Did his/her parents own their residence? _____________________ In a city, rural area, farm / ranch (size?), or other? Describe:
_____________________________________________________________________________________________________________
(45) As an adult is this person best described as:  poor, lower middleclass, middleclass, comfortably well off, upper
middleclass, or affluent? _________________________________________________________________________________
(45.1) Did (does) this person own a residence? _____________________ In a city, rural area, farm / ranch (size?), or other? Describe:
________________________________________________________________________________________________________
(46) Awards, ribbons, & honors received; contests won as a child & adult: (Names, dates, locations, details) _______________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(47) Courtship, Engagement, Wedding, & Honeymoon - stories and notes of interest: ________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(48) Military Service - branch, highest rank, job titles and designation codes, locations assigned with dates from / to, & special skills,
war related injuries, medals received, assignments & highlights: __________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(49) Published works (names of: books, magazines, articles, music, songs, works of art, software, etc. with dates, publishers, and other
identifying information): _________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(50) Other accomplishments, activities, and achievements of interest: ______________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(51) Other information and personal facts of interest with dates & locations (as applicable): __________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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(52) Did this person ever serve any time in jail or prison, or as a “prisoner of war”? List dates, location, charges, and any additional
information about this time. _______________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(53) What should this person’s epitaph be? How would he / she most like to have been remembered? How do you remember this
person? _______________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
(54) Share the most interesting stories, experiences, memories, or antidotes about this person: Tell us about his / her first horse, carriage,
or car, first love, boyfriend / girlfriend, etc. How did he / she meet his / her spouse? _________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________
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Notes from where there was not enough room on the previous pages . List question number before note: _____________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Put overflow information on a separate sheet of paper with the person’s name on it and reference the information by question number.
Consider adding a separate page of photos and / or memorabilia of this person.
====================================================..
Source of information (name and relationship of person who filled out this form, location or address, and date): ____________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

“ Family Tree” has provisions for intra-family marriages, e.g. marriages between cousins, uncle and grandniece, etc. It also has provisions for out-of-
wedlock births, and couples who do not marry. Use separate sheet(s) to describe as much information as is known about the natural, biological parent(s)
of any of the “c h i l d r e n ” listed at the beginning whose natural birth parents are not the same as those listed as “H u s b a n d ” and “Wi f e ”. Photos can
now be scanned into the “Family Tree Scrapbook”.

Paul Olson
Michigan, USA
One Branch of the Family Tree of Nancy Aden Felix: The second and much longer document is the
genealogy of a high school friend of mine, Nancy Lee (Aden) Felix, which I have slowly put together over a period
of about 50 years with the help and generous and gracious assistance of her parents, three of her older relatives, and
some of her friends and other people who knew her during the period of June 1962 to September 1970 – and with
the assistance of several existing Aden genealogies, and other related genealogies that I found on the Internet. It is not
the genealogy of a meaningless friend picked at random nor is it a random or typical genealogy. The explanation of
it is very long winded so I recommend that you put this document aside until some day when all of the soaps on TV
are absolutely boring and you have nothing better to do than to begin a new adventure in genealogy. I will give you
a clue as to my biggest reason for doing this particular genealogy. I can trace the ancestry of my friend on the
Internet all the way back to Jesus Christ, and if she is truly descended from Jesus Christ, then that knocks the wind
out of the sails of many of the primary tenants of Christianity. One of those primary tenants of Roman Christianity
is that Jesus was celibate and did not have any children or descendants. It also shows that Nancy is descended from
Saint James, the brother of Jesus. But if Mary, the mother of Jesus, was a perpetual virgin as specified by the Roman
Catholic Church in its 692 AD Ecumenical Council of Trullo (also called the Quinisext Council), which established
the concept that Mary was “Ever Virgin”, then Jesus could not have had any siblings. But that is getting ahead of
myself. Let me start at the beginning.

The Maximum Possible Number of Ancestors in each Generation: I am an engineer and enjoy the challenge of
mathematics and related mental exercises. That is the way I approach genealogies. So let’s talk math and numbers
for a couple of minutes. There is one of you. You have two parents who are about 25 years older than you and four
grandparents who average about 50 years older than you. You also have eight great grandparents who average about
75 years older than you. In short, most families average about four generations per every hundred years; with the
theoretical maximum possible number of ancestors (including yourself) doubling with each generation ( 2 x+1 - 1).
Let’s take a look and see what that means in terms of ancestors assuming for the moment that no ancestor ever
married a relative, but instead always married outside the family.

Approx. Generation Maximum Number of genetic Ancestors

Years Title Number “x” 2x Possible in each Generation

0 you today 0 20 1  there is only one of you.

25 your parents 1 21 2  you have two parents
50 your grandparents 2 22 4  You have 4 grandparents
75 your great GP 3 23 8  You have 8 great grandparents
100 your GG GP 4 24 16  You have 16 GG grandparents
200 8 28 256
400 16 216 65,536
600 24 224 16,777,216
700 ≈ the year 1300 28 228 268,435,456  approx. 53% total world popul.
800 32 232 4,294,967,296  exceeds world population

As you clearly can see from the mathematics, by the time you go back about 700 years, plus or minus
some, you will have exceeded the total population of people in the whole world at that time, and thus your ancestors
must have been intermarrying with other relatives long before that time. But hundreds of years ago, the people did
not have the opportunity to select their mates and spouses from the total world population. Their relevant populations
from which they were expected to select a mate or marriage partner were first limited and considerably reduced in
size by “race” considerations – the Blacks of Africa, the Asians, and the Whites of Europe, and other scattered,
indigenous, isolated populations. And these populations were even further reduced in size, sometimes to a very
small breeding population, by nationalistic, geographical, ethnic, and tribal considerations such as the Germanic,
Viking, Romans, Israelites, Turks, Gauls, Irish, Saxons, etc. Within those ethnic groupings there were even smaller
micro-groupings, which I labeled as “tribes” (for lack of a better word). The most desirable males would only
consider and select the most desirable females to be their spouses. People with high social standing, nobility, or
royalty would often only consider marrying others of equal rank or social status. Slaves married slaves. Clever
people with high IQ’s married other clever people with high IQ’s, etc. Thus each tiny micro group or tribe at any
point in history prior to the mid 1800’s had only a very limited and tiny group of qualified candidates from which to
select a marriage partner; and often a distant cousin or other relative was the most desirable marriage partner
available. As a result, many of your ancient ancestors and their ancestors must begin appearing at more than one
location in your family tree within only a few hundred years back in time if not sooner.
 =======================================================================..
Estimated world population at various dates (in millions)
Latin Northern
Year World Africa Asia Europe Oceania Notes
America 1 America
70,000 BC < 0.01 <10,000 humans in the
10,000 BC 1 whole world .
9000 BC 3
[66]
8000 BC 5
7000 BC 7
6000 BC 10
5000 BC 15
4000 BC 202 A critically important point
3000 BC 25 in time for Christianity .
2000 BC 35
[66]
1000 BC 50
[66]
500 BC 100
[67]
AD 1 200
AD 1000 310
AD 1750 791 106 502 163 16 2 2
AD 1800 978 107 635 203 24 7 2  First Billion People abt 1804
AD 1850 1,262 111 809 276 38 26 2 just over 200 years ago.
AD 1900 1,650 133 947 408 74 82 6
AD 1950 2,519 221 1,398 547 167 172 12.8
AD 1955 2,756 247 1,542 575 191 187 14.3
AD 1960 2,982 277 1,674 601 209 204 15.9
AD 1965 3,335 314 1,899 634 250 219 17.6
AD 1970 3,692 357 2,143 656 285 232 19.4
AD 1975 4,068 408 2,397 675 322 243 21.5
AD 1980 4,435 470 2,632 692 361 256 22.8
AD 1985 4,831 542 2,887 706 401 269 24.7
AD 1990 5,263 622 3,168 721 441 283 26.7
AD 1995 5,674 707 3,430 727 481 299 28.9
AD 2000 6,070 796 3,680 728 520 316 31.0
AD 2005 6,454 888 3,917 725 558 332 32.9
Jul. 1, 2008 6,707 973 4,054 732 577 337 34.3
Latin Northern
Year World Africa Asia Europe Oceania
America America
Notes
1. The figures for North and Central America only refer to post-European contact settlers, and do not include native populations that existed in
the Americas prior to European settlement.

2. This is an important reference point in history. The Fundamentalists denominations of the Christian Church interpret the bible literally to
mean that the entire universe including all of the stars, the earth, all of the rocks, mountains, rivers, and oceans, and all life on earth were
created in seven sequential 24-hour periods; and calculate that Date of Creation as being 4004 BC when Adam and Eve were created by
GOD and were “the first human beings on Earth”. But as listed here, there were already an estimated 20 million people scattered around
the earth, mostly in Europe, Asia, and Africa in the “Year of Creation” – 4004 BC. The Indians had already settled North, Central, and
South America. Acceptance of these facts is important as one step in validating this genealogy. The great Creativity question, “Did the
Earth or anything else exist anywhere in the universe prior to 4004 BC, or prior to a little more than 6,000 years ago?” Astrophysicists
currently think the universe is about 13.73±0.12 billion years old.

The mathematics of ancestor genealogy also means that at some mathematically determinable point in time, you
would expect that at least 90 percent of all of us (Whites and people with any White ancestry) alive today would be
descended from at least 90 percent of all of the White people who ever lived prior to that time and had produced a line of
progeny – if our ancestors had selected their mates for marriage in a purely mathematically random fashion. Similarly, at
least 90 percent of us would normally share some common ancestors with 90 percent of every other persons with White
ancestry at somewhere between 400 and 1000 years back – again, IF our ancestors had selected their spouses in a purely
random fashion. I will leave it to a good mathematician and statistician to come up with the exact numbers if spouses
were randomly selected by drawing names of eligible candidates out of a hat. I know that if I would have said “100
percent” someone would prove me wrong.
The same rules but with different numerical values also apply to every other ethnic race and group. That means
that the miracle is not that my friend from high school is descended from Jesus Christ – many of us probably are – but
that anyone in the world can trace and independently follow her genealogy from herself today, step by step, generation
by generation, all the way back to Jesus Christ on the internet – just as I have done. And if this genealogy were to be
accepted as true, believed, and taken seriously, it would likely cause a larger religious brouhaha than abortion, because it
directly contradicts and invalidates many of the primary Christian doctrines and basic tenants and principles upon which
the Roman Christian Churches and the Roman Catholic Church were founded, and rattles their very foundations.
But there is a fly in the ointment – “tribalism” which I mentioned previously and will describe in more detail
later on in this document. People do not select their spouses randomly from the population of the whole world, but instead
most often select mates in their local region, who share important biological and cultural characteristics, beliefs, values,
and social status in common with them. People with high IQs usually choose others with high IQ’s; great athletes often
choose to marry other great athletes, and people who are extremely obese or in bad health are often limited to marrying
similar other folks. This selection process of selecting mates who share common characteristics and values follows many of
the branches in our family tree back in time to our most ancient ancestors. Thus, there is not a random mixing of the
population in any community and never has been.
One exception to this are those highly desirable “hot” males from tribes perceived to be high in the economic and
social desirability pecking order of a community or society, having “quickies”, flings, affairs, and “one night stands” or
visiting “prostitutes” as they “sow their wild oats” with some of the local maidens from tribes perceived to be lower in
the social-economic pecking order, or having affairs with their female household help, slaves, or employees. These
females often willingly accept and consent to this out of wedlock sex because they know that they do not have any
chance of ever marrying such males; or they accept for the expected rewards, pay, or benefits that they hope to receive.
Some pregnancies do result from these liaisons with such males who are just out for a good time.
Another exception is conquering armies and gangs of bandits or criminals who rape and pillage their way across
the landscape. Some babies result from this too. They are typically adopted by the man who marries their mother with
their real origins and biological fathers remaining forever unknown and their biological history often intentionally obscured
or covered up.
On the other hand, there is very little sex between females from tribes higher on the social order and males who
are lower on the pecking order because of the very high danger and risk of becoming pregnant, getting a social disease
(venereal disease (VD), sexually transmitted disease (STD)), damage to their reputation, and the attached social stigma
accompanied by the extreme ostracism and criticism they would receive along with the shame and disgrace they would
bring upon their families should such illicit affairs became known. In many older societies including some Christian
societies, females get stoned to death for such sexual activities and infidelity. Today the importance of always staying on
the high road, never straying, and never doing anything to disgrace the family name or drag it through the mud is always
impressed upon the young women of every important and distinguished family, beginning at a young age, so I am sure
that Nancy was similarly reminded throughout her teenage years of the importance of never doing anything that would
disgrace the Aden family name after she graduated from high school.
 In this genealogy, Nancy is descended from a tribal line of ancestors, many of whom share a combination of
high IQ, outstanding athletic ability, above average height, extreme physical attractiveness, and strong natural leadership
aptitudes, and having high standing or importance in the community. She is descended from the family of Daniel Boone;
an American revolutionary war General, and early European nobility and royalty. Her own father, Clifford Aden, was
one of the very highest government officials in the State of Washington for many years.
The fact that I used existing genealogies that are already on the Internet to develop this genealogy of Nancy
Felix means that many others alive today are also tracing their own roots along these same paths and are distant relatives of
Nancy’s. I have cross-referenced at each step along the way, using numerous other sources including the Encyclopedia
Britannica and other similarly reliable sources whenever the entries and names were easily available whenever possible.
I have intentionally not read “The Da Vinci Code” because I know that parts of its controversial content are
similar to what I am writing and I wanted to get my results independently rather than be accused of copying that book.

King Solomon’s Family – Nancy’s Ancestor: On the previous page I used “powers of 2” to describe the maximum
possible number of ancestors in each generation going back in time. But if you examine this genealogy, you will discover
that many early families had anywhere from six to several thousand children. The bible says that King Solomon, one of
Nancy’s ancestors, had some 700 wives, but found that number was not sufficient to keep him sexually satisfied, so he
also kept some 300 additional concubines whom he did not bother to marry (1 Kings 11:1-3). The bible does not mention
any other affairs or one-night-stands. That guy had to have been the all-time king of polygamists!! Wives and concubines
are not wives and concubines if the guy does not have sex with them, so he must have had at least hundreds and likely
more than a thousand resulting children, but except for a select few of his children and descendants, the bible does not
mention them or keep track of them, which makes tracking their genealogy virtually impossible. But it is very likely that
all of us with any White or Middle Eastern bloodlines are descended from King Solomon and most or all of his thousand
women, several to many times over.
-----------------------.
Just some thoughts about King Solomon: If he was keeping somewhere around a thousand women, his dining
room and staff would had to have been pretty good size. If they all sat at one long dining table, that would have been
about 500 women sitting on one side and 500 women sitting on the other side, with King Solomon sitting at the head of
the table – of course. If each woman occupied two feet of space at that table, then it would have to have been just under a
quarter mile (0.4 km) long!! Can you imagine King Solomon hollering to someone at the other end, “Please pass the salt
and pepper!!!”? Without the use of birth control, most of those women would certainly have eventually become pregnant.
So King Solomon would have also required one to four additional parallel dining tables for those of his many children who
were still living with him. All of this would have made for a very large dining room indeed with the need for an absolutely
huge staff!!! The huge area of roof that would have been required would have to have been supported by many columns
scattered throughout the dining room which would have blocked the vision of the King over his entire family. And what
about air conditioning and ventilation for that many people in the hot desserts of the Middle East?
Now, if you can picture such a dining room that could feed several thousand people simultaneously, without the
benefit of air conditioning, refrigeration, electricity, natural gas, and indoor plumbing that would have required an
organized army of workers employing the “just in time” and “delivery exactly when needed” principles of food and
material management and delivery. To start with, one entire side running the full length of the dining room would have
been a kitchen, starting with the loading docks. Carts pulled by animals and loaded with charcoal, vegetables, grain,
dairy products, fruits, and meats would have been continually pulling up to a holding corral where a coordinator would have
been telling them when to proceed to the loading docks and which dock to go to. There they would have been unloaded as
their products were required inside. Bookkeepers and organizers would have been coordinating and counting each cart as it
arrived at the loading docks, logging in their arrival and departure times, contents, quality, and volume. “Poop scoopers”
and a sanitary “wash crew” with mops, buckets, brooms, and lots of water would have been kept busy working hard to
keep the loading dock area clean and sanitary, and free of flies.
The same diligence would have been required at the men’s and women’s restrooms. Well, if you have a
cafeteria where you are trying to feed several thousand people at once, you will need to have men’s and women’s
restrooms and washrooms – large ones and several of them – with lots of water flowing.
Since there would be little storage space in the kitchen, the charcoal would have been getting unloaded as it was
needed and would have been immediately thrown into one of the many ovens or cook stoves with only a small amount
put into storage. The vegetables would have been unloaded and immediately washed, cleaned, peeled, cut up, and
thrown into cooking pots. The grain probably would have been pre-ground by the farmers and brought to the kitchen
bakery section as flour ready for baking into breads and pastries. The meats would be immediately cut up and thrown
into the cooking pots or ovens as they arrived. At the other end of the process, cooked and prepared foods would be
getting thrown into bowls and platters, then given to the waitresses who would then rush them out to the various tables
where they were needed or assigned. People carrying buckets of clean hot or cold water would have been scurrying back
and forth, keeping the dishwashers and those who were busy scrubbing the pots and pans, and other workers who needed
water supplied. And there would have been waitresses scurrying about the dining room with pitchers of cold water,
juice, milk, mead, and other beverages of the day for the diners, and a clean-up crew with brooms and mops always
ready to clean up any messes or spills.
After King Solomon and all of his women and children had been fed, the tables would be cleared and cleaned, and
most of the remaining palace and dining room staffs, and palace security personnel would then sit down and eat what was
left over in the serving bowls and in the kitchens. All of this would have required an absolutely huge staff, both for the
kitchen and dining room, and for the remainder of his huge palace. It would have had to have been absolutely huge because
you just don’t keep a thousand women, more than a thousand children, and hundreds of maids and servants in a one-room
tent. They would all have to have been paid regularly as would all of the venders, farmers, merchants, and suppliers of food
and charcoal as well as suppliers of kitchen equipment and palace supplies.
The mathematics for King Solomon goes on and on, but if he had sex with each of his 1000 odd women just
four times per year, that activity alone of having sex more than 4,000 times per year or 11 times per day with no days off,
would have kept him busy for at least eleven hours per day. And of course, he would have been expected to have stepped
into the palace birthing center every day and spend a few minutes with each of his wives and concubines who were in the
birthing process that day. Then there would be the occasional funeral for a child or for a wife or concubine who had died in
labor, had a breech birth, died of disease, or had died for some other reason, and once or twice every month or so he
would have had to attend yet another wedding of his own to add another wife to his harem. All of that activity would not
have left him much time or energy to rule over his kingdom or earn money to pay his army of servants and suppliers.
His castle and family would have had a tremendously costly financial overhead.
-------------------------------------------.
Expect to find the same Ancestors at several locations in any Family Tree: It was common for families from the
ancient past up to about 1850-1900 to be large and to give birth to 10-20 children. If we assume that each family had about
ten children who survived to adulthood and reproduced, and if they made a sincere effort never to marry a relative, they
would have exceeded the world’s population in about 175-250 years assuming four generations per every 100 years again.
Going forward in time from some ancient point in history, it would have been absolutely necessary for many of those
children to have died before they could reproduce, or to have remained celibate, and for the surviving children to begin
intermarrying among relatives well before 200 years.

The Genesis and Development of My Childhood Theory of Sociology

and the Social Pecking Order – My Many Years of Observation and Recording:
Now let me get very long winded about the second reason that I chose to do this particular genealogy. This will
also reveal much about my inner psyche – at least as an adolescent.
This sociological theory may have been typed on a modern computer in more recent times in my senior adult
years, but I researched it and formulated it as an adolescent more than fifty years ago. I also wrote notes on it when I
was in my teens. As an older adult, I tried to maintain the level of maturity (or should I say juvenile immaturity) and the
line of thought that I had as a young adolescent male when I created it. Since I did an extensive amount of research and
work on it as a teen and preteen, I can still pretty well remember and recall most of the details and recreate what I was
thinking at the time. As an older adult, I have not tried to correct or update the level of maturity and thinking involved
nor have I made any effort to correct my politically incorrect thinking or statements of my youth. You must remember
that what is considered to be “politically correct or incorrect” thinking has changed dramatically over the last fifty years.
As a kid, I was simply telling what I had observed in a segment of my life and was not trying to compete with professional
sociologists with their Ph.D.’s who develop complex theories to explain “why things happen”. There is little effort on
my part to explain “why” certain social events regularly happen or how to correct any perceived wrongs. I only recorded
what I saw happening around me.
When I was in the fourth grade in 1953-1954, I began to become aware of and take notice of a social pecking
order that existed all around me among myself and my peers of the same age. I wanted to know why we were obviously
not all equal. As a result, I became an astute observer of people, and have remained so all of my life. I probably would
have made a pretty fair sociologist if I would have had the superior IQ and intellect required to have earned a Ph.D. in
sociology. But not all of us can be so intellectually gifted with “smartness”, great and profound wisdom, and absolutely
stunning brilliance, insight, and understanding of the world around us.
One’s position in the pecking order was determined by several elements. The part that each element played in
determining one’s position was based on how important it was considered to be by one’s peers, and that differed among
different cultures and tribes. Appearance and “impressions” were huge determinants of one’s position in the pecking
order. Handsome males and attractive or pretty females were highly rated. Obesity, especially among females, marked
them as big losers. Height, physical strength, and athletic ability were highly admired among the males as was the
competition to become the dominant “alpha male” in any group. Being the alpha male in any group had many advantages.
 It gave him first choice among the girls. He got to select what people he would admit into his social circle, and
he got to decide what activities they were going to do, when and where. If a person was gifted academically, artistically, or
musically, that was worth a few points among many of his peers. Personality, wit, having a sense of humor, and having
good people skills and the ability to get along with others were also very important. Some people were seriously lacking
in all elements that were considered important in peer ratings and if they had no other redeeming qualities, they were
labeled as “losers”. Generally they were the obese, the unattractive, the weak, the wimpy, the poor athletes, those who
performed poorly in class, and those who always ended up at the bottom in any kind of competition or grading.
It was interesting to see this “pecking order” in action among students, especially in the school cafeteria and on the
school playground at recess and lunch. There were unspoken, informal rules that each student had to know if he wanted to
be accepted socially by other students. Some of those rules were as follows:
In any social gathering, the person who is highest in the pecking order is usually the dominant or alpha male
and peer leader or the prettiest and most desirable girl. He can interrupt anyone else in conversation, but is himself rarely
interrupted. The guy who is lowest in the pecking order within the group can be and frequently is interrupted by everyone
else but rarely interrupts anyone else to insert his two-bits worth. The only guys lower in the pecking order than the lowest
guy in the group are those loners who do not rate high enough in the pecking order to be part of that specific social group.
Different student social groups or cliques have more or less prestige among fellow students than others so it pays to select
one’s friends and social groups carefully if you are concerned about your perceived position in the overall student pecking
order. The pecking order also determines who sits next to whom at lunch and who even gets to sit at the same table.
Another measure of pecking order is the total amount of time that each person spends speaking within the
group. The person at the top of the pecking order gets the most air time in expressing his opinions, and the guy at the
bottom receives very little speaking time. Occasionally this rule is violated in cooperate meetings when some person
who is not the boss, monopolizes the discussion time. That is not appreciated by anyone, so if you are not the boss, then
I suggest that you get your stuff well organized and take care of as much of your business as possible outside of the
meeting. You will be recognized and appreciated by others for your behind-the-scenes efficiency.
The pecking order of all members of a social group can be determined by carefully observing who interrupts
whom and how often, and who gets interrupted. The same rules apply in adult social life too. President Obama can
interrupt in any conversation and everyone else stops talking, but nobody interrupts the president – unless they want to
challenge his dominance. It is also interesting to observe that the lowest guy in the pecking order in any social group would
rather stay with that group and with his low spot on the totem pole than switch to a less prestigious social group where he
would likely be somewhere in the middle of that group’s pecking order. This demonstrates that social acceptance by a
social group that is perceived by others to be prestigious is highly desirable, even if it means being at the bottom of the
pecking order and being the group “go-for”.
The “pecking order” also affects how society and companies operate and public policy. When ideas, suggestions, or
plans are put forth, the actual idea is relatively unimportant. What counts is the name of the originator and his influence and
position in the pecking order. If the originator is a popular, attractive, articulate male or female who is high up on the
pecking order, then their idea is automatically a brilliant idea that should be adopted, approved, funded, and implemented as
soon as possible – never mind that no one has read it or even has any idea of what it is.
When some dumb, obese, ugly, unpopular slob who is at the bottom of the pecking order submits identically the
same idea at a different time to a different crowd, once they find out who submitted it, it automatically becomes one of
the dumbest ideas they ever heard of and the originator is ridiculed, scoffed, and laughed at. Needless to say, any of his
ideas are automatically rejected.
The team who evaluates ideas and suggestions does not want to be blindsided with ideas with no knowledge of
who submitted them. They could end up rejecting an idea that had been submitted by their CEO as being stupid while
accepting the idea of the janitor, and then they would probably all be fired! This is how we end up getting stupid public
policy and laws. Thus, in most companies, you will find that those employees who are credited with being the most
creative shakers and movers are often those people who are highly respected and near the top of their peer pecking order
– and for the reasons stated above they can do no wrong! Congress follows this policy in that if the opposite party
proposes something, then you automatically know that it is “bad for the nation and bad for the people” before anyone has
even read it and regardless of what it is.
When I was in a position of administrative power as an engineer, I tried to implement a policy where everyone
would put their name and date on all of their work and indicate what portion they were personally responsible for so that
proper credit and sometimes financial rewards or bonuses could be given to those whose work was outstanding or
otherwise noteworthy. That went over like a lead balloon. Those people who were lazy or who were faking their
knowledge and credentials wanted to still be able to claim the work of others as being their own by being able to attach
their own name to any work that proved to be good – after the fact. And similar other people certainly did not want their
names permanently attached to anything that might later fail or have problems associated with it and that could come
back to bite them in the butt if their name remained attached to it.
 Many years ago the Boeing Airplane Company was having problems when their major corporate decisions that
were based on their best in-house forecasts did not reflect the reality of the times, so they started pulling out old forecasts
and reviewing the work of their financial forecasters a year or more after their forecasts had been made and the results of
the real world were in. They found that most everyone who was interested in getting promoted was being wildly optimistic
instead of being realistic, and were just telling the boss what he wanted to hear. The company was promoting those who
were best at flattering the boss with what he wanted to hear. They started requiring that each person put his own names
on his work and forecasts, and giving financial performance awards to those whose forecasts had come closest to reality
at the end of the year. The wildly optimistic forecasts soon disappeared as realism set it. They found that the most
accurate and realistic of the forecasters in the financial department were not those most popular and gregarious
individuals who were at the top of the office pecking order and were always brown-nosing the boss, but instead were
those introverted nerds who sat quietly in the back corner of the office, silently and meticulously doing their work.
When an idea or plan is implemented and goes bad, as some of them inevitably do, you will never see such
scrambling as the originator who is at the top of the pecking order rushing to go through the company or government
files and computers to remove and destroy any documents with his name attached to them or to otherwise remove any
connection between himself and his old idea that went bad. He is also depending on everyone else having a short
memory and forgetting whose idea it was originally. If you ever go back and audit bungled projects and wasted money
in a company or government, you will often find that there are only a few culprits who are very clever in covering up
their tracks when things go bad and are quick to step forward and claim the credit for those things that succeed – even if
they had little or nothing to do with their success.
Sometimes people who are high up in the pecking order pull up stakes and flee to a new geographical area and
hopefully greener pastures when their ideas and/or their life go bad, with the idea of starting over with a clean slate
someplace else where nobody knows them. They are counting on their past not catching up with them and people in
their new “present” location not backtracking and checking on their past. They could best be described as people who
frequently burn their bridges behind them and cut their past friendships. The most common folks who fall into this
category are college athletic coaches in the U.S. with losing records over several seasons.
Nancy was lucky. She was exceptionally attractive, an articulate, persuasive, and effective public speaker, and
highly regarded and high up in some pecking orders. Through her perseverance, and well thought-out, well-prepared
presentations, she was able to persuade a hospital in Puyallup, Washington, to appropriate the funds for, approve, and build
a new hospital wing that was dedicated to patient rehabilitation. Very few of us can ever convince anyone to spend their
big money on our ideas and not have to run away or be afraid that the police might come knocking at our door.
It is normal for all of us to want to be socially accepted; and since our position in the pecking order and our
success on the job is a measure of our social acceptance, it is also normal for all of us to want to improve our position in
the pecking order by following the group’s social practices and norms. I have only known one person who intentionally
trashed his social standing and position in the pecking order, both within his peer groups and within his family and
community. This was extremely rogue and abnormal behavior, especially if they do not apologize to the injured parties
and try to regain acceptance by their social and peer groups, family, and relatives – as was the case in this situation.

“TRACKING” PROGRAM IN SCHOOLS:

The period of the 1940’s, 1950’s, and 1960’s was a magic period of growth, upgrades, and improvements for
American education and the public school system. The public and the educators were always asking, “How can we
improve the quality of the education system of today and make it even better?” Many new and progressive programs
were approved and funded as long as they were not considered “frivolous” or cost TOO much.
We began seeing asbestos abatement and removal programs in schools, floor tile in the halls and classrooms
gradually evolved into industrial grade carpet, gravel student and faculty parking lots were paved, the cinder tracks
around the football fields became rubberized; the bands, drill teams, cheerleaders, athletic teams, and others received
new uniforms and plenty of new equipment; science classrooms and laboratories were upgraded and better equipped and
were provided with the latest, most up-to-date textbooks – and they were not “intelligent design”, home economics and
shop classes received new equipment and supplies, and my public high school installed a new, electronic, state-of-the-art
dedicated language laboratory in 1960. Many high schools in the more affluent suburbs and better areas of the cities
installed swimming pools in the late 1960’s and started swim programs and competition swim teams. It was an exciting
period in which to be a student as we saw our international standardized test scores soar to near the top when compared
to those of students in public schools in other countries. The many improvements that were made in public education
between 1945 and 1970 were too numerous to mention and their results were dramatic. But by the late 1970’s we had
entered a new period as a scourge of “taking away”, cutting costs, and gutting the public school systems began to rear its
ugly head in every city and school district, and today that scourge is stronger than ever. One of the special educational
programs that was set up in the 1950’s was a special program designed to help the educationally and behaviorally
challenged “special needs” students as well as those students who were academically gifted.
 In the 1950’s at my elementary school in western Colorado we had about 75-95 students in each of the six grades
including the fourth grade, which I was in, split into four classes. One class was an “honors” or enrichment class
comprised of about 15-20 of the brightest, highest-achieving, mentally “gifted students” with higher IQ’s – generally the
“top 20 percent”. These students were separated from the other students, based on their previously demonstrated superior
academic performance in the classroom (and not on how they had previously scored on IQ tests although there would
obviously have been a very high correlation between the two) and their passion and high motivation for learning and
academics, allowing them to collaboratively do more advanced work together, challenge each other, and push each other
academically in a synergistic fashion in an enhanced and enriched classroom environment where their learning was not
slowed down or impaired by having many other students of lesser abilities and motivations in the classroom distracting
them. My school district and other school districts had found that gifted students did much better on standardized tests
and were better able to handle much higher levels of advanced academic work in greater depth when they were
educated in small, separate, advanced classes than when they were mainstreamed and taught in mixed-ability classes.
This is because the teacher can spend her entire class period teaching at a high academic level to a single, homogeneous
group of students instead of having to develop and teach three separate lessons of 1/3 period each, first to the slow learners,
then to the average students, then the third lesson to the advanced students with each group having to spend a lot of time
working on their own or helping others. With the full class period available to her, and no classroom management or
discipline problems, the teacher was able to go into each subject in much greater depth and detail and to move through
the material faster than would have been possible in a class of mixed ability students. Having a small class that is
homogeneous in ability also means that each student receives more individualized teacher attention. This also formed
the basis and foundation for many private schools for gifted students.
One class was a “remedial” class with about 15-20 students for the slowest, dumbest, and laziest 20 percent of
the students (today we call them “special needs students” or “the educationally challenged”) where they received specialized
individual help, tutoring, and training from adult volunteers or teacher assistants (sometimes called co-teachers) with a
specially trained teacher supervising.( This is especially important, because today we can no longer afford this kind of
specialized help for those “special needs” students with moderate learning impairments, problems, and disabilities.) We
also had two “regular” classes comprised of about 25-29 students each, the middle 60 percent of the students in each
grade level. In addition, there was a “special education” class tucked away in a remote part of the school. It had a
specially trained “special education” teacher just like the special education classes of today.
The remedial class was interesting. Some of those students were foreign born, mostly the children of migrant
Mexican farm workers, who had trouble with English. Other remedial students just plain and simply had rather low IQ’s
and were naturally slow learners. Hey, not every student can be “above average”. Some students must be “below average”
too. That is what “average” means – at least in mathematics. Some had mental impairments and learning disabilities. Some
were bi-polar or had Attention Deficit Hyperactivity Disorder or ADHD. Some were habitual troublemakers and were
disruptive in any class they were in. Some had other problems or lacked proper social skills that interfered with their
learning and their classroom presence. Occasionally one of them was bouncing off the walls and refused all orders to settle
down and sit down. Sometimes one of them would be expelled or suspended from school for a period of time or until
some problem or issue was taken care of or otherwise resolved. Extreme laziness, extreme apathy, and a total lack of
motivation towards learning and school were traits common among the remedial students. By removing these troublesome
students from the regular classes, it brought a calm and tranquility to the “regular” classroom as well as a better and more
receptive learning environment and a feeling of psychological safety to students in the regular classes that allowed the
average, middle sixty percent of the students to thrive and flourish, to focus on their own lessons and learning, and to
“stay on task”, unimpeded in class by the slow learners and by those students who were habitually so disruptive or
intimidating to other students in class.
The higher-paid, better trained teachers of the remedial classes had special training and had taken special classes in
college in handling and working with troubled or challenged students with special needs, learning disabilities, discipline
problems, and/or bad attitudes. They were not simply regular teachers or the youngest and most recently hired teachers
who were lowest on the totem pole and had the great misfortune of having been assigned to the most undesirable class
and the worst, most difficult-to-manage students – as is true in today’s public schools where those “special needs”
students are mainstreamed into regular classes. They also had 2-3 adult teacher assistants or volunteers (sometimes
called “co-teachers”) with them in the classroom to help reduce the workload and the level of stress experienced by the
teacher in the remedial classroom. They would break the class down into small groups according to the learning needs of
the students, with each reasonably homogeneous group of remedial students having an adult who would work with them
and tutor them. The students and class were much more manageable when broken down in this manner into small
homogeneous groups, each supervised by an adult. And yes, the teachers in the remedial classes did spend more time on
classroom discipline and management and less time teaching than did the teachers in the regular classes, but that was
justified because they also had the most unruly and difficult to manage students, many with significant attitude or
emotional problems; and they had to give up valuable teaching time to give the students about 15-20 minutes each period
to do their assigned homework in class where the teacher was available to help and answer questions.
There was one other striking difference I noticed between the students in the honors class and those in the remedial
class. Those students in the honors class were generally much happier, and more cheerful, outgoing, expressive, positive
and optimistic about life. They had a positive “together, we can do it” attitude about almost anything that passed their way
and appeared to be within their grasp, and were always ready and eager to tackle new challenges. They “got involved”
rather than dodging participation and involvement. They were the “doers” and “achievers”, the “shakers and movers”
among the students. They got things done. They also had much better “people skills” and “social skills”. The school
work and home work that the honors students turned in was always of “showcase” quality and noticeably better than that
of even the students in the regular classes. In short, they exhibited a much stronger, positive, optimistic, high intensity
passion for life and learning than did any other group of students.
Some of the students in the remedial classes were glum, sullen, loners who kept to themselves. Some were
bipolar. Many did not do their assigned homework and of those who did do it, rarely was their homework of a quality
that would pass muster if they were placed in the regular classes. Some had obvious mental, emotional, medical, physical,
social, or personality disorders, impairments, or problems. Some were antisocial or were the school bullies. Some were
troublemakers or juvenile delinquents. And of course, there were a few who were happy and smiling much of the time.
But, generally speaking, many of the remedial students were not an easy-going, socially and mentally well-adjusted
bunch of kids that you would want to trustingly invite into your home as a group or have working for you. Some of them
were just plain hostile and nasty towards other students and were continually disruptive in any classroom.
In modern times, the word “tracking” elicits strong negative reactions from many quarters. Let me give you a
student’s view of tracking. I was in the “regular” classes. All three classes had to read a specific number of books
during the school year and do written (and sometimes oral too) book reports. The students in the honors classes had to
read more books during the year, those in the remedial classes fewer books. As might be expected, the students in the
remedial classes tried to get away with reading short, easy to read books with lots of pictures, books that were meant for
students in lower grades. The students in the honors classes typically chose classics or longer, more difficult books, often
written by the recognized “great authors”, and those books and authors listed in the Western Canon*. (See
http://www.interleaves.org/~rteeter/grtbloom.html and http://codex-librorum.blogspot.com/ )
But there was another difference too. The written book reports turned in by the remedial students were typically
short, sloppy, and immature with lots of spelling errors and bad grammar. Most of them really didn’t care; they were just
required to turn “something” in. But the honor students had much more difficult book report requirements. Their reports
were often imaginative and creative, and often very interesting. They sometimes had to tell how the protagonist or
antagonist matured and changed his personality, views or outlook, or changed psychologically during the course of the
story. And many of them manually typed their book reports!!! That kind of mental work was much more difficult and
required a lot of deep thinking, something which we in the regular classes really did not want to have to do. For our book
reports in the regular classes, we had to tell in about two neatly written-in-ink pages of about 500 words what happened
over the course of the story. And it had to be different than what was written on the book flap.
* The We s t e r n C a n o n is a term used to denote a canon of books, and, more widely, music and art, that has been the most influential in shaping
Western culture. It asserts a compendium of the "greatest works of artistic merit." Such a canon is important to the theory of educational perennialism
and the development of "high culture". Examples of shorter canonical lists (in which the selectors have attempted to list only the most important
works) include:
 Great Books
 Great Books of the Western World
 The Harvard Classics
 Yale College Directed Studies curriculum

The Great Books of the Western World is an attempt to present

the 2nd edition (1990) of the Western Canon in a single package of 60 volumes.

One of the notable attempts at compiling an authoritative canon in the English-speaking world was the Great Books of the Western World
program. This program, developed in the middle third of the 20th century, grew out of the curriculum at the University of Chicago. University
president Robert Hutchins and his collaborator Mortimer Adler developed a program that offered reading lists, books, and organizational strategies for
reading clubs to the general public. http://en.wikipedia.org/wiki/Western_canon
In 1990 a second edition of Great Books of the Western World was published, with updated translations and six more volumes of material
covering the 20th century, an era of which the 54-volume first edition was nearly devoid, bringing the total to 60 volumes. A number of pre-20th
century books were also added, and four were dropped: Apollonius' On Conic Sections, Laurence Sterne's Tristram Shandy, Henry Fielding's Tom
Jones, and Joseph Fourier's Analytical Theory of Heat. Adler later expressed regret about dropping On Conic Sections and Tom Jones. Adler also
voiced disagreement with the addition of Voltaire's Candide, and said that the Syntopicon should have included references to the Koran. He
addressed criticisms by others that the set was too heavily Western European and did not adequately represent women and minority authors.
The volume numbering of the second edition is not strictly compatible with the first edition due to rearrangement of some books. See
http://en.wikipedia.org/wiki/Great_Books_of_the_Western_World for a more complete listing of the contained works in both the original and the revised
volumes. If you ever purchase a set of these, be sure that you have the second edition, 60 volumes; post 1990 set to get the authors of the twentieth century.

“Great Books of The Western World”, -- 60 volumes

Information... Knowledge... Understanding... Wisdom...

From the ancient classics to the masterpieces of the 20th century, the Great Books are the introduction to the ideas, stories and discoveries
that have shaped modern civilization. This collection of 517 classics in 60 beautifully bound volumes is color-coded into four subject
categories: literature, history, philosophy, and science. And since this edition includes works from 20th century authors, it’s the most up-
to-date collection of the Great Books ever.

Product Details

Reading and understanding great works by history’s outstanding minds has always been considered the substance of a liberal education. The
Great Books of the Western World has been acclaimed as the greatest publishing venture of the 20th Century. The set consists of 60
volumes, with 517 works by 130 authors spanning 30 centuries, on a total of 37,000 pages containing 29 million words. Among the Great
Books` 130 authors, 47 are writers of imaginative literature; 29 are masters of mathematics and/or the natural sciences; 28 are historians or
social scientists, and 28 or more are philosophers and/or theologians. (This totals 132 because William James and Alfred North Whitehead
have made contributions in both of the latter two subject categories).

Volume Details

Volumes 1 and 2 of this collection is the Syntopicon, a unique two-volume guide that enables you to investigate a particular idea and
compare what different authors have to say about it. The Syntopicon comprises a new kind of reference work -- accomplishing for ideas
what the dictionary accomplishes for words and the encyclopedia accomplishes for facts. Also included is the Great Conversation, featuring
fascinating background information, extensive timelines, photos, and quotes from the classic works and their authors.
The following are samples of great thoughts through the ages:

5th Century B.C. - Euripides

"--our ancestors handled these matters well by banning their murderers from public sight, forbidding them to meet or speak to anyone. But
the point is this: they purged their guilt by banishment, not death. And by so doing, they stopped that endless vicious cycle of murder and
revenge."
--- Orestes
 17th Century -- Locke
"Every man in the state of Nature has the power to kill a murderer, both to deter others from doing the like injury -- and also to secure men
from the attempts of a criminal who -- hath, by the unjust violence and slaughter he hath committed upon one, declared war against all mankind."
---Concerning Civil Government

20th Century -- Shaw

"--the human fact remains that the burning of Joan of Arc was a horror, and that a historian who would defend it would defend anything.
The final criticism of its physical side is implied in refusal of the Marquesas islanders to be persuaded that the English did not eat Joan.
Why, they ask, should anyone take the trouble to roast a human being except with that object? They cannot conceive its being a pleasure. As
we have no answer for them that is not shameful to us, let us blush for our more complicated and pretentious savagery--" -- eBay --

Special colors on the Great Books` spines guide you quickly to the four subject areas:

GREEN: N o v e l s , S h o r t S t o r i e s , P l a y s , a n d P o e t r y RED: P h i l o s o p h y a n d R e l i g i o n
Volume 3 Homer Volume 6 Plato
Volume 4 Aeschylus, Sophocles, Euripedes, Aristophanes Volume 7 Aristotle l
Volume 12 Virgil Volume 8 Aristotle ll
Volume 19 Dante, Chaucer Volume 11 Lucretius,
Volume 22 Rabelais Epictetus, Marcus
Volume 24 Shakespeare l Aurelius,
Volume 25 Shakespeare ll Plotinus
Volume 27 Cervantes Volume 16 Augustine
Volume 29 Milton Volume 17 Aquinas l
Volume 31 Molière, Racine Volume 18 Aquinas ll
Volume 34 Swift, Voltaire, Diderot Volume 20 Calvin
Volume 45 Goethe, Balzac Volume 28 Bacon, Descartes, Spinoza
Volume 46 Austen, George Eliot Volume 30 Pascal
Volume 47 Dickens Volume 33 Locke, Berkeley, Hume
Volume 48 Melville, Twain Volume 39 Kant
Volume 51 Tolstoy Volume 43 Hegel, Kierkegaard,
Volume 52 Dostoevsky, Ibsen Nietzsche
Volume 59 Henry James, Shaw, Conrad, Chekhov, Pirandello, Volume 55 William James, Bergson,
Proust, Cather, Mann, Joyce Dewey,
Volume 60 Woolf, Kafka, Lawrence, T.S. Eliot, O`Neill, Whitehead, Russell, Heidegger,
Fitzgerald, Faulkner, Brecht, Hemingway, Wittgenstein, Barth
Orwell, Beckett

BLUE: History, Politics, Economics, and Ethics

Volume 5 Herodotus, Thucydides
Volume 13 Plutarch
Volume 14 Tacitus
Volume 21 Machiavelli, Hobbes
Volume 23 Erasmus, Montaigne
Volume 35 Montesquieu, Rousseau
Volume 36 Adam Smith
Volume 37 Gibbon l
Volume 38 Gibbon ll
Volume 40 J. S. Mill
Volume 41 Boswell
Volume 44 Tocqueville
Volume 50 Marx, Engels
Volume 57 Veblen, Tawney, Keynes
Volume 58 Frazer, Weber, Huizinga, Levi-Strauss
GREY: M a t h e m a t i c s a n d N a t u r a l S c i e n c e s
Volume 9 Hippocrates, Galen
Volume 10 Euclid, Archimedes, Nicomachus
Volume 15 Ptolemy, Copernicus, Kepler
Volume 26 Gilbert, Galileo, Harvey
Volume 32 Newton, Huygens
Volume 42 Lavoisier, Faraday
Volume 49 Darwin
Volume 53 William James
Volume 54 Freud
Volume 56 Poincare, Planck, Whitehead, Einstein,
Eddington, Bohr, Hardy, Heisenberg,
Schrodinger, Dobzhansky, Waddington

For a much more complete listing of the authors and their works, see http://info.eb.com/PDFs/GreatBooks%20titles%20and%20authors.pdf
 The students in the honors classes probably had better teachers who were more academic in their teaching
since their classes were the easiest to teach and manage, and the teachers at the top of the totem pole probably had first
choice on what classes they wanted to teach each term. They also likely had better class materials, better and more
hands-on laboratory facilities since they had smaller classes, more field trips since they got their required work done faster,
opening up more free time for themselves, and more VIP and role-model type visitors than their lower-track regular and
remedial classes. Hey, does a visiting medical doctor really want to speak to a bunch of low IQ kids in a remedial class
who are not interested in what he has to say and do not want to pay attention or listen to him, or would he prefer to
spend his time speaking with a group of honor students, some of whom are likely to become doctors themselves in
future years? Since honors and advanced placement classes are easier to teach and require less time being spent on
classroom management of errant and disruptive students, teachers of these classes are able to set aside more time for
student learning and devote more class time and energy to learning activities than are their counterparts in other classes
since fewer students in these classes engaged in "off-task" activities. Students in honors classes were being exposed to
knowledge and taught social behaviors that differed not only educationally but also in socially important ways.
Students at the top in these honors classes were exposed to the knowledge that was highly valued by society in our
culture, knowledge that identifies its possessors as being educated. Similarly, those students were taught critical
thinking skills, creativity, and independence. They were being groomed and prepared to one day take their positions as
leaders in business, industry, and government. Students at the bottom in the remedial classes spent so much time trying
to learn basic academic skills and social skills that they were never able to advance to and access these more advanced
educationally and socially important activities. As they say, you have to learn how to walk before you can run! And
many of the students in the remedial classes had to learn to read before they could be expected to be able to read and
intelligently discuss the works of the “great authors” listed in the Western Canon.
Every couple of years the students in the remedial classes and those students who were new to the school had
their hearing and eyesight tested by a trained medical specialists with the school district or contracted by the school
district. Students who were new to the remedial class would also have their IQ’s tested and be given a psychological
evaluation by the school district psychologist to determine if they belonged in the special education class, if they had a
chance of returning to the regular classroom as soon as they learned English sufficiently or overcame some other learning
difficulties, or if they were just on the low end of academic abilities and were likely to forever remain in remedial
classes. Hey, that was back in the old days when about half of the students were defined as being average or below
average, at least mathematically. The psychologist also sometimes picked up on some psychological problems that
would require the parents to seek higher level professional help and possibly medications. The general goal was to
determine what problems these students had, then work with the parents to properly and professionally address those
problems whenever possible, to address their learning problems, and to bring them up to speed in terms of their
education and abilities so they could hopefully one day return and properly function in the classroom with the regular
students, even if it meant being set back one or two grade levels so they would be more mature and could be better able to
cope and learn or relearn the material. This special intervention with help and tutoring in their early years was also
viewed as actions that would put some of them on the road to becoming useful, productive citizens and blue-collar,
technical, construction, or service industry workers in the future, and keep them from following a path of crime.
Hey! Don’t knock it! That was more than is being done for most similar learning-challenged students in most
schools today. And I am sure that if those remedial students who were in classes like I am describing and who turned 18
in 1960 were to take a standardized education exam and the results compared to test results on identical standardized
tests of similar learning challenged students of today who have been “mainstreamed” into regular classrooms, the
remedial students of the 1950’s would score higher and demonstrate a higher level of educational attainment and
understanding.
But movement into the regular classes rarely happened, because to move up meant that academically they had
moved out of the bottom 20 percent of the worst students, and the lowest student in the average classes of the middle 60
percent then had to be bumped downward into the remedial class. This policy was not quite that strictly adhered to, but
that is what it amounted to so that the bottom 20 percent of the students in each grade could receive the special help and
tutoring that they needed with their learning that was only available to the remedial students by being in the remedial class.
When a teacher felt that a specific student who was struggling and falling further and further behind in the
regular class would benefit from being transferred into the remedial class where he would receive that special tutoring and
help with his learning, she would meet with the remedial class teacher and the school counselor. They would review the
student’s records, school work, overall academic performance, and his progress or lack thereof in class as well as his social
skills and his ability to co-exist with the other students cooperatively in the regular class; and if they all agreed with the
original assessment and recommendation of the teacher, they would contact the parents and try to set up a meeting with
the parents, even if it meant meeting at their home in the evening. They would share their findings, information, concerns,
and recommendations with the parents. If the student was borderline as to which class would be best for him, they would
listen to the parents and follow their wishes.
But if a student was obviously not able to perform at the level of the regular classes, had given up even trying,
and was just being disruptive and a discipline problem in class, or was frequently truant or suspended, then the teachers
and councilor would inform the parents that they were transferring their child into the remedial class. It was a declarative
statement, not an inquiry of what the parents would like. If the parents did not agree or would not accept the decision of
the school, they had four choices available to them.
1. They could withdraw their student from school and “home school” him. This was usually unacceptable
because the parents likely already knew how unmanageable their son was and had wanted the school to take
over their parenting and discipline responsibilities where they had failed, so they would not want their son back
home full time and have to take over the responsibilities for his education.
2. They could withdraw their son from the public school and send him to a private school. But this choice cost
extra money for tuition and it is likely that a private school would just expel him anyway if he was as
unmanageable and disruptive as described above.
3. They could hire a private tutor and see if they could bring him up to speed. But if they were from a poor, lower
class family, which many of them were, they would not be able to afford private tutors and it is likely that their
son would not pay attention anyway. It would just be a waste of money.
4. They could move to a different school district. But if they did find a school that would accept him into a
regular class, it would likely be a very low quality school with a bad reputation and no special programs for
helping students who were “learning and discipline challenged”.

Thus, at least as a student in school, we never heard about any problems or disagreements occurring between parents
and the school, when a student changed classes between the regular class and the remedial class.
The two biggest hurdles holding the students in the remedial classes back from being moved into the regular
classes were: 1) the quality of the work and effort they put forth, or should I say “failed to put forth” and 2) their strong
anti-academic, anti-school personal and cultural attitude that prevailed among most students in the remedial class. To
move up into the regular classes, any remedial student would have to begin doing his classroom assignments and
homework at the same grade level, academic level, and quality as the students in the regular classes, and would have to
begin putting forth a “regular class” level of academic effort towards learning, and develop an appropriate, positive
attitude towards school and learning. And that just did not happen, but rarely!! Within the remedial classes there was an
extreme laziness among the students and a strong, pervasive, and prevalent “anti-academic” attitude and culture that
prevailed within many of the students and their families at home towards academics and school work. To the parents,
the school was a place that would babysit their delinquent and problem children during the day and keep them occupied
and out of trouble. The concept of school for many of the low-end students and parents was often to “do just enough to
just get by, by doing as little as possible”. This anti-school attitude was something that required a massive change in
attitudes and culture at home within the families and parents of the remedial students starting at home – and it rarely
happened although the migrant Mexican students were the most likely to be the students who did move into the regular
classes when it did occur. Their families often valued school and considered getting an education to be important to them.
We never did ask them if they were legal or illegal aliens. We never thought about it and the question just
never arose.
Just as the regular students were happy to be rid of the remedial students, so they could better concentrate and
focus on their studies without the ever-present threats, fear, intimidation, and class disruptions, so also were the honor
students glad to be out of the regular classes and by themselves. They often found the regular classes to be boring,
unchallenging, and moving too slowly because so many students were unable to quickly grasp key ideas in the daily
lessons. They compared it to being forced to learn with a ball and chain tied to their leg – having to endure all of the
dumb questions of the slower learners who had significant problems trying to grasp key ideas and concepts. By being
removed from the regular classes, the honors students felt that they had suddenly been unshackled from their academic
ball and chains and were now free to soar to great heights to explore and discover the wonderful world of academics
with other brilliant academic eagles like themselves.
This system was called “tracking” and was later declared to be illegal by the U.S. Supreme Court because it
was determined to result in “defacto segregation”, which meant racial segregation in fact even though there was no intention
of actually doing so. The remedial classes contained a large percentage of brown skinned and minority students from the
poorest families in the community while the honors and AP classes contained primarily White and Asian students from
the most affluent families in the community, resulting in both “economic” segregation as well as segregation by race or
ethnicity. I was to discover later that there was a strong correlation between a student’s grade point average and his
parents’ wealth and social-economic standing or pecking order within the community.
Today the classrooms in the public schools in the United States are “mainstreamed” which means they are a
heterogeneous mix of students of all learning abilities and IQ’s including the troublemakers, the disruptive students, those
with short attention spans, those with bi-polar disorders, and the most difficult to manage students. It makes the teacher’s
work so much more difficult and means that all of the students are being shortchanged in today’s public school classroom
because the teacher must now divide her attention and teaching time among students of all different learning abilities, so
that each ability group now receives less total teacher time.
 One teacher in a 2010 blog expressed his opinion of mainstreaming as: “When remedial and special needs
students are mainstreamed into my classroom, a special education teacher does not come in with them. I have to spend
too much time modifying lessons for these students, which takes away valuable time for my regular ed students. I
believe it's dragging down the students who are capable, and doing no benefit for the students who are 2 or more years
behind.”
In addition, today’s teachers in the regular classrooms have not received the many hours of specialized training
in working with the problem, hard to teach, and emotionally troubled students that the remedial teachers previously had
in the 1950’s and 1960’s, nor are they given any additional teacher assistants or co-teachers in the classroom to assist them
with the work with the students, and to shoulder some of the added workload and stress. Some outstanding teachers in a
regular classroom are simply unable to handle and work and cope with unruly and difficult to manage students and are
forced to quit the teaching profession altogether and find work elsewhere. And there is no extra pay for today’s teachers
as there was in the past for those teachers who did get the additional extra training required to teach remedial classes.
These special remedial teachers had more training than regular teachers, but usually not enough to fully qualify them to
be “special education teachers”. There is no question but that teaching and learning in today’s public schools has become
much more difficult and much more stressful than it was sixty years ago in the 1950’s because of the insistence that the
classes not be made homogeneous in terms of the students’ learning abilities and motivation. The results of these changes
in education in the U.S. show up in international standardized test scores on core subjects. In the 1950’s and 1960’s
public school students in the United States always scored near the very top in comparisons with students in other
modern, westernized countries on similar tests on the same subject matter. Now, in the 2000’s, the United States is
always scoring near the bottom in such comparisons of the general performance and comprehension of international
public school students.
One thing that I became aware of in the fourth grade was that we were not all equal but instead had a social
pecking order. I was in the middle third, so I was in an excellent position to observe and recognize both the students above
me and those below me in this pecking order. Most of the students in the honors class were at or near the top of our
social pecking order. Not only were they the smartest, but they were also the healthiest with the fewest medical problems
and the fewest days of school missed due to skipping school (playing hooky) or illness. For the most part, they were the
strongest, the most physically attractive, the best athletes in our organized games and activities at recess, and had the
best people skills for making friends and getting along with others. They were also the informal peer leaders at recess
and good team players and team members when the situation called for it. They were the ones who were the best
“organizers” and were the best at “getting things done” and were the students who were regularly receiving credit and
accolades for various outstanding accomplishments and achievements. They exhibited the best and consistently neatest
penmanship in their daily work although some other students outside the honors class, usually girls, also had neat
penmanship. The penmanship of the students in the honors class (which was usually very neat, bold, and readable)
differed markedly from the penmanship of those in the remedial class (which was usually very messy, scribbly,
immature, and difficult to read) but since I was not an expert in graphology or psychology, I was not able to interpret
the meaning of these differences.
In Boy Scouts and Explorer Scouts, those who achieved the rank of Eagle Scout or were elected to “The Order
of the Arrow” were far more likely to be from the top 25 percent of the student pecking order and more often than not
from the honors sections than they were from among the ranks of the students who were in the bottom 25 percent of the
pecking order which included those in the remedial classes. The same is true for students who played first or second
chair, any musical instrument, in the school’s symphony orchestra, symphony band, or marching band. Of course, it goes
without saying that those who are regularly on the academic honor roll are far more likely to be in the top 25 percent of the
student body rather than the bottom 25 percent of the student pecking order. The top 25 percent of the students in the pecking
order generally represent the “doers”, “achievers”, and the active “participants” in life – the shakers and movers, the
students who were the most actively involved in school activities and who the ones getting things done around school and
in their personal lives outside of school - while the bottom 25 percent generally represent the sedentary “spectators” in life
who usually avoid getting involved and volunteering.
This became fairly obvious whenever we would do a rare school or class project where many of the students
participated and the teachers stepped aside and let the students handle it. On the projects that were the most successful, the
students from the honors class would be the organizers and leaders, and provided effective leadership, guidance, and
direction. Other students were more willing to accept them as leaders and follow their directions. Most of the students
in the regular classes were good workers once we knew what to do and what our own specific responsibility or task was.
But when we did not have one or more of the honor students around to organize the project, and tell us the plan and
what to do, our collaboration and cooperation often broke down or was haphazard at best. When it was just the regular
students trying to develop a project on our own, our first problem was the endless bickering about “who is in charge and
who was going to be the boss or leader” with the idea that “the boss” would be someone who just stands around, watches
everyone else work, and periodically barks orders at them about what they are supposed to be doing. Three quarters of
the project members would want to be “the boss” but very few were willing to accept orders from anyone else.
Eventually when a weak leader emerged, many of the other regular students were reluctant to follow him or would argue
that his plan or idea was no good and would not work. Thus, a work crew made of entirely regular students was often
slow, rather ineffective, and often falling apart at the seams. There was no question but that we needed some of the
honor students on every work crew to provide cohesiveness, organization, social stability, leadership, guidance, and
direction.
There were a few good and decent student workers among the remedial students, but more often than not
having any remedial students on the team would prove to be more of a hindrance than an asset to any project team.
Many were lazy. They would tell us that they were going to do something and it would never get done or would be
done in such a sloppy manner that someone else would have to redo it. More often than not, we had to pair them up
with a regular student who would figuratively speaking hold them by the hand throughout the project and spend his time
babysitting. This, combined with their negative attitude towards any kind of work, constant complaining, and trying to
change the task to playing, or running off and hiding when they were needed, would slow down the work considerably.
If the students had a choice about it, we could ‘cherry pick” a few of the remedial students who had good attitudes and
were willing to work to be on the project team with us and tell the rest of the remedial students that they were not needed. I
have found the workforce in adult life to be very similar with similar problems and results, but “political correctness”
will not allow us to admit in public what we observe in the private confines of our work environment.

The deaths and damage of many disasters are magnified when a strong chain of command is not previously
established and regular disaster drills, exercises, and practices periodically held. Hurricane Katrina, which slammed
into the Gulf Coast on August 29, 2005 from Florida to Texas, is such an example of ineptitude. A number of people were
more interested in finding the media and TV reporters to get on TV and tell them that they were the boss and in charge
than they were in initiating an effective rescue effort. Infighting among many of them prevented vital rescue efforts,
supplies, and aid from reaching the people who urgently needed it in a timely manner, and sometimes it sat waiting a
hundred miles away for the call telling them where to go and assist in the rescue efforts but it never came and they
remained unused throughout the entire disaster. There were several fully equipped National Guard units and out of state
fire department rescue units who came and were ordered to wait outside the disaster area until they were called. They
were never called and finally returned to their home bases and home states. As a result of this gross mismanagement
more than 1830 people lost their lives in Hurricane Katrina. Even (Republican) President Bush had cut hundreds of
millions of dollars from levy repair (Democratic) appropriations to support his wars in Iraq and Afghanistan prior to the
Hurricane. The resultant levy failures from his canceled maintenance and repair caused many hundreds of these deaths
and many additional billions in damage to the Golf Coast. Thus, it is not only the kids in elementary school who want to
be the boss and rise to the top of the pecking order, at least temporarily. The adults are just as bad, if not worst, often at
much more critical times – all because they all wanted the exclusive bragging rights for their resumes.

One other thing I noticed for perhaps the first time when I was in the fourth grade – GIRLS! They existed!!
But more importantly, there was a different pecking order for them and they were treated differently by their male peers in
class. I am not going to discuss the students in the middle of the pecking order, only those at the extreme ends of the
male and female pecking order. Those students in the middle merely formed a continuum between the two end extremes.
The pretty girls were at the top end, and the unattractive girls and the obese girls were at the bottom of the pecking
order. A small percentage of the guys would occasionally pick-on and tease the obese girls unmercifully, saying very
hurtful and spiteful things to them which I am sure they remembered for years afterwards. Sometimes they would go, “Oink,
Oink” around them.
But even by fourth grade, some guys were trying to engage the pretty and more attractive girls in conversation or
were inviting them to join in team or group activities on the school playgrounds at recess. Sometimes they would
politely tease the pretty girls, just to let them know that they were around and were thinking about them. Unlike the
obese girls, the teasing of the pretty girls was more along the lines of polite banter. But at the fourth grade level, the
social skills of the guys was not very well developed or mature, and they often became more of an obnoxious nuisance to
the pretty girls who would frequently plead with the guys, “Would you guys just be quiet and go away?” There is no
doubt that even in the fourth grade, the pretty girls secretly enjoyed being noticed by the boys, which was certainly better
than what was happening to the girls at the opposite end of the female social pecking order.
I later discovered that we are genetically programmed to be attracted to beautiful women. Professional sociologists
have shown newborn babies big color pictures of beautiful, smiling women and found the babies were fascinated and
would stare transfixed at the pictures for a long time. When shown similar color photos of an ugly, scowling, old hag,
the babies would start crying and turn away. Maybe I am a little slow, but I was in the fourth grade by the time I became
conscious that attractive girls existed in my own age group and that we were all treating them differently than we treated the
obese and unattractive girls. That means that the social programming of children to assume their rightful positions in the
social pecking order begins at a very young age, certainly younger than the fourth grade. Cute and beautiful girls learn very
early in life that as long as they follow certain social rules, norms, and customs, keep their nose clean, stay out of trouble,
avoid evil temptations and iniquity and remain on “the high road of life”, and maintain a good reputation, they are going to
experience the best that life has to offer and be treated as being special. The obese and unattractive girls are told that the best
is out there (somewhere in outer space) but that they had better prepare themselves for a subservient, low-wage, service
industry job, like being a waitress, cook, cleaning lady, or maybe a hotel maid or a cleaning lady who cleans the restrooms at
airport terminals.

At the ten and twenty year high school reunions, I discovered after talking with various women alumni and
wives of male alumni that most girls have dreams when they are in junior high school or middle school about what they
hope will occur in their lives in the next few years, specifically during their high school years. Among those dreams and
fantasies were the following:

1. Every girl hopes that at some point, some young man will become her “Prince Charming” and invite her to
at least one formal dance while in high school. She dreams about going out shopping for that perfect prom
gown and preparing herself to become Cinderella for her prince. I went to a fairly large high school with
about 2,000 students. At any given formal dance – like the Junior Prom or the Senior Ball – only about ten
to twenty percent of the students participated. That means that by the graduation time, probably no more
than 35 percent of the students had ever attended a formal dance during their high school years – and by
graduation, for about 65 percent of the girls, many of the dreams they had held closest to their heart for the
previous several years lay shattered.
Nancy had this portion of her teenage dreams come true. I personally took her to at least two formal
school dances in our senior year of high school. No, I did not hire a limo; I washed and waxed the family
car and vacuumed the interior very well earlier both afternoons and filled the gas tank.

2. Another dream that they have is becoming (A) a prom queen or princess, (B) a parade queen or princess who
rides on a float, (C) a cheerleader, (D) to win a beauty pageant – at least at the local level, and/or (E) to be
asked to do some part-time fashion modeling for some luxury department store. But many girls realize
early on that these honors go to a few pretty, sexy, and popular girls near the top of the social pecking
order and that if they are not in the top five percent, they can forget about this dream. This becomes just
one of their wild fantasies or one more of their “impossible dreams”.
Have you ever asked yourself the question, “Who are these girls who regularly win the various honors
for being beautiful or attractive and who consistently make the school honor roll? How are they different
from the rest of us?” They are only a tiny percentage of the total student population. They are what I call
the “super-girls of today in training to become the superwomen of tomorrow”.

3. In high school girls begin sorting themselves out according to their career dreams. Some girls dream of
becoming doctors or lawyers, or other highly educated professionals, while others set little, easy to achieve
goals for themselves in life. One subset of this second group is girls with great abilities who lack self-
confidence, motivation, and a passion for life, and who do not fully believe in themselves and what they are
capable of achieving in life. These are girls who graduate in the top 20 percent of their high school classes,
do well on the SAT, and only want to get married, have children, and work part-time as a waitress in a local
restaurant. I have never been able to figure out how to light a fire under the butts of these girls and get them
to dream big for themselves and to believe that those dreams for themselves are possible to achieve and can
come true.

Needless to say, by high school graduation, most girls need to do a realistic reassessment of themselves, their
position in the social pecking order, the kind of guys they are likely to attract and eventually marry, and what they are
capable of accomplishing in terms of future education and their future career – and in terms of what I have outlined here
in my sociological theory.
To put these findings in terms of my sociological theory: Males do a much better job of sorting themselves out
according to their abilities, aptitudes, motivations, passions, education and training, and interests during their teen years
and early adult years than do females. Occasionally I have heard some males complain that they are trained or skilled in
some trade or profession but are unable to find work. That is more a matter of perseverance, persistence, their personal
people skills, and quality of job skills as well as market supply and demand for their specific job skill. In most jobs
there are an over-abundance of qualified applicants, far more than there are available jobs. So just like in the game of
musical chairs, some weaker and less qualified applicants won’t get the jobs they seek. Because the social pecking
order works fairly efficiently in sorting out the males, they are rather boring from my sociological perspective and I
have instead chosen to concentrate on the females who have more problems and variation among them.
Among the females, I have found that there are three primary groups in the teen years and early adult years
with each group being broken down into subgroups as you get deeper into details and descriptions.
A. The first and smallest group of girls, Group “A”, are those at the top of the pecking order in high school, those
young women whose beauty, attractiveness, sexiness, and reputation are legendary within the local community
and are an important part of their personal identity. They are perhaps no more than five percent of the young
female population. They find their having been born “female” to be a tremendous asset, at least in high school
and usually also in college and for a few years following college. Between the ages of 15 and 30, they are
often admired as “objects of great beauty” and “genuine works of art” by both men and envious women alike.
Guys, with unbridled lust in their eyes, will often stare at them; sometimes complement them on their looks,
telling them how “hot” they look. Sometimes the guys will make catcalls or rude remarks or will often try to
“put the make” on them or pick them up. These girls are the ones who expect to win beauty pageants, become
prom queens or princesses or parade princesses, do some modeling of modern teen fashions in major local
department stores, and in general, have strangers often complement them about how attractive they are. They
are often able to get jobs where attractive girls only need apply, such as selling cosmetics at major, high-end
department stores or being a receptionist at important companies that deal with the most affluent of the public.
Some of these girls who successfully graduate from college are the ones who become the trophy wives of very
successful, high income professional men.
Just imagine the kind of high achieving young lady you might have if any of these super-women in
Group A with the super-genetics had also received the super-parenting they required for twenty years or more
to fully develop some of their super-attributes and aptitudes.
These “hot and sexy” girls are also the ones who face the greatest challenges and temptations in life,
as it often seems that every guy and sometimes others are “hitting” on them, trying to lead them astray. For
every group “A” girl who behaves in a socially acceptable and responsible manner towards her body and survives
these tempestuous years of temptation intact, an unknown number of others succumb to those temptations with
typically tragic consequences. They often fall by the wayside, fall off the high road of life, or are otherwise
seriously emotionally hurt and scarred by their many traumatic experiences and “guys playing games with their
hearts, minds, emotions, and bodies”. They realize all too late that being beautiful and having a sexy body
comes with a hefty price and is a huge responsibility that requires far more than an average level of maturity,
wisdom, and exceptionally good judgment. Some who have been hurt or abused are able to eventually pull
their lives back together to some extent while others are never able to fully recover to where they would have
otherwise been. There is absolutely no chance for survival for any girl with a young, immature, innocent mind
in the hot, sexy body of a super-girl.

B. The second and largest group of girls are those in the middle. They find that having been born “female” on
the whole to be neither a particular positive asset nor a noticeable negative liability, but instead it is just a
characteristic and condition of their birth. While they undoubtedly envy the “beautiful” girls and dream of
being able to live the glamorous and swinging social lives of the beautiful girls, they generally recognize that their
self-esteem is going to have to come from their achievements, not from their looks and sexy figures. They know
that guys will never look at them with lust in their eyes and think of them as being cute or “hot”, or having
really sexy bodies. For the top subgroup, if they are going to receive complements, those complements will have
to come from their achievements -- their being a great pianist or playing first chair in the school band or
orchestra, being a great athlete, a great artist or ballet dancer, consistently being on the honor roll, etc., most of
these achievements which will have little or nothing to do with their having been born female. These girls have to
be motivated to work hard and develop their inner selves.
But many who form a second and larger subgrouping aren’t so motivated and don’t work hard to
develop themselves. They lack the fiercely competitive spirit and burning passion required to be willing to
make the required sacrifices. They too have to envy the girls in group “A” because the girls in group “A” do
not have to “work hard”. They only have to stand around, smile, brush their hair, wear the latest “hot”
fashions, and “look pretty”. But many of the girls in group “A” do work hard and also develop their inner
selves, their aptitudes, and their abilities.
Another area of envy is that the “beautiful girls” in group “A” are the ones who wind the men around
their little fingers, who get to ride around in expensive sport cars with handsome, affluent men (their sugar
daddies), and stretch out on the decks of their luxury sail boats and yachts in their bikinis while the girls in
group “B” have to stay home and practice their music or go to the tennis courts, skating rink, or swimming pool
and practice for several hours every day. They have to sacrifice having much of the social life and freedom that
the group “A” girls have and enjoy. These girls would love to have some young men genuinely say that they
were “hot” or “sexy” or “cute”, but they know that it is never likely to happen – unless the men are hitting on
them for obvious reasons.
Not surprisingly, many of the most successful women in various areas of endeavor were group “B”
women in high school. They quietly remained just under the radar of visibility of a majority of students in high
school and their accomplishments were rarely noticed. Along the way they learned fashions and makeup.
 Their many years of dancing lessons paid off and gave them confidence, poise, and posture. Their teamwork
and competitions along the way provided them with people skills. They were never noticed in high school
because they never wore makeup and stuck to wearing blue jeans and sweat shirts. Suddenly at the ten year
high school reunions, people notice them and their advanced graduate degrees and professional degrees and ask,
“where were you when I was in high school?” They had a passion in life, but patiently spent many years
preparing for it. They also likely had outstanding and supportive parents – at least one parent and frequently
both parents, who stood by them, supported them, encouraged them, and spent a whole lot of money on many
years of private lessons.
Overall, we found the girls from group “B” to make the best and most reliable friends in high school.
Most did not have a steady boyfriend but instead chose to hang out with a group of friends, a mix of both males and
females. The girls of group B were generally either straight up and down or lacked a waistline. Many were a little
stockier or heavier boned than the slender, sexy girls in group “A”. As boys, we realized that their best qualities
were inside them, their personalities, their dependability, and their willingness and skill to give and take on the good-
natured teasing and to dish it out in return. They learned from the boys how to dish it out too. When we fell into a
game of sandlot volleyball, the girls were important and contributing members of the team. We learned to enjoy the
companionship of these girls and not to pine for the hot and sexy girls of group “A”. There were none of us guys
who were perfect or near the top of the pecking order, and these girls never mentioned or made an issue of our
deficiencies and imperfections, but instead just accepted us as we were, so we did the same towards them.

C. The third group of girls is those at the bottom of the social pecking order. They are the obese, the unattractive,
and the mentally slow and challenged. They are totally lacking in looks and the many desirable qualities and
characteristics of the girls in group “A”. But additionally, they are also lacking in the social skills, people skills,
aptitudes, abilities, a passion, motivation, training, and/or education needed to achieve the successes of the
girls in group “B”. Generally, these girls find that their having been born “female” to be a liability. That is, for
the most part or on the average, their brothers are doing better in life than they are and they would rather have
been born a “male” and have been just another “brother” in the family. These girls know, probably from
almost the time they are born, that they will never win any beauty contests, and that they will never achieve
any successes in any other areas of life. They have to have a low self-esteem and are setting low, easy to
achieve goals for themselves in life. The one area where many of these girls do excel is in having babies. A
high percentage of them get pregnant in their teen years while they are still single, and often while they are still
in high school. The teenage pregnancy rate is inversely proportional to the positions of the girls on the social
pecking order and is undoubtedly related to their self-esteem.
---------------------------------------------------------------------------------------.
Some of the students in the fourth grade remedial class at my elementary school were children of migrant
Mexican farm workers and had language problems, but along with most of the students from the remedial class, I could
find plenty of additional “losers”, both males and females, in our two “regular” classes. They were students who were
in the bottom of the class academically. The girls were “unattractive”. Some were fat, or worse. Most of the boys and
girls in this “losers” group avoided organized sports at recess. They were not popular, and for the most part there was
nothing that any of them did well or excelled at. In short, few of them had any redeeming social qualities or tried to be
competitive. But as I thought back, I realized that it seemed like the same students were at the top or the bottom of the
pecking order in previous years, and in kindergarten and preschool too. In other words, the vast majority of losers remained
losers and the vast majority of winners remained winners throughout their school years with very little mixing or turnover.
In elementary school and junior high school the greatest majority of the students were skinny or slender. A few
were slightly overweight or stocky. And a very few were downright obese. As we played at recess and at lunch, I began
to notice that all of the students, both boys and girls, except for those who were grossly obese, routinely ran, jumped,
weaved, and dodged at various times as they developed their game skills and physical coordination in the course of our
games, activities, and vigorous, energetic play. Those were normal developmental activities for preteens. But the grossly
obese kids were too fat to run, jump, and play vigorously. Oh, they might run a few steps if we teased them enough, but
they would only try to run if their lives depended on it. In short, I was witnessing their failing health at such a young age
where they were unable to keep up with their classmates and peers on the school playground. Why was that? As a kid I
hypothesized that for them running must be like one of us trying to run with a ten pound weight attached to the bottom
of each foot. We would not be able to run very far or very fast either. But from health class I knew that vigorous, active
exercise, running, jumping, and playing were a necessary part of life in the physical and mental development of all of us
when we are young kids, and helped all of us students build strong hearts, lungs, and cardiovascular systems as well as
develop our muscles and improve our physical coordination, physical skills, social skills, and learning how to be a team
player. Vigorous exercise also helped build strong, healthy, bodies and alert minds. Rarely was any obese kid in the top
half of the class academically; most were in the bottom quartile. That meant that since these obese kids were not running,
they were not building up their internal systems and minds to be strong, alert, and flexible like the rest of us.
 Later I went to visit some of them at their homes and discovered that their sibling brothers and sisters, as well
as their parents, were all pretty much the same most of the time. That meant that down the road, whoever married one
of these super-obese people would be almost certain to have kids who could not run and jump and play vigorously too.
And that would be a real shame because vigorous running, jumping, and playing as kids is one of the necessities of life
to build the strong hearts, bodies, and minds that are needed for our survival.
There seemed to be a force that was controlling the position and destiny of each student in the social pecking
order that was beyond the control of the student and outside of his influence. So between the fourth and sixth grades, I
made it a point to visit as many of them, both boys and girls, at their homes as I could – and when I did, I carefully kept
my eyes, my ears, my nose, and my mind open. What I found formed the basis of my childhood theory of sociology, which I
am sure is not special or unique, but it is primarily observations that I came up with by myself in my preteen years,
independently of the expert professional sociologists. My theory of sociology is simply telling what I observed, and not
explaining the “why” in most cases. It is also not politically correct. I just wrote it as I saw it as a young kid without
regards as to whether I might be hurting someone’s feelings or affecting their “self-esteem”.
I made it a point over the next couple of years to visit those students at the top of the social pecking order at
their homes, usually several times. Usually when I went with them to their homes after school, the first thing that
happened was they or their mother would tell me that they had to do some chores or practice their music for half an hour
or more before they could play. If it was chores, I would help them with that. There were certain days when I could not
visit them because they had lessons or scheduled activities that they had to attend after school. Most of these students
were in the “honors classes”.
The mothers were typically attractive for their middle age years, slender or at least of average weight, in
excellent health, and with proper body proportions physically. They were on their feet, busy, actively doing things
most of the time. They appeared to be happy and to have lots of energy, and rarely seemed to find time to sit down and
relax. They also exhibited friendliness, grace, charm, a sense of humor, and good people skills. Many were involved at
least once a week in some sort of community activity or service. Their homes were neat, clean, well maintained, well
managed, and were typically the nicer, more expensive homes in the community. Some of those classmates lived in
nice homes on farms. It became apparent to me that most of those students who were at the top of the social pecking
order came from the more affluent and successful families in the community AND most of the students who came
from these more affluent families in the community were at or near the top of the social pecking order with almost
all of them being in the top 25 percent.
When their fathers came home, they would typically be healthy and fit, and no more than moderately overweight. I
did not see any “beer bellies” hanging out over their belt buckles among the fathers. They would often get busy around
the house too instead of sitting down and relaxing. The parents usually seemed to be leaders, volunteers, or at least well
respected within the local community as occasionally a neighbor or someone else would drop by and consult with them
or just chat with them. Both parents freely interacted with, talked with, and joked with their kids and friends (me). And
if I would stick around long enough, they would often invite me to stay for supper. They all ate well and the mothers
would frequently have a snack ready for the kids when they arrived home from school – often a glass of milk and a
peanut butter and jelly sandwich, Jell-O with fruit cocktail in it, a cookie, or a piece of cake or maybe some apple pie.
Meals with those students at the top of the pecking order were interesting. They were allowed to speak at the
dinner table and the parents would seriously listen to them and respond to them, but they had to organize their thoughts
and figure out what they were going to say before they spoke up. Their parents would not allow them to just prattle on
and on with nothing worthwhile to say. They also had to learn that everyone at the table gets comparable speaking time
and to respect what everyone including their siblings had to say. I was highly impressed by it all. I also inquired and
found that the parents of most of those classmates at the top of the pecking order had read bedtime stories to them when
they were younger, starting with nursery rhymes and child poetry when they were very young and moving up to famous
childhood stories by the great authors and those listed in “the Western Canon” when they were a little older.
It became apparent to me after a while that our community was very fortunate to have families like these living
in the community. Since many of them were better educated, and had better jobs and nicer homes, they undoubtedly had
higher incomes and paid more in taxes than did the rest of us. But they also regularly contributed many hours of
volunteer work in the community or in their church. Some served on various committees in the community or were
coaches, players, or leaders in various community athletic leagues and activities. It was obvious that each of these
families at the top of the pecking order was contributing far more to the life, culture, and the well-being of the community
than they were taking from it. Without families like these in the community our town would have been but a hollow
shell of itself, lacking in luster and civic pride – a very dull and boring place indeed in which to live. These families at
the top were responsible for many of the town’s activities like the annual Easter egg hunt, the Christmas decorations along
Main Street each year, various parades, and many other civic and cultural activities.

Next, I visited the homes and families of those students who were at the bottom of the social pecking order –
the “losers”. Almost every time when I would go home with one of them after school for the first time, I would be
immediately surprised, appalled, and shocked by the stark contrast between their homes and environment and those of the
students at the top of the pecking order. Their homes were often rundown shacks or shanties, or sometimes trailers (long,
usually single-wide, mobile homes, or sometimes double-wides), on weed-strewn and trash-strewn lots on the back
roads of the community. None of them in my community came from broken homes or homes with only a single parent.
My first impression was almost always, “My Gosh!!! Why don’t you guys spend a few hours picking up the trash and
hacking down the weeds?” Inside, I would sometimes find a fat or obese mother with big, wide, heavy hips and thighs,
(OK, morbidly obese with a humongously huge, wide butt!) sitting down, sometimes smoking a cigarette in a rather
messy and cluttered home. Her health would usually be obviously and noticeably poor or failing and she would be
suffering from any of several diseases commonly related to grossly obese people and smokers. It seemed like a large
majority of the mothers from the poor families had physical body shapes that were dramatically out of proportion from
the stereotypical, ideal, middle age female profile. Many were tremendously overweight with huge butts, hips, and
thighs – OK, they were morbidly obese - and often had problems walking! Some used canes or walkers. Today some
such women are using motorized scooters or wheelchairs to get around. The houses often stunk of cigarette smoke and
sometimes incontinence, or otherwise needed a good airing out to get rid of the stale and putrid air and stench – the
stench often associated with those in poor health who are not doing an adequate job with their personal hygiene.
Sometimes I would see a mouse or cockroach scurrying across an open space.
My classmate might get a bowl and pour himself some cold cereal for his after-school snack. There was never
any snack that had been prepared and laid out for him by his mother. Unlike the children who were at the top of the
pecking order, he had no chores and no assigned activities to perform for the family or himself after school. (This is
important because this is where the children get to experience successes, learn people skills, self-discipline, work
ethics, how to be a team player, and build self-esteem and confidence in themselves in their lives.) The mother would be
most unimpressive, and when I would meet the father, I would often find him to be almost as unimpressive. They
certainly did not seem very bright or smart, or on top of things. They were never witty conservationists with a sense of
humor. It was not unusual for either the father or the mother to be suffering from some obvious medical problems such
as asthma, emphysema, bad hips, or other chronic health problems, and to have various medicines visible around the
house. Some of the fathers had noticeable “beer bellies” hanging out over their belt buckles. Sometimes I would see
medical oxygen tanks in the house. It was obvious that their people skills often left a lot to be desired. They did not
interact well with their own children in any meaningful way like the parents of the successful kids. They often had
multiple children and would not hesitate to scream at one or another of them in front of me. The kids were left to grow
unattended like the weeds outside. The first thing that some of the dads did when they would get home would be to grab a
beer from the refrigerator and sit down. I could not help but think, “Why are you folks spending so much money on beer
and cigarettes, and finding so much time to sit down on your butts when you could be spending that money on a bucket
of paint and painting the exterior of this house?” I saw all kinds of work that they could be doing to improve the quality
of their lives, work that required their time and labor, but little money.

Meals were interesting although I rarely ate with them even when I was invited to do so. Meals were often a
period for eating with little talking or conversation. The kids did not speak at the table and if they tried, they were
usually told to be quiet and eat their vegetables or given a short response but they were not taken seriously at the dinner
table. But I had to smile at the games they often played at the dinner table. One sibling would often poke or gently kick
another under the table in such a manner as to not be detected by their parents. Their goal was always to instigate a scene and
get one of their parents to holler at their sibling while they pretended to be totally innocent and surprised. Somewhere
in there was a social culture about “tattling” and telling the parents, “Johnny kicked me”, but I did not quite figure out
what it was. When I asked them if their parents had ever regularly read to them, the answer was a firm “no”. I learned
later that it was very likely that some of those parents were illiterate themselves and could not read. Illiteracy, physical
problems, mental problems, emotional problems, social problems, extreme obesity, chronic medical, health and disease
problems, significantly below average IQ’s, and the lack of any commercial medical/health insurance were all fairly
common problems among those in the bottom 25 percent of society.
After visiting the homes of many of my classmates who were at the bottom of the social pecking order, I began
to get the distinct impression that in many cases their parents were lazy as hell and did no more in life than what was
absolutely necessary to “just get by”. (  This became a dominant theme among most of those students and their families
who were at the bottom of the social pecking order.) That is the way they treated their homes, their parenting
responsibilities, their families, and themselves. They saw no problem with their being obese slobs and smoking and
drinking beer much of the time – in front of their kids, and just sitting around when there was obviously work to be done.
And these parents were the primary role models who set the examples for their kids to follow in life!! I rather suspected
from what I was seeing, that these adult parents had been the same way when they were in school as young students
many years earlier – just doing the absolute minimum necessary to just get by. And they likely had the same attitudes
and were probably the same way as adults on the job at their place of employment. No wonder their kids were growing
up to be “losers” in society, doing only enough to “just get by” in school and in everything else they did. They were
learning their lifelong habits and culture from their own lazy parents – parents who often had many genetic problems
and less than ideal genetics, and passed these dramatic genetic imperfections on to their children along with their poor
habits and attitudes, and sometimes anti-social emotional problems.
It became apparent to me that if you were to give these poor folks nice homes like those families at the top of
the pecking order had, it is very likely that most of them would look like trash within six months to a year. Those
parents who lived in the nice homes seemed to always be busy taking care of them and doing things. Those poor
families who lived in the shacks let the weeds grow up around them and they let their houses fall apart while they found
all kinds of excuses not to be working on their homes and yards, and found plenty of time to sit around smoking,
drinking beer, and watching television. It began to become pretty apparent to me why the successful families were
successful and the poor families were poor, and the poor seemed incapable or unwilling to change their attitudes, ways,
culture, and habits in such a sustained and lasting manner that would allow them to move up and advance in society.
They would often “talk the talk” about wanting to earn more money and have a better life, but they were neither motivated
nor willing to make the effort to “walk the walk” and make the necessary physical and mental changes in their attitudes and
lives, and to make the physical, mental, and academic effort necessary to achieve that better life – and they blamed their
life problems on everybody and everything else except themselves.
I found a strong correlation between the home life of the students and their performance in school. The parents
of the honor students at the top of the pecking order rarely found time to sit down and rest. They were always busy
doing things. Similarly, their children in school rarely found time to rest during academic study time. Even if they had
finished reading their lessons for the next day and had finished their written assignments, they never seemed to be done.
They always seemed to find more academic work that they could do, even if it was pulling out an encyclopedia and
reading additional information about some topic in their lessons. They were highly motivated self-starters.
Most of the students (except for the immigrants) in the remedial classes were just the opposite. Their homes
and yards were often buried in weeds, covered with trash, and in serious need of painting and repair, yet their parents
were unable to see the work that needed to be done and found all kinds of time to sit down, relax, drink beer, and
smoke. Their children in the remedial classes had these same lazy attitudes and were the same way about their school
work. The teachers had to give them the last 15-20 minutes of each class hour to do their assigned homework with the
teacher and her assistants pushing, cajoling, and helping the students. If they did not provide that non-instructional time
to the students, nothing would ever get turned in the next day because the teachers knew that once the student left the
classroom, his books, class materials, and mind would not be opened or examined until he returned the next day. And in
the classroom, they had to keep pushing the students and keep them on task or their progress would quickly grind to a
halt and they would start socializing about anything except schoolwork. Usually they would lamely tell the teacher that
they were going to take their homework home and have their parents help them with it. That never happened!!! Most
of the students in the remedial classes had an extreme anti-academic – “do just as little as you can possibly get by with”
cultural attitude that was handed down to them from their parents, siblings, and peers, and this ingrained, anti-education
attitude was just too much and too strong for teachers or outsiders to change or overcome.
This is exactly why when we read about public schools that are performing poorly, like the Detroit Public
Schools which are the worst in the nation; we should not blame and discipline the teachers, but instead should put the
blame squarely upon the shoulders of the real culprits – the students themselves and their parents.

Other Observations as a student in school and as a parent in later years:

When I would go to the high school football games as a student in high school, I would take a small transistor
radio and a small pair of binoculars with me. I would listen to the play by play action and the names of the players
involved on the radio and watch the details of the plays up close through the binoculars. But during the huddles, time-
outs, and half-times I would watch the cheerleaders. They were interesting. They practiced many hours every week
under their coaches to develop, fine tune, and perfect their choreography. But there was something else about them that
I could easily spot with my binoculars. If the band was playing music in 4/4 tempo, most of the cheerleaders would
bounce once to each beat of the music and in time to it. But about a quarter of the cheerleaders inserted an extra half-
bounce midway between the beats of the music. This required extra energy and effort on their part, but I doubt if they
were even aware that they were doing it. It was obvious that they were internalizing and feeling the music. They were
letting the beat of the music move them more so than were the majority of the cheerleaders. Other than putting more
energy and enthusiasm into their routines, I wondered just how these cheerleaders were different than the others.
When I would go to the school sock-hops (dances) in the gymnasium following the football games and
basketball games, at first I was like every other male student and would seek out the “hottest” and most attractive girls
to dance with, but I ran into a few duds lacking in personality or who were “stuck up” and “full of themselves” when I
used this method. So I reevaluated my procedure and finally decided that if I wanted to find girls who could dance and
have fun, than I should look for and ask girls who could dance and who were obviously enjoying themselves. That may
sound obvious to you, but as a clueless teenager, sometimes even the obvious is not so obvious. I thought about those
high energy cheerleaders whom I had noticed and begin looking for similar girls who were high energy, high intensity
dancers. BINGO!!! I had hit the jackpot!! These girls were not only high energy dancers, but they had high energy,
enthusiastic, super-charged, optimistic personalities – a vast majority of the time. They also channeled that high energy and
enthusiasm into various other aspects of their lives and were exciting to know and be with.
My high school friend and the one whom this genealogy is about, Nancy (Aden) Felix, was not only fabulously
beautiful during her school years but was also a high energy, high intensity dancer. No male could keep up with her for
more than about thirty seconds without breaking out into a heavy sweat. This was possible because she had genetically
inherited the cardiovascular system of a super-athlete from her very athletic father and could expend high levels of
energy for an extended period of time. She was greatly admired, respected, revered, and emulated by her peers for her
high moral standards, ethics, beliefs, and leadership, and had outstanding “people skills” while she was still in high school -
when she chose to apply them.
Having become aware of this high energy metabolism – high energy personality relationship, I decided to
continue watching for it years later when my daughter was in junior high and high school. She was heavily involved in
the school band and orchestra and the school insisted that parents volunteer and help out, so I frequently helped set up
chairs before practice and concerts and helped put them away afterwards. As a result of mixing and mingling with the
students while setting up and taking down the chairs, I got to know many of the music students fairly well.
The concerts were performed on an elevated stage and I would be sitting in the audience with my binoculars. The
heads of the audience who were seated on the main floor were about even with the feet of those performing on stage so that
is the first thing I noticed when I would look straight ahead. About twenty percent of the student musicians would be tapping
their toes to the beat of the music. It was obvious that they were feeling, internalizing, and were moved by the music
more so than the others. Most were closer to the “first chair musician” than away from him. So I would speculate that
the “toe tappers” had spent more time practicing their music and were more relaxed, confident, and comfortable with it.
I also noticed that some of the girls, dressed in their long, black, formal gowns, would kick off their heels and
play their instruments in their stocking feet, thinking that no one would notice. A few of the students would either be
wearing new shoes or would have freshly shined shoes. That looked nice. I think most students probably brushed any
dirt off of their shoes as they were clean. Occasionally I would see a band member wearing a pair of scuffed up shoes.
There was no excuse for that at a formal concert. Shoe polish is cheap and it takes only a few minutes to shine and
brush a pair of shoes. When you are on-stage, your shoes are at eye level with all of those sitting in the front several
rows, and they are certainly close enough to see and notice any variations in shoes.
The student choirs and dance groups were much more interesting to observe from a sociological perspective
because they had the opportunity to be more expressive of their individual personalities. The boys in the choirs were
rather boring. About 80 percent of them followed the directions of their music director, opening their mouths wide and
projecting their voices to the back of the auditorium when they sang, and they had brushed or shined their shoes. They
left me with nothing to use to differentiate them, one from the other.

The girls on the other hand offered a great deal more variation. Only about a third of them followed instructions and
opened their mouths wide, projecting their voices to the back of the auditorium like they had been instructed to. The
rest of them were either too lazy, too shy, or felt too self-conscious to do it. The majority of the girls opened their
mouths just wide enough to be holding a quiet conversation with the girl standing next to them. How do you think
those TV news anchors (about 13 pages ahead) did it when they were in high school? Have you ever watched TV
newscasters to see how wide they open their mouths when they do news reports?
Standing as they are, the choirs and dancers have the opportunity to move about slightly in their assigned
locations, much more so than do the band and orchestra members who are seated. A few of the girls were moving their
feet, their knees or legs, or their bodies slightly to the beat of the music. They were able to “feel” the music and internalize
the beat, and to just let the music “move them”. The other girls seemed to be giving much more of a mechanical
performance, devoid of personality, emotion, and feeling. The perceptive members of the audience are able to feel when a
performer is really into his music, having fun, is enthusiastic and excited about what he is doing, and is hitting all of the
right notes on a given night, so it definitely makes a difference. It was many of the same girls who were moving to the
music who were also the ones who were opening their mouths wide and projecting their voices when they sang.
But there was one other thing about the choirs. Some of the songs required choreographed body movements in
time to the music. Guess which girls were doing their movements with gusto, enthusiasm, and excitement, and were really
putting their whole heart and soul into it and which ones where moving in a slow, lazy, slovenly, half-hearted way? Yup. You
guessed it. And the enthusiastic girls were also the same girls who danced with high energy and intensity at the school
dances. No matter where they were, they always appeared to be optimistic, full of energy and outgoing, and always looked
like they were really having fun and enjoying themselves. They were fully and passionately embracing life itself.
It was obvious to me that these girls were special, but who were they? Since I was involved with the school
music program as a volunteer parent, I had an opportunity to observe these girls from a modest distance and even to talk
with some of them and to their parents at the post-concert refreshments. They all had above average IQ’s but very few
were known as the “brains” in school with super-high IQ’s. Academically, most of them were described as just being
“good students” with many of them regularly making the honor roll. But from my observations, I would have to conclude
that their physical and mental metabolisms were cranked up to a higher level than is true for most of the rest of us. They
exuded an overflowing abundance of physical and mental energy, optimism, and enthusiasm in their various daily activities
and social interactions with their peers and other people. Their personalities were constantly in “overdrive”. They were all
surrounded by a circle of friends and classmates at the post-concert refreshments. There is no doubt that if I were still a
student in high school, these are the kinds of girls whom I would want to get to know as friends and have as girlfriends. In
my investigation and research of the girls, I also found that the girls who could swim long distances, gracefully at high
speed, (as Nancy could) and those girls who could jog and keep up with me for three to five miles were also pretty special
and pretty impressive. I can jog but I still swim about as fast as a log in a lake!
Yes, these “high energy” girls are indeed special. Down the road a few years, employers will be looking to hire
enthusiastic employees like these girls, energetic employees who will follow instructions and eagerly throw themselves
into their tasks with their full heart and soul. Young men, when they get serious about wanting to start a family, will be
looking for girls like these for the same reasons. Because these girls enthusiastically apply themselves to what they are
doing, they are the ones who are most likely to become super-moms – if they are aware of it and know what they need
to do. These are the kinds of people I would want to surround myself with regardless of whether I am talking about
being part of a project team for an employer, a recreational team, friends and neighbors, or a spouse.
Nancy (Aden) Felix was this kind of girl when she was still a student in high school, and as near as I can tell
from talking to her parents and relatives, this type of personality has held her in good stead (most of the time) throughout her
adult life and professional career.

My Disorganized Theory of Sociology from Childhood developed mostly during my teen years of the
late 1950’s and early 1960’s from observations made in my preteen and teen years – with far more observations
telling “What was happening” than theory explaining “Why it was happening”!!! I have intentionally left most of
the theory and “why” part of sociology to the Ph.D.’s who thrive on theory and who are a lot smarter than I am.

When I was in the seventh grade and was thinking about all of the various families of my classmates that I had
visited, I began to realize several things that were usually true a majority of the time in our society -- with an occasional
exception every now and then. Today, as an older adult, my interests have moved on and beyond sociology, but as an
adolescent, my interests were in studying people and predicting future results based on my past observations. It is that
adolescent thinking that I have tried to accurately portray as a means of showing why I was especially interested in
doing this particular genealogy.

Successful parents produce successful children, and struggling parents who are at the bottom of the adult social-
economic pecking order usually produce children who are like their parents and are similarly struggling, at the bottom
of the student pecking order and who grow up to be like their parents as adults since their parents served as their genetic
contributors and role models after whom they modeled themselves. That is why some family lines and genealogies, like
Nancy’s, have many generations of famous and highly successful members while others have a disproportionate share
of criminals, members with mental illnesses, extreme obesity or poor health, and members on welfare or who are
homeless or otherwise struggling in life. If the level of success that is achievable by the children is largely determined
by their parents (genetics), the home environment that they provide for their children, and the position of the parents in
their adult social-economic pecking order, then one cannot expect that there will be any significant amount of movement
or turnover within the social pecking order between preschool when the children are 4 years old and high school
graduation when they are 18, or at any time in between. Thus, “you should marry a spouse that has the physical, mental,
and personality characteristics and values that you want your own children to have.”
That is easy to say, but sometimes controversial in its application. It often means that you should be extremely
competitive in selecting a spouse, and try to marry the best possible spouse that you can for yourself. You should
prepare yourself to be the most desirable person possible, and “marry up”, at least in terms of genetics, good health, and
personal values, culture, ethics, character, morals, personality, and characteristics.
When she was in high school, Nancy was one of those super desirable, promising, drop-dead gorgeous young
women with super genetics whom men who were climbing their way to the top were keeping an eye on as a highly desirable
future prospect for marriage. Her progress and development were being observed and monitored by several affluent and
influential friends of the family and by colleagues of her father from a distance, and they were making sure that their
sons in college or who had already graduated and were still single were being kept informed of her progress. She had
all of the “right stuff” and the right genetics. When she was in high school, there was no doubt that Nancy was one of
the great young women of our time with the full potential to achieve and the likelihood of achieving the same high level
of success in life and in her future career as many of her famous and illustrious ancestors including her own father who
was one of the highest ranking officials in state government – IF she had received the super-parenting during her first
twenty years that would be required to fully develop the potentials provided by her super-genetics. She didn’t!!
 Her father, Clifford, who stood 6’-6” tall when he was in his prime as a young adult, had been a super-athlete
and had a near genius level IQ as well as the looks of a movie star – specifically Cary Grant, Gregory Peck, or Clark
Gable without the mustache, but had a more weathered and rugged face -- and he was the dominant alpha male and a
natural born leader who rose to the very top of his profession. How could anyone lose with that combination? I only
wish he would have produced about ten children instead of one. Maybe he did, but we shall never know.
I have been told that my expressed concept, above, of marriage sparks of “eugenics – the science of human
improvement through controlled breeding”. I applied the above concept in my own marriage. I was in the middle third
of the social pecking order, and a few people (about 5% of the people I knew and worked with) thought that I should
just accept my fate and social position in society, and be happy to stay there where I was – taking a job as a skilled
craftsman or technician, or maybe do an apprenticeship in a trade, and they fully expected that I would do exactly that.
In fact, a few thought that I owed it to society to “stay down there” where I belonged and not rock the boat. But I was
studying hard, running around with the girls from good families at the top of the social pecking order, and working to
improve myself so that I might be perceived as being more worthy and desirable then merely being in the middle of the
social pecking order. I earned a bachelor’s degree in engineering, and then a master’s degree, got a good paying
position in engineering, and then set out to “marry up”. What I offered was: 1) my belief in the concept of “super-
parenting” of any children we might have, a concept and the importance of which I learned from doing this genealogy
of Nancy and her family – and 2) I was financially secure as an engineer working for the government.
I ended up marrying an attractive, very brilliant medical doctor – which some folks (about 1% of the people I
knew and worked with, including one female supervisor) thought was thoroughly uncalled for and way out of line for
anyone from my lower social status in the middle third of the pecking order. That marriage and our combined incomes
as a professional engineer and a medical doctor put us in the top ten percent of all wage earners in the US. We ended up
having a daughter who won the state beauty pageant, competed in NASTAR slalom and giant slalom ski racing for five
years (she never finished higher than in the middle in the regionals.), and has a measured IQ that is between her
mother’s and my own, which is exactly what we expected through genetic averaging. It proved sufficient to permit her
to be a high school and a university academic honor graduate. She took private clarinet lessons for about six years,
played first chair clarinet in her high school symphony orchestra and symphony band, and played in the regional youth
symphony orchestra. One note of interest – my daughter’s measured IQ is identically equal to Nancy’s measured IQ so
I was able to learn a great deal about what Nancy was capable of doing and achieving, and her limitations by observing
and working with my own daughter. (NASTAR (an acronym for NAtional STAndard Race) is the world's largest known recreational ski and
snowboard race program.)

Intentionally selecting spouses based on their genetic attributes and what they will be able to contribute to their
future children in terms of genetics is a very common practice, especially among those in the upper echelons of society.
They not only examine the genetics of their candidate spouse, but also look at their parents and grandparents and their
health and genetics. One typical example of this is the great football quarterback, Archie Manning. He passed up or
otherwise rejected thousands of girls who would have gladly accepted any advances by him and finally settled on his
present long time wife and college sweetheart, Olivia, at Ole Miss. She was a member of Delta Gamma sorority and the
homecoming queen in her senior year. She was also tall, slender, attractive, healthy, athletic, and had a high IQ along
with having other desirable genetic qualities in the superlative. And his plans worked out perfectly; they produced three
sons, all of whom became outstanding football players. Cooper was 6’- 4” tall, Eli was the MVP and star quarterback in
Superbowl XLII in February 2008, and Payton was the star quarterback in Superbowl XLIV in February 2010. They
are the only case of a father and two sons all having played in and been the star quarterbacks in different Superbowls.
“Elisha Archibald "Archie" Manning III (born May 19, 1949) is a former American football quarterback in the National
Football League. He is the father of current Indianapolis Colts starting quarterback Peyton Manning, current New York Giants
starting quarterback Eli Manning, and former Ole Miss receiver Cooper Manning. In 1972 he led the league in pass attempts and
completions, and led the National Football Conference in passing yards, though the team's record was only 2–11–1. In 1978, he was
named the NFC Player Of The Year by UPI after leading the Saints to a 7–9 record. That same year, Archie was also named All-NFC
by both the UPI and The Sporting News. Manning was selected to the Pro Bowl in 1978 and 1979. He went on to conclude his
career with the Houston Oilers (1982-1983), and the Minnesota Vikings (1983–1984).
“Olivia Manning, Archie's wife, is from Philadelphia, Mississippi, and attended Ole Miss, where they met. She was a
member of Delta Gamma sorority - which was founded at Ole Miss – and the Homecoming Queen her senior year. After marriage and
moving to New Orleans, Archie and Olivia had three sons and she became, and remains, active in charity and volunteer work in the
community. This community work includes being a member of Women of the Storm, a group of New Orleans women that was created
after Hurricane Katrina. The Mannings make their home in the Garden District of New Orleans, which escaped heavy damage from
Hurricane Katrina. Olivia is seen, along with Archie and sons Cooper, Peyton and Eli, in an ESPN commercial.”
http://en.wikipedia.org/wiki/Main_Page
 The Suter family also did the same thing in hockey for the United States. Bob Suter won an Olympic gold
medal in hockey for the U.S. in 1980, then he very carefully selected the girl he wanted to marry, making sure that she
had all of the “right” (genetic) qualities that he was after. They produced a son, Ryan, who went on to win a silver
medal in hockey for the U.S. thirty years later in the 2010 Winter Olympics.
This selection process of choosing a spouse based on her genetics and genetic characteristics occurs all of the
time, if not consciously then on the subconscious level, but it is not cool to discuss it or to admit it in public. It is
today’s version of tomorrow’s fertility clinic that is still science fiction where couples would be able to submit their fetal
material or zygote, and for a hefty fee, have the laboratory install, adjust, or tweak the genetic attributes and characteristics
that they select and seek for their future child.
Most people who have already read this draft are quick to tell me that they did not think about genetics when
they fell in love with the person who eventually became their spouse. That is understandable. It is easiest and natural to
like and fall in love with someone who is most like ourselves and shares many of our beliefs, characteristics, values,
attributes, religion, and interests; someone who comes closest to fitting our stereotype of our ideal mate. This is one
reason why parents tell their daughters not to get involved in promiscuous sex and get a bad reputation for being
promiscuous, but to wait until they find that one special guy whose magic personality and charm just sweeps them off
their feet – and then to know him for several months or longer, or better yet, wait until they are engaged before getting
too intimate.
But today’s method of selecting a spouse based on her genetic characteristics does not work all of the time.
I knew one poor slob who independently of me and without knowledge of what I was advocating, followed my plan to
achieve his own genetic goals. In his case he was a huge, stocky, former lineman on a football team. So he figured that
if he married a woman who was built like him, he would have sons who could easily become professional football
players. He finally found a woman who was about six feet tall, built like a guerilla, and who looked like one too, and
married her. But low and behold, instead of having sons, they had daughters, three of them. I knew him when two of
his daughters were in high school and one was still in junior high school. All three were about six feet tall, built like
guerillas, had mustaches and body hair, were quite unattractive, and were the kind of girls that no guy in high school
would want to touch with a ten foot pole. I felt sorry for the girls because I knew that they would never enjoy the
pleasures of being attractive girls in high school, pleasures that other girls enjoy and take for granted – like being invited
to go to a formal high school prom or just going out on a date.
The most important lifetime function of all of these super-women with super-genetics, and “drop-dead gorgeous”
trophy wives was their being healthy and their ability to reproduce and have children, and to pass on to the next generation
the super genetics of themselves and their husbands. If any of them would have been barren, sterile, or infertile, would
their husbands have kept them? Probably not! Their husbands did not marry them just for their beauty and good looks,
but for their ability to reproduce and pass their beauty and outstanding genetics on to a next generation. When kings
and crown princes get married, their royal brides must produce a male heir to the throne within a reasonable time, or
they are out the door, one way or another, or their head is on the chopping block, and another woman will replace them.
Over the next several years when I was in junior high school and high school, I began testing the predictive
powers of my evolving social theory. One hole in it that I could not explain was juvenile delinquents and school bullies.
The ones in my elementary and junior high schools often came from decent, middle class homes and families. But I did
not dwell on that because I was not interested in juvenile delinquents and bullies. I began making predictions about the
parents based on what I saw in my classmates. My predictions included the following:

My Sociological Predictions:
Pretty girls often have attractive mothers and fathers and will one day have attractive children of their own.
That means that their mothers were likely similarly beautiful when they were young. And that trait could go back (and
most likely did go back) and would also likely go forward for many generations and hundreds of years in their genealogy
and in some branches of their family tree. I will concede that many of the mothers in middle age had lost the great
beauty of their youth, but it was still evident and visible in their old photos of themselves when they were young. Yes, I
flattered the mothers by asking if they might be so kind as to show me their family photo albums, then commenting that
their pretty daughters must have inherited their great looks and beauty from their mothers, judging by what I was seeing in
those photo albums. Hey, honest and genuine flattery can go a long ways towards making a kid welcome in such a home.
An important corollary of this is that even though age will eventually cause the great beauty that these girls had
and so enjoyed in their youth to disappear, they will once again be able to see it reappear, this time in the faces and
personalities of their children and grandchildren.
If a girl was beautiful, sexy, and “hot” in high school, that did not mean a whole lot about how she would be
likely to look in middle age. An interested male suitor would be wise to view her mother to get an idea of what an
attractive girl in high school might look like when she was 40. But in high school every guy and every girl would tell
me that they were going to take care of themselves and watch their weight, and they were going to make sure that they
would never look like their parents when they reached middle age. – Surprise, surprise!!
People tend to marry spouses who are very much like themselves. This sharing of common traits, interests,
religions, levels of education, similar social and political views and attitudes, and various other characteristics greatly
enhances their compatibility and the probability of their marriage being successful over many years. The greater the
social, cultural, educational, political, physical, mental, and religious differences between spouses, the more frequent
and perhaps the more violent will be their disagreements and arguments, and the higher their rates of divorce. These
irreconcilable differences can and will quickly destroy any love that existed between them and will literally tear their
marriages apart over time if they dwell on them. I quite often see couples in the malls who look very much like each
other and will comment to myself, “They look like a well matched couple”, and that could be for a couple of any age.
As a result of people tending to choose spouses like themselves, we more often than not see the following occur.

The most desirable women usually married the most desirable men and vice versa, and they usually produced
children who were very much like themselves. That is why so many young doctors, lawyers, and other well educated
young men with six digit incomes spend a lot of time looking for gorgeous girls with bachelor degrees or higher who
look like supermodels, to become their trophy wives. These are often the really “hot” girls who were in that top five
percent in high school - the prom queens and princesses, the parade queens and princesses, the cheerleaders, the beauty
pageant winners, and/or the girls who worked as teenage fashion models or had other celebrity jobs – and who had
graduated from college with at least their bachelor’s degree. I often wondered why more girls at the top of their pecking
order do not make themselves visible and available (for courtship and marriage) to these highly affluent and oftentimes
powerful men.
There is an interesting corollary to this. If you were to put a large number of people with the same pay grade
into a room together to socialize and have some coffee and hors d’oeuvres, such as during a break from a conference,
then bring in some outside observers and tell them that some of the people were managers and supervisors and some of
them were lower paid technicians and technical staff, and asked them to identify who is which just from their impressions
and observations without consulting with each other or talking with the people they are observing, the various observers
would generally pick many of the same people for their list of managers and for their list of lower paid technicians – all
based on visual impressions and body cues. What are these impressions? Why do some people just naturally look more
important than others, like they should be the managers and leaders among the group while other people look like they
are the not-so-bright, lower paid workers? It turns out that if you could come back in ten years, you would find that
most of those who just naturally looked like important leaders and managers had received the higher performance
ratings and gotten promoted, while those who looked like they were not so bright received the lower or more “average”
performance ratings and few if any of them received any promotions. But there is one more significant difference
At the end of the year many companies give out bonuses to their employees. They generally give higher
bonuses to those highly rated employees whom they value more highly and minimum bonuses or none at all to those
employees who are at the bottom of their pecking order. You will find that the size of these bonuses is closely correlated to the
genetic characteristics I talked about in the paragraph above. Thus the likely future success of each employee on the job
was largely determined at the moment of conception by his genetics, and during the nine months of pregnancy by how
well his mother took care of herself. This is highly controversial because it means that people who were born with
genetics that made them unattractive, obese, and below average intelligence with other below average genetically
influenced characteristics can do little to help themselves and are going to be left struggling and bringing up the
hindmost all of their lives. Self-fulfilling prophecies strongly based on impressions and genetics??
Don’t be too quick to disparage my ideas. Have you ever waited on a downtown street corner and watched the
people walk past. Ninety-nine percent of them do not make any impression on you. But from time to time you will see
a cute or attractive woman or college coed walk past and take notice. And sometimes you will see a tall, slender man
who looks like Gregory Peck in a business suit walk past and you will think to yourself, “He just looks like and carries
himself like somebody who is really important. He probably earns at least a six figure and maybe even a seven figure
annual income”. And sometimes you will see some poor ugly slob walk past who just looks like he has to be a born
criminal
whom you just know that you could not trust as far as you can throw the Empire State Building. You automatically think
to yourself that he would be the last guy in the world whom you would ever vote for, even if he were running for dog
catcher.” Poor guy! Some people are just born with unfavorable genetics, wimpy looks or an unfavorable appearance,
make bad impressions on people, and leave a sour taste in their mouths from the very day they are born through no fault
of their own. I can speak to that because to some degree, I am one of those people.
I learned by junior high school that the first impression I made on people was an unfavorable one, and it had to
do with my genetic physical appearance, primarily my face and less so with my personality. I learned that when people
wanted to set me up with some girl, it was almost certain that she would be a real loser, and I was their very last hope of
finding a date for her. So I very quickly learned to say, “Thanks but no thinks. I will find my own dates and girlfriends”.
So to compensate for my unimpressive appearance in high school, I made it a point to go out with the high end girls – at
least those who would accept me.
Looking back on it now, I realize that most of the girls I dated in both high school and college were members
of the National Honor Society – and that was also the kind of very brilliant lady I ended up marrying some years later.
One of the girls I dated several times when I was in high school was a girl whose family lived in an expensive home at
the Tacoma Golf and Country Club. Her father was an executive at a large, local manufacturing company. I dated a
brilliant and attractive girl who was the student body treasurer and homecoming queen, several times. I dated one who
lived in a mansion on Gravelly Lake. Her father was an executive at Weyerhaeuser Corporation. But what impressed me
the most about her house (a big mansion) was her bedroom. It was huge – at least 20 x 25 feet. Her bed and dresser
and drawers stood on an area carpet in one corner. Just beyond the end of the bed she had a couch, reclining easy chair,
and a color TV on an entertainment center, all on a second area carpet. A large walk-in closet took up half of one end of
her bedroom, and a study area with a desk, lamp, and bookshelves took up the alcove formed by the closet on the other
half of the room. And on the other side of the bed, in the other corner, she had a large shag rug on the floor with nothing
on it where she and her friends could just stretch out in a circle on the rug and relax. She had several large posters on
the walls and various displays of trophies, ribbons, and awards that she had won on shelves and furniture along the walls.
WOW! I was really impressed! It was almost like having her own studio apartment for a bedroom.
I also dated one of the high IQ girls in my high school physics class. Her father was a full colonel in the Army
and had been an aide to General Eisenhower. Wow! A living piece of history! These girls and others like them, including
Nancy, did not seem to have any problems with me or how I looked, and enjoyed our dates.
Yes, some people are born with the genetic characteristics and physical appearance necessary to propel them to
be huge successes in life; and some people are born with the genetic characteristics and physical appearance that will
forever label them as losers and failures all of their life; while most of us are born with the genetic characteristics that will
forever leave us stereotyped as part of the mediocre masses – and there is little that any of us can do to change that for
ourselves or the general perception that others have of us, although each of us have a range of movement up and down the
social-economic pecking order that is possible and available to us through our own efforts at self-improvement and our
development of various academic, athletic, and social skills. I would like to think that through my perseverance, hard
work, choices I made in life, actions and efforts, I was able to move up in the social-economic pecking order from
where people projected that I would end up when I was a kid.
These elements of genetic appearance and body shape, self-confidence, poise, wit and charm, and general
overall impressions are far more important sociologically than they sound. Clifford Aden, being very tall, slender,
athletic, smart, and good looking had always been the dominant alpha male among his peers all of his life. He was
elected as a captain on his university varsity football team. When I asked him about that, he implied that he had pretty
much been the dominant alpha male and peer leader in all of his activities throughout his childhood because of his
superior size and athletic ability among his peers although he did not give me any specific examples other than being
elected captain on his university football team. He went on to rise to the very highest, non-appointed (merit-based)
position in the Washington State Patrol; and that was due largely to the fact that he just naturally looked and acted more
important and more like a leader than anyone else on the force. People liked him, respected him, admired him, and
willingly followed him. And yes, he received the biggest bonuses every year among his peers.
Think about what this means! Some people in a given pay grade or at the same rank are perceived to be
“winners” and more important than others by their peers and supervisors. They are given special perks and training.
Some are perceived to be “losers who just don’t fit in well with the organization” even though they are accomplishing all
of their assigned work in a satisfactory and timely manner. When universities determine which professors they are
going to give “tenure” to, professional impressions and where they are in their peer pecking order play a big part in their
decisions. Some professors just naturally look, appear, and act more important, more in line with the stereotype ideal of
what a given university is trying to portray in its image. They do not want to lose these professors so they give them
“tenure” as encouragement for them to stay. Other professors who just do not quite have “that treasured image” and that
high quality performance that includes successes and accolades that are above and beyond their job description that the
university is seeking can work there all of their working years and never receive tenure. If they want to leave and go
elsewhere, the university will not care or stand in their way, but instead will help and assist them in every way out the
door and in their transfer, and gladly say “goodbye and good riddance”. They will have received less than stellar performance
ratings over the years and will be perceived as not quite fitting in well with the organization. Their social skills, speaking
skills, and presentation skill will not be so great. Their peers would rate them as being in the bottom quartile of peer
ratings, peer reviews, and the professional pecking order. The same applies to law firms when deciding who will receive
“partnership” status. If you are one of those born losers, then you will have it rough all of your life and so will all of
your children as a result of their inherited genetic characteristics.
Assuming that one’s quality of work and performance are good and there are no glaring deficiencies or
problems at the workplace or in their job skills, then one’s image and presentation are everything else. Mine was on the
low end, so I was constantly taking evening classes to upgrade my professional skills and to demonstrate “initiative” while
those guys at top of the professional pecking order were out playing golf with the bosses. I took first aid classes and
became the “unit tax advisor”, took disaster preparedness classes and nuclear classes, and became the only civilian in
many years to complete “Air Command and Staff College”, a one-year long evening class that is required for military
majors to get promoted to lieutenant colonels. I came to work about 15-20 minutes early every day, read my email and
set up for the day’s work before most of the other engineers even arrived. At the end of the day, most workers quit at
4:15, put their stuff away, and had their coats on and were ready to dash out the door at 4:30. I kept working until 4:30,
then put my stuff away and set up for the next day, and left at about 4:45 unless I was putting in overtime. I cannot say
that all of my extra effort on the job and showing initiative and an intentional, positive “can do” attitude at work did me
a whole lot of good, but it did make my job performance defensible and removed much of the potential negative
ammunition that a boss might use against me to justify giving me a lower performance rating or a pink slip during times
of drawdown. There is no doubt that those workers who are in the bottom half of the pecking order because of the
genetics that they were born with - image, impression, appearance, or obesity - must work much harder to achieve the
same performance ratings as those guys in the middle of the pecking order while those at the top of the pecking order
can coast to easy, can-do-no-wrong, “outstanding”, walk-on-water performance ratings. It may not seem fair, but then
nobody ever said that life was fair.
Don’t think that you are unbiased. It affects all of us. If we are channel surfing and happen to hit a channel
that has some boring, obese, unphotogenic people with no makeup and with poor presentations qualities, like typical
people off of the street, we will look at them for about two seconds, then move on to search for another more interesting
channel and see if we can find someone who is easier on our eyes and ears. When our daughter was involved in beauty
pageants, there were always some contestants who were more pleasing and easier on the eyes and ears than others. We
could not wait for the “losers” to finish and move on.
In ballet recitals, I saw one set of parents who had the audacity to put their severely mentally retarded teenage
daughter (with Down’s syndrome) in a recital with a bunch of four to six year old girls who were just starting ballet in
level 1. She looked totally out of place and silly in a little girl’s costume that had been specially custom made to fit her
much larger and “fully developed” teenage size. She was always several moves behind the other girls in the choreography
and looked like a real buffoon out there on the stage. The entire audience of parents and siblings were rolling in the
aisles and doubling up in hysterics laughing at her. That happened to be a very strict, classical school of ballet where
the instructor was a real stickler for perfection. If a student could not perform each required move perfectly for a given
level with superb gracefulness and skill, then she was not promoted to the next higher level until she could, and as a
result, the slow learners, the obese, and the uncoordinated never made it beyond level one or two. There were no
“social” promotions. It was a very effective tool for screening out those students who were not serious or who lacked
the ability and coordination to become serious students of classical ballet.
The retarded girl above should have been placed in the YMCA community ballet class where for a modest fee
it is open to any of the children in the community regardless of their aptitude, ability, and skill. They have a good time
and learn basic ballet moves, but no one gets too concerned about being perfect in their recitals.
The same required and uncompromising high standards of excellence in performance for promotion to the next
higher levels for strict gymnastic training camps and other strict and demanding athletic and performing arts schools
serve as effective screening devices that effectively separate the obese, unhealthy, uncoordinated, and often the lower
IQ’ed children from their more competent and healthy peers. The parents of those children who are able to move up
into the higher skills levels more often than not come from the upper portions of the upper half of the adult social-
economic pecking order. Thus, while I hear very little in my senior years about beautiful, sexy women and the
importance of good genetics – probably because it has become politically incorrect to discuss such topics publicly in our
modern age - it is obvious that the many repeated success of the children that result from such marriages between the
beautiful and highly desirable people often give their parents “bragging rights” about how successful their children are.
Image, presentation, and impressions are most everything in life once the basics are mastered. They get the TV
ratings and get the promotions. They win the beauty pageants and get the jobs. And they are what make professional
artists and musicians successful over those who possess only the artistic skills.
I recognized that I had a genetic image problem when I was young. I can remember when I was in the eighth
grade studying the chapter in our science book on soils, our science teacher asked the class what “gumbo” was. I raised
my hand and he called on me. I told him that it was a very sticky, wet, heavy, clay. The most popular guy in class,
John, raised his hand and said, “No, it is a type of sandy soil.” The teacher asked the class how many thought Paul was
correct. Two others raised their hand. How many thought John was correct? Almost everyone raised their hand. So he
asked again. This time I was the only one who raised my hand. He asked me if I wanted to change my mind. I smugly
and confidently said, “Nope, because I am right”. It was down to me against the whole class. The teacher finally said I
was right. That kind of thing has happened several times in my life and indicates that I have a significant image and
leadership problem where I do not inspire confidence in others. I intentionally sought to change this genetic outcome in
my future children by marrying a fairly attractive and very brilliant woman who was far outside my “tribe”. I think I
have succeeded with our daughter.
 There have been several times in my life where I had to break off from the main crowd and go my own way
because I recognized that I was correct and no one wanted to believe me or to follow me. This once happened when I
was in ground combat school in the military. We were on a one-day “escape and evasion” exercise where about a
hundred of us military trainees were dropped off at one end of a course and we had to traverse six miles of jungle and
grasslands, and sneak past an opposing roving force of combat instructors, to break into a military compound which was
our “safe zone”. I told the guys that I could do it and asked if any of them wanted to come with me. No one did. So I
high-tailed it through the jungle, snuck past the opposing forces, and snuck into the compound. Out of the hundred
soldiers, only six of us made it back safely without getting caught. Everyone else had a “hard labor work detail” the
next day while the six of us lay around.
I recognize that in the event of a major disaster, people will prefer to follow any dynamic, charismatic man who just
looks like a natural leader and someone important even though he might be totally wrong and have no idea of what he should
be doing rather than follow my instructions, even though I have had extensive training in disaster preparedness and know how
to use the supplies and equipment provided. This is probably why companies prefer to promote those who just naturally look
like important leaders to start with, and why universities prefer to give tenure to those professors with that “right image”. This
is largely a matter of inherited genetics. Some of us “have it” and “some of us don’t”.

The losers usually married other losers and they produced children like themselves – generation after generation.
I can remember being out with friends in upper elementary school, junior high school, and even in high school
when we would see some humongously obese woman with a butt that was at least four feet wide. We would always
anxiously wait to see just what guy was going to come running out of the woodwork, wrap his arms part way around
her, and proudly proclaim her as his own. And we would all think to ourselves – “LOSER !!!”. Then we would all
look at each other and one guy or another would exclaim, “No way !!!” which meant that there was no way he would
ever marry or connect with any female who looked like that. And the rest of us would exclaim strong agreement with
him.
If we had some girls with us, they too would usually express, “No Way !!!” for themselves, which meant that
there was no way that they were ever going to allow themselves to look like that. I have been able to follow a few of those
friends over the years and a majority of them as well as myself have put on some extra middle-aged pounds and are now
mildly overweight in our senior years, but none of them has allowed himself or herself to become noticeably obese.
In later years, if we ever stopped to chat with some morbidly obese woman, most of the time she would rush to
explain that she was overweight because of a hormonal or glandular problem or imbalance, or because of some medication
she was on – as if her excuses would magically make it all OK and socially acceptable. No amount of excuses will ever
erase the hundreds of thousands of dollars of medical bills, prescription costs, and debts, or medical problems that they
have, and the trials and tribulations that they put their families through.
It is interesting how our emphasis changes with age. That was the way we thought when we were young
adolescents. There is no doubt that most of us kids were mildly paranoid about morbidly obese people. Now, some
fifty years later as we enter our senior years, we are no longer deeply concerned about that. Instead, we try to
emphasize and accentuate the positive. We admire people, who are in good health, have a positive, optimistic attitude
and outlook on life, and who take very few prescription medicines. Being with them is like being outdoors on a
beautiful, spring day after a long, cold, dreary winter. We quickly grow tired and bored with other seniors who only
want to tell us about their every little ache and pain, and about how expensive all of their prescription medicines are.

The mediocre masses married others like themselves and produced mediocre children like themselves.
It is much easier for children to achieve the same level of success and standard of living as their parents than it
is for them to move dramatically upwards in the social-economic pecking order after they finish school.
The social-economic pecking order is a “zero sum” game. Only ten percent of the people can be in the top ten
percent at any one time. If someone moves up, then someone else must be displaced and move downward. And ten
percent of the population must always be in the bottom ten percent, commonly referred to as “society’s losers”, “the
dregs of society”, and by various other uncomplimentary names. In real life, there is little movement up or down the
social ladder. That is why many members of the same families remain poor, on welfare, or at the bottom of the social-
economic pecking order, generation after generation.

Predatory Marriage vs. Coquettish or flirtatious Marriage: There seems to be two primary styles at the extremes
of courtship in the Western civilization. The first is what I call the “Predatory Marriage” where the woman locates the
man she wants to marry and stalks him like a lion stalking a gazelle. When she feels the time is right, she pounces on
him and seduces him into marriage. The poor guy often does not know what hit him. This is what happened to both
Clifford Aden and his brother, Carlin Aden, in this genealogy.
The second style of courtship is what I call the “Coquettish or flirtatious style of Marriage”. In this style, the
girl first flirts with the man in whom she is interested and lets him know that she is around and just might be available if
he is interested and willing to jump through a few hoops and put some effort into a courtship to try and win her heart.
When she finally catches his eye and interest, she plays hard to get, but not so hard to get or so fast on her feet that he is
unable to catch her. This style involves much more flirting and play with no sex for some lengthy period of time – until
“he has earned the right” and the conditions and environment are to the woman’s liking. In coquettish courtship sex
does not occur in the early stages and does not play a major role in courtship as it does when it is used as the “bait and
trap” of predatory courtship and marriage, but instead is a continuation of a deep and blooming romance and naturally
occurs far down the road of courtship. It is a sex of a deep and meaningful love and romance, and not merely mechanically
relieving some internal testosterone generated need.
With the coquettish style of courtship, the guy feels more in charge of the courtship and feels like he is making
the decisions and is stalking a special prize that he highly values where he has to win her heart. He tries harder, both in
courtship and in marriage. I personally prefer this second style of courtship and marriage and feel that they promote
more stable, happier, and longer lasting marriages with fewer divorces.
I should mention that a majority of courtships are neither of these two methods, but instead are more a matter
of getting to know each other through social interaction and seeing if any apparent spark is just a quick fling or if there
is a possibility of establishing a more meaningful and lasting relationship. Most of the time these kinds of relationships
last a week, a month, and some even last a year or more. And every once in a while such relationships eventually end in a
marriage proposal.

Smart students with high IQ’s have smart parents with high IQ’s; dumb kids have dumb parents.
Athletically gifted students often have parents who were gifted athletes when they were young.
Unusually tall students have tall parents.

Wimpy kids usually have weak, wimpy, and sometimes selfish parents. Kids with strong, positive, outgoing,
optimistic personalities often have parents with those same “can do” personalities. Kids with even one parent
who has a strong, domineering personality or a quick, violent, angry temper, who dominates his child’s life – that
over-zealous parent can make his kid’s childhood miserable and create an obstinate child who hates to participate in
any activity for fear of not being good enough to please that parent, not being “first” or “the best”, and not wanting to
listen to endless tirades and harangues about his not being the best and how he needs to “get out there and show them
what he can do”. We call this “early childhood burnout”. An overly dominant spouse can also stifle any creativity,
imagination, or originality of the other spouse or their children who may eventually assume the attitude of “why even
try to be creative or to express your own opinions if you and your ideas are just going to be stomped on and criticized.
It is so must easier just to have a dead brain and go with the flow than to fight every time you want to express your ideas
or to stand up for what you believe in.” An overbearing and dominant spouse can make life real miserable for you, even
if you win the battle over some issue. You have to carefully choose which battles you want to fight, because regardless
of whether you win or lose, when you choose to oppose the dominant and overbearing spouse or parent, any victories
that you achieve are going to be very costly.

The Role of Women: It is very politically incorrect to discuss the primary role of women in society, regardless of
whether it is in 2012 or in 1952. But one thing I observed as a kid and in later years, is that if a person is told that they
have some terrible disease and only three months to live, just how do they respond? Do they feel thankful that they
earned millions of dollars, owned seven very expensive sports cars, and have lots of material possessions? I don’t think
so. Do they feel thankful for all of their accomplishments and awards they won? Possibly. But most people, both men
and women, would feel thankful for their family, their spouse, their children and grandchildren, and their relatives and
friends. But a man needs a woman to have children and leave behind progeny.
If in future years, astronauts are sent to explore some far away, potentially-habitable, earth-like planet in another
far-away solar system, they will need to take some young, nubile women with them, solely for the purposes of
reproduction in case they find the planet to be fully habitable and they are unable to return to earth. But strange as it
seems, if they send an all-women crew of young, well trained, nubile female astronauts, they will not need to take any
men with them; they will only need to take a thousand or more vials of frozen sperm and know how to preserve it and
utilize it. They can easily carry the vials of semen from a thousand men with ideal, superior genetics and DNA, but male
astronauts cannot bring a thousand women with them to establish that same genetic diversity that would be necessary to
create a viable, sustainable, breeding population base. Again, the primary purpose of the women astronauts will be
reproduction and the continuance of the human species.
I suspect that one question that will arise at that time is, “Do they select all of their astronauts and sperm
donors: (1) of a single race, (2) of mixed races, (3) of two or more races, but keep the various races as separate and
distinct breeding populations, or (4) ignore the race issue altogether and make their selection from highly qualified
applicants from all over the world based solely on genetic and health criteria, and various other qualifying criteria, and
let the chips fall where they may? Or maybe they would choose to use some sort of world “quota system” in their
selection procedures? It must be remembered that they will not want to have only a bunch of very high IQ, over-
educated rocket scientists on such a trip, but will also want to have a mix people who are blacksmiths, people who can
make and lay bricks and mortar, mechanics who can make and repair equipment, and farmers. But that is an interesting
philosophical question that will have to wait for another time, another place, and another discussion since it is outside
the scope of this genealogy.
The primary role of young women has always denied by almost everyone I have talked to, yet if you talk to
any old ladies who have been married and have children, and ask them what accomplishments they are most proud of in
life or what do they consider to be most important to them, they will tell you about their children and grandchildren.
That speaks for itself in terms of just how important they each consider their reproductive functions as a female.

Women show more skin: Have you ever been standing on the sidewalk in the financial district of a major city early on
a warm, sunny, summer morning on a weekday when the employees are going to work? It is interesting to look at the
white collar employees and professionals. The men are all dressed in suits and ties or equivalent. The only skin that
they show is from the neck up – their necks and heads – and their hands below the ends of their coat sleeves.
But on a warm, sunny summer morning, it is an entirely different story with the women, especially the younger,
more attractive women who are still in their twenties. Many of them will be wearing skirts or dresses with the bottom
of their hems a little above their knees. Their see-through hose clearly allows everyone a clear view of their knees,
calves, and ankles. Their delicate shoes with 3-4 inch heels and straps accentuate their calves and often allow you to see
most of their foot, and sometimes even their painted toenails. Their hands and arms are often bare all the way up almost
to their necks with only a strap over their shoulders to hold up their dresses, leaving all of their shoulders clearly
exposed. The backs of their dresses are often scooped to several inches below the bottom of their necks. The fronts
have a deep “V” cut, showing considerable cleavage. If a man showed that kind of cleavage, people would look at him
with disgust and tell him to pull up his pants.
Thus, most young American women not only show much more skin than do men in almost every aspect of
daily life, but they have been taught to do so by their mothers and peers from a very young age as a means of looking
prettier and more attractive to men, and they have been doing so for several thousand years, perhaps even longer.

Obese students frequently have parents, especially mothers, who were even more obese. Children inherit their
physical and mental health or at least their health tendencies, predispositions, and increased health risks from their
parents – i.e. heart disease, diabetes, obesity, high cholesterol, high blood pressure, etc. When I observed middle-aged
adults who were using canes, walkers, scooters, and other mobility devices, very often they were obese or morbidly
obese, middle-aged women. It is very likely that their mothers had mobility problems when they were middle aged,
their sisters probably have mobility problems or soon will have, and it is very likely that their obese daughters will
genetically inherit these health problems and have mobility problems when they get to be middle aged too. So if you
want healthy children, marry someone who is healthy and has healthy parents and healthy grandparents. Remember,
mothers have a much greater influence on the home environment in which the children grow up than does the father, so
having healthy mothers, both physically and mentally, as well as mothers who are health conscious leads to having
healthy children – and that alone makes a big difference in the determination of which children are likely to be near the
top of their social pecking order and which children are likely to be near the bottom – and their likely outcomes in the
game of life when they reach adulthood.
Obesity in childhood has another consequence – dramatically decreasing the probability that an obese child will
be in the upper half of society economically or in terms of annual family income.

Sometimes when one or both parents have a physical or mental problem or an addiction, their kids will have the
same problem.
These problems could be smoking, alcoholism, abuse of prescription or illegal drugs, severe obesity, lack of
parenting knowledge and skills, being bipolar, having a quick and violent temper, or some mental disorder. My
observations in elementary and junior high school were not sufficient to provide any indication of how frequently this
occurs other than to say that kids that come from families where one or both parents have a problem are much more
likely to suffer problems, often the same problem, than are kids from two parent families where both parents are
physically and mentally healthy and have no vices or addictions. Sometimes you will meet young adults who refuse all
alcohol saying their parents were alcoholics and it is in their genes so they can never touch alcohol.
This explains in a large part why the Detroit Public School System is the worst and the most violent and
dangerous school district in the entire United States – most of the parents lack adequate parenting skills, many of the
homes are broken homes or single parent families or have a grandparent or other relative raising the kids by many different
and often unknown fathers, many of the children were born very prematurely with very low birth weight, and many have
other problems when compared to a typical family in the best school districts in the state. Medical researchers have
shown that there is a strong correlation between children being born extremely prematurely and a significantly increased
incidence of (1) chronic ailments and health problems, (2) mental and emotional problems, and (3) learning disabilities
throughout the lifetimes of the babies, especially when combined with other problems at birth such as fetal alcohol
syndrome and drug addiction of the mothers. The popular fad is to put the entire blame for the failures and the
miserable performance of the worst schools squarely on the backs of the teachers. No matter what set of teachers you
put in the Detroit schools, the problems of abysmal student performance and extreme violence in the schools will
remain. The teachers were not responsible for their students being born very prematurely with underdeveloped brains
and very low birth weights and other physical and mental problems due to improper care and nutrition, and drug and
alcohol abuse by their mothers during pregnancy. The solution lies in teaching the parents how to be parents and totally
changing the anti-establishment, anti-education inner city culture.
My argument that the failure of the Detroit students is not the fault of the teachers is as follows. Suppose you
were to take the worst performing high school in Detroit and the very best performing high school in an affluent suburb
of Detroit, say Bloomfield Hills, and switch 100 percent of the students but leave the teachers and school structure and
infrastructure in place. At the end of one and two years, the students from the affluent suburb who would be sitting in
the classrooms of a Detroit high school building and using the Detroit teachers who were already there would still be
scoring high on their standardized state educational performance exams while the Detroit students who would be sitting in
the nice high school in the suburb and having the outstanding teachers who were in that high school would still be
scoring the worst scores in the state on their standardized tests. But there would still be one other huge difference.
At the end of year one and year two, the Detroit students would have thoroughly trashed the nice suburban high
school and its equipment and furniture. The students from the suburbs would have taken pride in their environment and new
school and would have cleaned it up and would have spent several weekends painting much of their adopted Detroit High
School. The graffiti would have been covered up and the overall appearance of the school would have been
dramatically improved by the suburban students themselves working on Saturdays and after school, just because they
take pride in their environments. You don’t believe me?
At the end of any school year, go to a public high school in Detroit and look at the condition of the books and
band instruments, equipment, and supplies that the students are turning in. Ask the teachers what condition they were in
at the beginning of the year. Many of them would have been new when they had been issued to the students that
previous September. Most will look like they have had ten years of wear and abuse, and been through a war zone.
Every year the Detroit schools send hundreds of band instruments to the repair shops all over southeast Michigan to be
repaired. They look like people have taken big hammers and just beat the hell out of them. The text books that were
new at the beginning of the year look like they have been dropped in the mud many times and often have broken backs.
Now do the same for the highly rated suburban school. The books and equipment will show very little wear and
will look like they have been well taken care of by the students. The band instruments will look very good with some
needing some minor adjustments or to be tuned, but probably none will need major repairs of huge dents and intentionally
broken parts. Look at the percentage of the total inventory of instruments each school sends in and the severity of the
damage and repairs required. I have done this, and if you do it, the results of your observations will speak for
themselves.
Ask the janitors at each school how much vandalism they had and how many windows they had to replace.
Ask the teachers at each school what percentage of assigned homework is turned in when due for each assignment. Ask
the teachers who teach the same classes at each school for a detailed list of assignments and how much homework is
assigned, how many pages of homework do they expect each student to turn in each week. I taught in a low income school
district adjacent to the Detroit School District for a semester. Typically when I would ask students to turn in
assignments, about five students would turn something in and maybe two of them would be completed. I could not
flunk more than half of the students in class so when I gave exams, I would tell the students the day before exactly what
questions would be on the exam. For grading on the exams, students received 10 points if they could put their name on
the test and spell it correctly. 20 -39 points was a D, 40-59 points was a C, 60-79 points was a B, and 80-100 points was
an A. Even by lowering the bar that much and telling the students the day before what the questions would be, I was
lucky if half of the students would pass each exam. My practice was very common among the other teachers who were
all experiencing similar problems.
The parents and public often say that we need to raise the educational standards and expect more from the
students. In the worst schools, such actions would just mean that we would flunk even more students and that the
principal would start firing more teachers for failure to pass the students and socially promote them to the next level.
I ended up feeling like the best partial solution for the Detroit schools would be to cherry-pick the best and
brightest students out of the Detroit school system, those who really wanted to study and learn and who demonstrated
some measure of academic aptitude, and send them to quality private schools in the area. If you did such a procedure,
there is a very high probability that you would find that these “top” students in the Detroit school system were some of
the ones who were born full-term, normal weight, and healthy with no drug additions and no fetal alcohol syndrome.
As for the remaining students, I would hire some former Marine Corp drill sergeants, equipment them for
combat, and pay them to babysit those students for 12 years and keep some Detroit police around to make periodic
arrests for possessions of guns and illegal drugs and other crimes that would be getting committed by those students and
former students. I would be the first to concede that college is not for everybody, and would try to prepare the
remaining students with the reading, writing, and mathematical skills they would need to learn technical and skilled
trades. Hey, those results would be a hell of a lot better than what is happening now.
 Today some of the high school graduates from the Detroit Public Schools cannot even read the words that are
written on their diplomas! At least with my method you would be getting some students educated at the private schools
and from there they could go on to college if their grades and standardized test scores were good enough and someone
footed their tuition costs. So quit trying to find one cure or one solution that will fit all Detroit students and fix all
Detroit School problems, and quit saying that if a solution does not provide for all Detroit students, it is not a solution at
all. Sometimes when the big problem has no solution, finding and applying several different small or partial solutions
to the various parts of the problem may be the best that can be accomplished.

Those students at the top of the social pecking order usually came from upper middle class and the more affluent
families AND the reverse and inverse was also often true. Most children from upper middle-class and more affluent
families are more successful in academic and other pursuits than their lower status peers, and were often near the top of
their social pecking order within their peer group. There was one other related observation too. Those students and
young adults from the upper middle class and more affluent families almost always have near ideal body shapes and
body proportions physically and very good genetics. The students were above average in intelligence and the girls were
usually slender with all of the right curves in all the right places. Many of the students from the poor and lower class
families often had anything but desirable body shapes and ideal body proportions. The boys were often chunky and
stocky, or skinny. The girls sometimes had huge, out-of-proportion anatomies at any location you wanted to observe.
Some were skinny or straight up and down.
A corollary of this is that one’s position in the social economic pecking order seems to be largely determined by
genetics with culture and home environment as determined by the parents playing a lesser role. When you find students
near the top of the pecking order and follow them for many years, you will find that their parents and grandparents were
also near the top of the pecking order within their own peer groups and generations, and their yet unborn children and
grandchildren will also be near the top of the pecking order within their own generations. This relative stability within
the community pecking order lasts over a period of many generations and hundreds of years. The same holds true for
people near the bottom of the social-economic pecking orders. Their family tree of ancestors and descendants who are
near the bottom of their own pecking order for each generation also goes on for many generations and hundreds of years.
This implies that we are never going to cure poverty. There will always be genetic family lines that are doing
better than others socially and economically over a period of many generations. And this has serious implications about
the chances for success of various government programs for the poor. It also means that goals and objectives of these
programs as well and what will define their success and end points are often unrealistic or not related to reality, and
must be clearly defined.

Students will rise no higher and accomplish no more in life than their dreams and aspirations, and the effort and
work that they actively put forth to make those dreams come true.
If they dream small dreams and set little goals for themselves, that is the maximum that they will achieve in
life. If they dream big dreams but fail to put forth the required effort necessary in the effective and efficient manner
required to make those dreams come true, then those dreams are nothing but fantasies. They “talk the talk” but fail to
“walk the walk”. If they dream the impossible dreams given their abilities and aptitudes, then those dreams are also
only fantasies. If they dream big dreams and put forth the required effort and work their asses off in an effective and
efficient manner, and use their available resources wisely, then their dreams can and just may come true. If they dream
of one day traveling to the stars and put forth the effort required to make that dream come true in an effective, efficient,
and productive manner, but only make it as far as the moon, then they will still have traveled much further in life than if
they had only dreamed small, easy to achieve dreams that would have kept them here on earth.
I have seen many students with big dreams spin their wheels working hard and fail, then look for sympathy. A
puppy chasing its tail works hard too but gets nowhere. To make their dreams come true, one has to be prepared to
immediately take advantage of any significant and meaningful opportunities that pass their way, and to wisely and
prudently use their available resources of time, money, abilities and aptitudes, good health and nutrition, and materials;
and judiciously evaluate and accept some of the offers of people who are willing to help and assist them.

Those students at the bottom of their peer pecking order usually came from low-end families in the lower socio-
economic classes. All members of families in the top ten percent of society and at the top of the social-economic
pecking order were healthier and had the fewest medical problems. This is partially explained by the fact that they
undoubtedly had good medical insurance and could best afford good medical care and the best preventative medicines.
Those at the very bottom ten percent had the most medical problems, the poorest health, were the most likely to have
chronic medical problems like asthma, emphysema, diabetes, high cholesterol, high blood pressure, and other serious,
long term, chronic medical and health problems, and either used the most prescriptions or had need of the most
prescription drugs but could not afford or obtain them. They were the ones who were most likely to be uninsured and to
let their medical problems slide until they became much worse. Were they at the bottom of society because they had
numerous medical problems and could not compete for better jobs with their more able-bodied peers, -- OR -- did they
have lots of medical problems because they were at the bottom of society and could not afford good medical care?
When you see a middle-aged man or woman who is very obese or who has a humongously huge butt or who is
otherwise significantly out of proportion from the idealized middle aged adult, he/she is very likely in the bottom 25
percent of society socially-economically. That is to say, as you go upwards in society in terms of family income and
education, you will find a smaller and smaller percentage of grossly obese or significantly out of proportion people in
each higher quartile. This only makes sense. Men or women who have more to offer in terms of desirability as
marriage partners are going to demand more and be more selective as to whom they will accept in marriage. This is
also true for employers and selecting people for promotion or hiring new employees. Promoted employees are the
ambassadors and representatives of a company. What would you want your company representatives to look like? What
kind of image of your company would you want your employees to project to prospective clients? If you ever attend
any parties for the rich and famous or the very wealthy, I doubt very much if you will ever see some morbidly obese
woman looking for two empty chairs side by side so she can sit down on both of them at the same time.

Most of the children and families at the top of the pecking order were well organized in their daily lives; most of
those at the bottom were very disorganized. If I were to ask a family at the top of the pecking order if I could borrow
a certain spice, a tool, or take a look at one of their documents, they could find them and bring them to me in about a
minute’s time. If I were to make a similar request of a family at the bottom of the pecking order, most of the time I
would likely be told that they did not know where they were right now but if I could come back tomorrow, maybe they
might be able to find them by then.
The parents of the students at the top of the pecking order were well organized in their daily lives. Their
houses were neat, clean and very orderly with things put where they belong. I saw some boxes and files with labels. In
the garage or shop I would often see a peg-board tool rack where the location of each tool had been carefully outlined
with a black marker. The father could quickly see what tools were missing and he could immediately see where each
tool belonged. Those students in the honors classes carefully filed their returned homework and exams in a three-ring
binder so they could easily find them for reference or study them for the next exam. They were well organized with all
of their schoolwork and activities. That is one thing I noticed about them. They were the most organized of any of us.
Whenever a family of one of those students who was at the top of the pecking order would invite me to stay for
supper or for an after-school snack, I had the opportunity to examine their food storage arrangements. The food storage
shelves in the kitchen were all well organized as were their refrigerators, freezers, pantry, and basement where they kept
their fruits, vegetables, jams, and jellies that they had canned and preserved. The foods were arranged by category –
vegetables in one area, fruits in another, peanut butter and jellies in another, soups by themselves, etc. And within each
category, the foods were arranged by age, or the date of purchase or preserving was marked on the label, so the oldest
could be taken off the shelf and used first so as to minimize the amount of food that spoiled each year.
This differed markedly from those families at the bottom of the pecking order. First off, they had little in the
way of food reserves and what they did have was quite disorganized and haphazard on their shelves. Their shelves
contained a few cans and boxes of this and that in no particular order, and some of the breads, cookies, and pastries
would be molding. I suspect that if I would have looked, I could have found some canned foods with swollen tops
indicating the likely presence of toxic botulism.
I visited many of my classmates who were at the top of the student pecking order at their homes between the
fourth and seventh grades. Almost all of them had an organized schedule or routine that they followed pretty rigorously
Monday through Friday on school days. They would arrive home and change their clothes, then have a prepared snack.
At that point the schedules varied, but they were still pretty predictable. Some students had to practice their music or
whatever for 30 to 60 minutes. Some had to do family chores or help out in the business or farm for awhile. Some had to
attend scheduled activities, lessons, or athletic practices. For some, their mothers sent them out to play and get some
sunshine, exercise, and vitamin D for an hour or so to burn off some of their extra energy. In health class we had learned
that growing children require a minimum amount of vigorous exercise in organized activities or in general play every
day for proper physical and mental development.
The one thing that my classmates who were at or near the top of the student pecking order had in common,
usually before supper, or sometimes after supper, was a specific time slot in their schedule for two to four hours of doing
school homework. Television was usually sacrificed altogether or limited to the weekends. If they had some activity such
as a ballet recital or swim meet that was going to take up all afternoon and evening, then they did their schoolwork
while riding in the car and during any waiting periods or breaks that they might have before and after it was their turn to
compete or participate. Being organized in what they did appears to be one of the big secrets to being high on the
pecking order and getting things done, both for the parents and for their children.
For families at the bottom of the pecking order, it was a different story. Their houses were often cluttered and
disorderly. I was not surprised that they frequently could not find stuff and missed various appointments. The students
in the remedial classes rarely turned in homework, so they rarely received anything back, but when they did, they
usually lost it within 24 hours. A good portion of their time was either spent looking for stuff or admitting that they
could not find it and had no idea where it was. The teachers in the remedial classes tried to teach organization to their
students by requiring them to keep folders of their homework and to leave them in a file box in the classroom, but it was a
losing effort on the part of the teachers.

Allowances: Very few children at the bottom of the pecking order received any kind of regular weekly allowance that
they could depend on, but most said that their parents, usually their mother, would eventually break down and give them
a little money to spend immediately on an impulse purchase once in a while if they would whine and badger her long
enough and persistently enough. They rarely had any money in their pocket other than perhaps lunch money. This
differed markedly from those children at the top of the pecking order.
Almost all of the children at the top of the pecking order who were in elementary school with me in the 1950’s
received a regular weekly allowance, but it usually came with several strings attached. I cannot describe all of the
allowance arrangements, but I can describe a composite of the most common features and requirements. Typically,
receipt of their weekly allowance was contingent upon their satisfactorily completing some daily chores. These chores
often included making their bed every day, picking up their room, putting their soiled laundry in the laundry basket, and
doing the dishes or helping out every night when it was their turn. Kids who lived on farms had additional chores like
feeding the chickens and collecting the eggs. Some kids could do extra chores to earn additional money.
But that was just the earning side of their allowance. They also had strings attached to the spending side of that
allowance. Most kids at the top of the pecking order had several labeled jars of money on top of their dresser or in their
dresser drawer with the lids having slits in them to drop their money through. Some had several labeled “piggy banks”
instead of glass jars. They had to put a certain fraction or amount of each week’s allowance into each jar, but they got
to negotiate those portions with their parents from time to time. One jar was labeled “college”. Another might be for a
“new bicycle” with the parents encouraging their child to save by promising to pay half or three quarters of the cost.
Some kids had another jar for donations to charity or to their church “to help the poor and less fortunate” or to “give my
fair share to Christ”. And there were usually one or two other jars with various other goals written on the labels. After
putting something in each of the jars each week, they had little left over for their immediate impulse spending – and it had
to stretch all the way to the next allowance day the following week. They would discuss their goals with their parents
and often their parents would pick up part of the tab or sometimes they would pick up the entire tab on those goals that
they considered worthy and worthwhile. Modern day kids at the top of the pecking order would probably have their
parents encouraging them to put a portion of their earnings into investments, mutual funds, savings bonds, or certificates
of deposit, as we did with our own daughter, Beth.

The rich get richer and the poor get poorer: The families at the top of the social-economic pecking order were
astute enough and had enough wisdom, common sense, and good judgment to “live below their incomes” and to invest
a portion of their wealth into assets that appreciated rather than depreciated and/or that returned an income on their
investment; thus their total net worth slowly increased over time.
Those families at the bottom of the pecking order appeared to be unable to hang onto any money or to “be able
to live below their income”. They were always showing poor judgment and a near total lack of common sense in their
spending habits, and were spending everything they had on poor investments (real estate) and depreciating assets. They
seemed to be totally unable to realize that they were always trading their valuable cash for worthless “beads, bobbles,
and trinkets” that the rest of us would call junk, trash, litter, and clutter after only a very short useful life. They had no
need or use for much of what they purchased, and many other purchases were a huge hemorrhage of what little financial
assets they had – things like cigarettes and tobacco, alcohol, beer, candy, sweets, junk food, snacks, and many impulse
purchases. Their houses and yards were full of junk and clutter.

Life has an appropriate age for many activities: There is an appropriate age in life in which we are expected to
perform many of our major activities in life. I offer the following observations:

- Younger than 5: These are our “preschool years” when we are free of responsibilities, but are heavily
involved in activities that promote physical and cognitive learning and development. We are expected to
run around and play vigorously and to be inquisitive.
- 5 years old: We are in “kindergarten”.
- 6-18 years: These are our secondary school years where we start elementary school and graduate from
high school. This is also the age when we are introduced to many life skills and social skills, and develop
those skills. When you get to college, you cannot walk out onto a sports field and tell the coach “I do not
know anything about this sport, but it looks like fun. I would like to learn how to play it.” You are
expected to have already learned all of the basic skills in those activities in which you have an interest –
sports, fine arts, performing arts, music, dancing, public speaking and debate, etc – while you are still in
secondary school and to perfect those previously learned skills when you go onto college if you are good
enough and still have an interest in them.
 - 18-22 + years: You get additional education to learn a career skill that will enable you to support yourself
and your future family.
- 18 – 25 years: Your pre-marriage, pre-family years.
- Marriage: Girls are expected to get married when they are in their 20’s. It is normal for most men to get
married between the ages of 23 and 33.
- Having children: It is normal for most children to be born to women who are between the ages of 15 and
40, and ideally, they are also married at the time they give birth to their children.
- 20-60’s: These are your productive working years when you make your contribution to society in the
workplace, support your family, and prepare for your retirement years.
- 60’s and older: You are expected to retire sometime when you are in your 60’s. If you have not saved and
properly prepared for retirement, then you will be in a world of hurt and poverty at this time and for the
remainder of your life.

Except for career education and learning career skills which is being done by a moderate small fraction of the
population who are older than their early 20’s, society will regard anyone who tries any of these other activities outside
of their normal age range as an “oddball”, renegade, or eccentric, or worse. It is up to each of us to make the most of
life at each age, stage, and phase of life.
I can remember when I was younger, hearing people around me say, “Just wait until I am older, then I will be
able to (drink), (drive a car), etc. We cannot wait until we get older! We must use and make the most of every moment
of life in the phase of life that we are currently in. We are only allotted a limited and brief amount of time in each phase
of life, so we must use that time wisely.

Other: I visited each home of those classmates at the top and bottom of the social pecking order several times because
I found that I could learn still more about their families, and their cousins and other relatives with each visit. One of
the things I learned from studying their older sisters and older female cousins was the following:

Girls who
- are unattractive or significantly overweight or obese, and/or
- get pregnant or have a baby, and/or
- drop out of school before they graduate from high school
are likely to have a very rough life ahead of them for themselves and their children, and to be in
the bottom 25 percent of the social-economic pecking order for at least the next fifteen years and very
likely will remain near the bottom of the social-economic pecking order for the rest of their lives.

Girls who
- are at or near their proper weights and are healthy, and
- are mentally and socially well-adjusted and have happy, optimistic, outgoing personalities, and
- have good social and people skills, and
- graduate from college with at least a bachelor’s degree, and
- do not have children or get pregnant before they get married,
are likely to end up in the top 25 percent of the social-economic pecking order and to lead reasonably full,
comfortable and happy lives free from most “want”. Those young, high achieving ladies who read this always
like to point out to me that they did not get to where they are by looking pretty and sexy, but instead they got to
where they are by “working their asses off” and by working harder and more efficiently and effectively than
their peers.

Most people who have read this tell me “Well, that is obvious”. Stating the obvious is what my theory of sociology
is all about. But there are some who insist that all reality of the past must be politically correct by 2012 standards and
who still like to argue with me and will say that what I have written is not necessarily so. Sociology is not an absolute
or exact science. It tells us that if we observe certain characteristics or events in some segment of the human society,
then we are likely to find certain causes or results; and correlation analysis tells us how often or in what fraction of the
population we can expect our predictions or statements to be true, given certain initial or observed conditions.

The Two Tribes of Social Winners at the Top:

There is one other thing I noticed in later years with my daughter. When we would go to events where there
would be a gathering of the very best of the students in some event or activity, such as the regional youth symphony
orchestra in which she played, or to the NASTAR regional downhill ski racing championships, or to other similar
events, I noticed that the top or best students were rarely from the collection or tribe of the “super beautiful people who
were born with super genetics and a silver spoon in their mouth” and who were at the very top of the social-economic
pecking order – at least in high school. Instead, they looked like a typical collection of students from the top quartile of
the student pecking order from the various schools. They were generally, significantly above average academically with
IQ’s that were quite a bit above 100, but otherwise, they were pretty much a typical collection of random students.
There were a few who were moderately overweight, but I cannot remember ever seeing any high achievers who were
really obese students. What was special about the vast majority of them was that their parents had spent thousands of
dollars on equipment and private lessons for them over the years, and it was up to each of those students to diligently
practice and to make the most of the money and time that their parents had invested in them, and to develop a passion
for and love of that activity. That is part of what “super-parenting” is all about and it was up to each student to take
advantage of the opportunities that his parents were placing in front of him. The student’s superior performance,
emotional growth, and ultimate success are the returns that the parents received on their investments.

By now you may have gathered that there are two sets or tribes of winners at the top of the pecking order;
those who were born with super-genetics and those with some above average genetics who received the “super-
parenting” or parenting with many of the elements of super-parenting that is necessary to develop their genetic
potential. It is only on rare occasions that you find someone with super genetics who also received super-parenting.
Girls with super-genetics are generally at the top of the student social pecking order when they are in their teens.
If they keep their act together and graduate from college with a bachelor’s degree or better, they often end up becoming
the trophy wives of men who are rich and famous, the powerful, celebrities, famous sports figures, doctors, lawyers, or
top executives. Girls who receive super-parenting and who become very successful high achievers at something like
ballet, golf, tennis, music, or figure skating, etc., are often just below the radar of visibility in the teen pecking order at
school, but end up marrying well and leading full, happy, productive lives, although many of them end up living in nice,
upper middleclass homes in the nicer, more affluent suburbs with good public schools rather than in gated mansions or
in enclaves for the rich and famous. Thus, girls with super-genetics often end up marrying for money and social status
while the highly successful, high-achieving girls who received super-parenting often end up marrying for love and
happiness someone who is very much like themselves and who shares many common interests and goals in life.
It is interesting to note that the women born with super-genetics often have significantly more abortions and
problems with substance abuse – drugs and alcohol – and enter rehabilitation centers much more often as they approach
middle age than do the high achieving women. This is likely due to the fact that they depended on their super good
looks and sexy bodies to marry into the big money and to get them through life. Their looks and sexy bodies fade with
middle age leaving them vulnerable to divorce when their rich husbands start running around with other younger, more
attractive women, whereas the high achievers who had the super-parenting had no such dependencies when they got
married and thus are able to age far more gracefully with no undue stresses put upon themselves.
Genetics provides us with our potential in life. We can be born with the potential to be a “child prodigy”, a
“musical prodigy”, a great fine artist or performing artist, or a great athlete. But super-parenting provides us with the
necessary parental guidance, attention, private and group lessons, time, and financial backing to develop our potential.
Almost all of the students in the honors and enrichment classes in school were from homes where the parents practiced
many elements of being super-parents with only a very few of those honor students actually having super-genetics.
One of life’s great tragedies is when we have people born with super-genetics but who do not receive the
super-parenting that is necessary to fully develop their genetic potentials. In this genealogy, when we find very high
achieving people like Clifford Aden and his brother, Carlin Aden, we also almost always find at least one parent who
was highly involved in their lives. Usually it was the mother, who provided her children with the loving care, personal
attention, and nurturing that was so very necessary for them to fully develop their great genetic potentials, and that was
far more than what most mothers did for their children.
As a result of doing this genealogy, one of my life-long crusades has been to strongly encourage parents of
gifted children who are born with exceptional genetics to invest the personal time, money, and effort necessary to
develop their potential. Our world has many problems and truly needs these gifted people to develop their abilities so
they can become leaders in this world full of problems and help solve some of those problems. Family photos in other
sections of this genealogy show my efforts first with Nancy and later with my own daughter at enriching her life with
lots of parental love, involvement, and exposure to many different activities.

The SAT: I strongly suspect that in modern times, if you could magically visit the homes of those students who
score in the top and bottom 5 percent on the SAT or ACT college entrance exams each year (The Scholastic Aptitude
Test is required for admission to many of the more competitive colleges and universities), you would find the same thing
that I found more than fifty years ago when I visited the homes of the top and bottom students in my grade level in
elementary school. Those who score in the top five percent on the SAT are most likely to be primarily of East Asian, South
Asian, White, and Jewish extraction, are immigrants or first generation Americans, or come from much more affluent and
wealthy families while other minorities will be significantly underrepresented in the top 5 percent of the scorers relative
to their numbers in the general population. Most of these top students will come from families where one or both parents
have a college degree, often a graduate or professional degree, homes where most of the working parents hold higher-
salaried white-collar jobs or are entrepreneurs, and homes where their family income puts them in the top ten to twenty-
five percent of all family incomes nationally.
Similarly, most of those students who score in the bottom five percent on the SAT will be disproportionately non-
Asian minorities and Whites, with the overwhelming majority coming from poor families with very low annual family
incomes (or will be on welfare) with low educational attainment. Some will be from two parent families and some will
be from single parent families or broken homes. Few of their parents will have any college degree and many will not
have even finished high school. And most of those families will exhibit the characteristics that I have previously
described for families at the bottom end of the pecking order.
This SAT hypothesis received significant support when the USA Today newspaper published a breakdown of
the 2010 SAT scores on page 2A of its September 14, 2010 edition. Their breakdown of the SAT scores is as follows:

Who Scores Highest on the New SAT (as of 2006) in 2010 in the United States?

Interpretation of scores on the new revised SAT that range from 600 to 2400, combining test results from three
800-point sections (math, critical reading, and writing). Scores on each of the three tests range from 200 to 800 with a
norm of 500 and a standard deviation of 100 – now reset or renormed each year – effectively preventing easy comparison
with scores from previous years. --- USA Today; September 14, 2010; pg. 2A

Average Total
Score on new SAT Group
2400 Maximum possible score
1781 IQ ≤ 125
1721 Students reporting family incomes of more than $200,000 per year
1714 Students who had taken AP or honors courses in natural sciences
1680 IQ ≤ 120
1636 Asians
1580 Whites // IQ ≤ 115
1558 Students who took a solid college core curriculum
1510 Students reporting family incomes of $60,000 - $80,000 per year
1509 National average
1444 American Indians and Native Alaskans
1407 Students who did not take a full college core curriculum
1369 Mexicans and Mexican Americans
1363 Other Latinos (excluding Mexicans, Mexican Americans, and Puerto Ricans.)
1349 Puerto Ricans
1329 Students reporting family incomes of less than $20,000 per year.
1300 IQ ≤ 100
1277 African Americans
=============================================================================
 Correlation between Annual Family Income and Average Scores at each Income Level on the 2010 SAT:
The Least Surprising Correlation of All Time

The NY Times Economix blog offers us the above graph, showing

that kids from higher income families get higher average SAT scores.

The percentiles that various SAT scores for college-bound high school
seniors correspond to are summarized in the following chart:

Score, old 1600 Scale Score, new 2400 Scale

Percentile
(official, to 2006) (official, 2006 +)
99.93/99.98* 1600 2400
99+ ≥1540 ≥2290 IQ’s below refer to old 1600 score only.
99 ≥1480 ≥2200
98 ≥1450 ≥2140
97 ≥1420 ≥2100  IQ ≈ 140  lower limit of “genius”
88 ≥1380 ≥1900
81 ≥1280 ≥1800
1230 1781  IQ ≈ 125  The top 4.78 percentile of the general population.
78 ≥1200 ≥1770
72 ≥1150 ≥1700
61 ≥1090 ≥1600
48 ≥1010 ≥1500
36 ≥950 ≥1400
880 1300  IQ ≈ 100 Median score for the U.S. population – half above, half below.
15 ≥810 ≥1200 (The median score for SAT test takers should be about 1000.)
4 ≥670 ≥990
1 ≥520 ≥790
* The percentile of the perfect score was 99.98 on the 2400 scale and 99.93 on the 1600 scale.
The older SAT (2005 and prior years) had a very high ceiling. In any given year, only seven of the million test-takers scored above
1580. A score above 1580 was equivalent to the 99.9995 percentile.
 I was looking for the web site that converts the new, revised SAT scores (based on a maximum possible score of
2400) to IQ, but I could not find one for the new, revised SAT. The closest I could come is the site:
http://www.braingle.com/mind/iq/convert.php?year=1&satm=566&satv=640&grev=&greq=&calculate=Calculate+IQ

Note: Mensa considers that SAT scores from after January 31, 1994, which are now “renormed” every year, "no longer
correlate with an IQ test." The SAT test scoring was initially scaled and defined in 1941 to make 500 the mean score on
each section with a standard deviation of 100, but now the renorming each year precludes direct and easy comparison
with scores from previous years or with scores earned by your parents, grandparents, and great grandparents when they
took the SAT.  Up until 1995 as the test grew more popular and more students from less rigorous schools began taking
the test, the average dropped to about 428 Verbal and 478 Math for a total of about a combined 100 point drop or one
half a standard deviation from the 1941 norm of 500 when some 11,000 college bound high school seniors took the SAT.

This last sentence is an interesting statement but is somewhat illogical. The purpose of the SAT was to allow
the most prestigious, competitive, and discriminating colleges and universities that only accept a small portion of their
many applicants every year to better differentiate among the very best and brightest students who were applying for
admission. Those low quality “students from less rigorous schools” whom they speak about in the paragraph above who
supposedly are causing the total SAT scores and averages to plummet, would have no chance of ever being accepted by
any of the most highly competitive colleges and Ivy League universities that only accept “the very best and brightest”. The
colleges that these “students from the less rigorous schools” typically attend are non-competitive and accept anybody
who applies and can pay the tuition and fees. These typically include the nation’s many community colleges and junior
colleges, vocational colleges, and technical colleges as well as the nation’s many “less rigorous”, non-competitive
colleges and universities. Since they accept everybody who applies and can pay the fees, they would neither require nor
need the SAT for admission.
The SAT was "recentered" in 1995, and the average "new" score was again reset close to 500. Scores awarded
after 1994 and before October 2001 are officially reported with an "R" (e.g. 1260R) to reflect this “revised” change. Old
scores may be recentered to compare to more recent scores from 1995 to the present by using official College Board
tables, which in the middle ranges add about 70 points to Verbal and 20 or 30 points to Math. In other words, current
students have a 100 (70 plus 30) point advantage, or about one half of a standard deviation, over their parents, grandparents,
and great grandparents as a result of “renorming”. If one attempts to use the equivalent IQ formulas used for the older
SAT’s, the resultant calculated equivalent IQ is 15 to 35 points too high over than what an actual IQ test would show.
In effect, we would once again likely find that the top and bottom scorers on the SAT come from two statistically
different and distinct populations based on genetic and cultural characteristics as explained elsewhere. It will take a super
effort for any of these kids who received the lowest scores on the SAT to qualify for college and to get the job done or
even just to graduate. Many will “talk the talk” about their dreams and going to college but few will make the concerted,
required, long-term effort to “walk the walk”. They want that piece of paper called a “diploma” showing that they have
graduated from college, but along the way they will fail to do the work required to turn in many assignments and research
papers, and will fail many exams. Even if they are given a chance and their expenses are paid, how can they ever expect
to graduate from any college with that kind of poor or failing academic performance in school? Yes, occasionally someone
who scored on the bottom 5 percent on the SAT will shine, succeed, and even graduate, but that is very rare, especially if they
face the same rigorous academic standards as the other students and are not given special preferential treatment, lowered
standards, or “social promotions”. Don’t scoff at such a notion.
I have taken classes in college where on exams the curve was set by the score of the lowest scoring “minority”
student in class who would automatically be given a “C”, then all of the rest of us would be graded accordingly. I had a
“78” average in that class and should have received a “C+”; instead I received an “A”. Most are not spending sufficient
hours each week studying and are not fully completing every written class assignment to the best of their ability and to
the required academic standards and performance level. I spent a lot of time in college, both as a teacher and as a student,
and saw a lot of assignments that were not turned in by those at the bottom of each of my classes.
When I was in high school, I took honors math, a 2-year program which included a one-semester class in
“probability and statistics”. I began to apply the statistics part to my emerging sociological theory. However politically
incorrect it might have been, this is what I came up with for conclusions. “The top ten percent of the population in
social-economic terms is a statistically different population genetically and in terms of physical and mental characteristics and
culture from the bottom ten percent of the population in the US with the middle eighty percent of the population forming
a non-linear continuum between the two endpoint extremes.” In other words, a good statistician with a degree in
mathematics can show by using various statistical methods, tools, and techniques including non-parametric statistics,
analysis of variance, ANOVA, standard deviation, correlation analysis, confidence intervals, means and averages, and
large, unbiased sample sizes, that if you compare the top and bottom ten percent of the US adult population as determined
by their family incomes, SAT scores, or levels of educational attainment, they will be statistically different in terms of
various genetic traits, IQ’s, characteristics, culture, and secondary characteristics that are closely related to genetics; and
these differences will be statistically significant and sufficient to say they come from different and distinct populations
with a very high level of statistical confidence.
There were a couple of more observations that I made during my school years, that I only realized and made
sense of years later. The vast majority of children at the top of the pecking order, those from the more affluent families,
were involved in various athletic, learning, and cultural activities that led to numerous opportunities to experience
success and joyous moments of extreme jubilation, exhilaration, and celebration throughout their childhood. If you were
to ask them once every six months what great joys, successes, and accomplishments they had experienced in the
previous six months, they would likely tell you about the sports games their team or they as a solo competitor had won,
trophies and ribbons they had won; music, ballet, or dance recitals in which they had performed and perhaps even had a
solo part; exams in class in which they had earned the highest score in class, church projects or community volunteer
projects where they had been a leader or perhaps had just participated; personal accomplishments such as learning how
to swim or mastering a double toe loop in figure skating, earning a higher rank in Boy Scouts or other organizations,
important events, religious, and/or cultural activities they had attended, famous people they had met, etc. They learn that
success in life is not a single event or a single moment in life that carries them the rest of the way through life, riding on
that one fleeting moment of fame and glory, but instead it is a continual series of planned and orchestrated events into
which they actively and passionately throw themselves and participate, like an infinite series of small stepping stones of
success throughout life, each one carrying them a little further along the road of success throughout life. By the time
they graduate from high school, anyone should be able to walk into their bedroom at home (with the permission of their
parents and themselves) and find several trophies, medals, and ribbons on display as well as a scrapbook of newspaper
clippings and photos showing various events in which they participated, honors they had received or won, and successes
they have experienced and challenges they have overcome over the years.
The students at the bottom end of the pecking order rarely participate in any organized activities or do anything
else that breeds success or high self-esteem. Some of them expect society to give them the rewards of success and hand
them a platter filled with “self-esteem” without their having to work for them or having to earn them. If you were to ask
any of them once a year what they had accomplished in the past year that they are proud of, rarely would any of them be
able to tell you about anything worthwhile or meaningful. You should not expect to find any trophies, ribbons, or medals in
their rooms at home. And it is unlikely that you would find any newspaper clippings listing them as being on the honor
roll or for succeeding or accomplishing anything else. When they graduate from high school, their record of
accomplishments is very likely going to be an empty, blank slate for the overwhelming vast majority of them.  The
information in this paragraph is a huge and important difference between those at the top and those at the bottom of
the social-economic pecking order!!!
Thus, even from very early life on, there is a huge difference between those at the top and those at the bottom of
the social pecking orders. The vast majority of the children at the top of the pecking order were born, full-term, normal
weight, and completely healthy to parents who had regular visits with their obstetrician during their pregnancy. The parents
of these children are continually stimulating their children, both physically and mentally, challenging them and creating
small stepping stones of opportunity for them so they can taste, smell, experience, and appreciate a continual series of
small but meaningful successes throughout their formative and developmental years and thus they learn to create
opportunities for themselves, and to compete and experience repeated successes for themselves throughout their lives. In
so doing, they develop social skills and people skills – learning how to get along with others and work together as a team,
and they learn to be leaders as well as team players. They learn how to compete, and how to cooperate and collaborate in
society. They develop the requisite social skills they will need later in life. And perhaps most importantly, they learn to
become active participants in life. They learn to take over their lives from their parents and to set small and sometimes
not-so-small, achievable goals for themselves throughout their lives.
A very high percentage of children at the bottom of the pecking order were born very premature and underweight,
sometimes with severe physical and mental health problems which will affect their performance for the rest of their lives,
often to teenage unwed mothers who never once saw a doctor during their pregnancy, and who were addicted to drugs or
alcohol. These premature babies, often weighing less than two pounds, are often suffering from drug addiction and/or
fetal alcohol syndrome and have other serious physical and mental problems that full-term babies rarely suffer. These
welfare babies often must remain in the hospital in neonatal intensive care at taxpayers’ expense for one to six months
before they are healthy enough to be released and go home.
These children at the bottom of the pecking order never get deeply involved in competitive activities or
demonstrations of competence and skill, and thus successes as stepping stones in life is something that eludes them and
is foreign to them. They learn to be mere passive spectators in life, just going with the flow of life, and not how to be
actively involved as participants with a burning passion, charting their own courses through life. This is why they are at
the bottom of their classes academically and rarely accomplish anything meaningful or worthwhile.
The Right Stuff: There is one other characteristic that I discovered to be dramatically different between people at the
top and people at the bottom of the social-economic pecking order for both students and adults alike – having far more
than average of “the right stuff”. Many people at the top of the social-economic pecking order have an abundance of
“the right stuff” while those at the bottom are almost totally lacking and devoid of “the right stuff” with only an occasional
rare exception.
“The right stuff” is a nebulous term, difficult to define, and meaning different things to different people at
different times. It is a matter of having and demonstrating the right combination, in the right quantities, at the right
times, of the following characteristics  - having outstanding people skills, - having strong leadership skills, - charisma, -
charm, - believability, - being honest and dependable, - being “witty” and charming, and having a sense of humor, -
being respected, - being respectful of others, - being extremely unselfish and frequently thinking about the good and
general welfare of others, - having an outstanding character beyond reproach, and having high moral and ethical values
and standards, - being a role model with an outstanding reputation beyond reproach who is greatly admired, respected,
and emulated by his peers and others, - having and demonstrating faithful, dependable, unwavering, and steadfast
loyalty toward a few close friends across time but where that loyalty is on the moral and ethical high ground, - having a
stronger competitive spirit than your peers and those around you, - being able to remain focused on a goal or task and
not letting yourself be distracted; - repeatedly demonstrating wisdom, tact, and diplomacy; - knowing when to speak up,
when to remain silent, and knowing what to say when you do speak up; - having star power, - being a dynamic,
charismatic, persuasive, and convincing speaker, - having a pleasant or commanding appearance or presence, - being
highly photogenic, - being able to inspire others to believe in you and follow you, and - being socially dominant in your
peer group. It is a matter of - setting difficult to achieve but obtainable goals for one’s self, and – having a passion and
dreaming big with a positive “can do” attitude, – having a burning determination to make it happen, and - keeping an
open mind when the crowd says the conclusion is obvious – not jumping to conclusions and not being afraid to take a
stand or a different road in life that you believe to be the correct one when everyone else is of the opposing mind.
Having “the right stuff” means taking the initiative to challenge yourself, your abilities, your capabilities, and your
knowledge and skills, and to reach outside and beyond your comfort zone, and to expand your box and to “think outside
the box”. It means - being able to accomplish tasks accurately, effectively, and efficiently and being able to consistently
turn out high quality results with a high quality effort. “High efficiency” also implies being able to stay focused on what
is important and to accomplish tasks in a timely manner. People with the right stuff are not afraid to put out the extra
effort with no expectation of remuneration or reward.
Having “the right stuff” involves - being able to pass many screenings and selection processes when other
candidates or applicants fail or are “washed out”. It means - being able to set yourself apart from others as being better –
i.e. a better athlete, a better artist or musician, a better scholar, a better tactician, or having a better understanding and grasp of
the problem. It is being able to carefully evaluate and being willing to take reasonable, prudent, and appropriate risks;
being willing to risk failure or being wrong to achieve a higher level of success while at the same time having a good
understanding of the probabilities and consequences of both failure and success, then being able to make the best
decisions based on this knowledge – or lack thereof. It means - not being afraid to commit to prudent action when others
who are afraid of failure want to study an issue to death – being willing to tread where others fear to tread. Having the
right stuff means - living your life with passion, optimism, energy, enthusiasm, and gusto.
A much higher percentage of males with an abundance of “the right stuff” are former Eagle Scouts and/or
members of “The Order of the Arrow” than is true for males in the remainder of the general population. Since people
with the right stuff are often leaders in their communities and careers, you will find many of the people at or near the top
of their professions to have an abundance of “the right stuff” – and to be workaholics.
When some people walk into a room, they automatically suck and drain the emotional energy right out of anyone
near them with their dismal disposition and personality, their gloomy and pessimistic outlook on life, and all of their
personal problems and negativity. Whenever you meet someone like that, you just want to put as much distance between
them and yourself as possible as quickly as you can. People with the right stuff have the opposite effect. They have the
ability to energize and invigorate a room full of people with their positive attitude, overflowing energy and enthusiasm, and
with the optimistic emotional vibrations that they transmit. They have a strong, “Yes, together WE can do it” attitude.
We have all seen teachers who have the same credentials and experience, yet one will obviously be a much
better teacher than the others. Why? He has more of the critical elements of “the right stuff”! There are thousands of
people qualified to be astronauts. Why are the few with the same experience and qualifications chosen? They have more
of “the right stuff”! Why are certain people chosen, elected, and promoted when others who are just as qualified are passed
over for promotion time and again? They have more of “the right stuff” - promotability! What is the difference between
the winner and the first runner up in a beauty pageant? An election? Or when applying for a job? Being able to impress
the right people with more of “the right stuff” at the right time!
Have you ever critically watched TV movies, especially older ones? Have you ever noticed that the leading ladies
are often taller than average, beautiful, slender, and are often outspoken, and the leading men are usually portrayed as
being tall, strong, handsome, robust, smart, wise, and swashbuckling? Take a look at the great actor, Errol Flynn, in the
old movies. It is obvious why he was the leading character – he had so much more of “the right stuff” than anyone else.
It would have been inconceivable that some supporting actor or extra in the background, who was kinda short, obese,
kinda ugly, and rather dumb looking could ever play the role of the leading character and hero while Errol Flynn merely
played a background role of someone who did not accomplish very much and was always looking for a leader to tell him
what to do. Other examples of such actors with an abundance of “the right stuff” were John Wayne, Katharine Hepburn,
Cary Grant, and Gregory Peck.
There is a genetic component and link to having the right stuff, but if one or both of your parents have an abundance
of “the right stuff”, it does not automatically mean that you will too. Having good genetics and coming from a family
who is at the top of the pecking order greatly increases the probability of one or more of their children will also have an
abundance of “the right stuff” and become hugely successful in their own endeavors in life, but does not guarantee it.
They must also have a strong competitive drive and a burning passion to rise to the top and be the best, as well as have
outstanding parenting and guidance all along the way in childhood. Thus the question – how can we spot children at an
early age who have a propensity to have the right stuff, then recognize it, encourage it, nurture it, and develop that quality
within them? I don’t know, but I suspect that strong efforts at “super-parenting” and “character” building at an early age
definitely help. The parental component and input to any child developing and having “the right stuff” as an adult is
very much like creating a prize winning quilt or a prized, heirloom-quality piece of fine furniture – it takes great skill, a
good deal of time and patience, and a whole lot of personal parental involvement with the child.
On the other side of the coin, many young kids who do have a good measure of “the right stuff” probably had it
driven and beaten out of them at an early age by overbearing, domineering, demanding parents who were always
insisting that they finish first or be the best in anything they do, and are constantly berating them if they do not finish at
the top, or alternatively have parents who totally don’t care and are extremely insensitive to their children. That kind of
overzealous parenting really takes the fun out of being a kid. I have seen many parents destroy any drive and initiative
that their children might have had by trying to micromanage and run the lives of their children and making their lives
absolutely miserable in the process. This can even happen later in their formative years, to a child with great potential
when they graduate from high school, e.g. a domineering and controlling mother who insists on continuing to micro-
manage the life of her daughter can still cause her to flounder and drop out of college at the end of her first year. This is
more common among girls who have mothers who are less educated, overbearing and overly concerned about their
marriage prospects and the possibility of their daughter becoming an “old maid” - while they are still only 17 years old.

Promotability and Leadership Skills – Another Element of “the Right Stuff”

Promotability is being able to inspire and persuade your boss that you are the right and best guy to get the
promotion. Leadership and management skills are being able to do a good job working with and managing other people
and efficiently using the resources available to you in that new higher position, and impressing your boss once he has
promoted you. This sounds like a ho-hum statement, but it is not! In any organization, the “span of control” between a
supervisor and his subordinates varies from about 1 to 3 for, say for a journeyman plumber with his three apprentices, to
very high as in the case of a school with many teachers, but only one principal. The average span of control is approximately
one supervisor to seven subordinates. If the average working life is about fourty years, then the average worker may
only have about two to four opportunities to get promoted during his working years if he stays with the same company.
For example, say he gets hired at 25 years of age. His first promotion opportunity might come up ten years later at 35
years of age when one in seven of his co-workers gets promoted. Will he be that one in seven who receives the promotion?
His next promotion opportunity might be in another ten years when he is 45 years old. Five of the guys on the floor are
the same guys he started working with twenty years earlier and one new guy with ten year’s experience. Will he get the
promotion this time? The next opportunity might be in another ten years when he is 55, then retirement after that.
As you can plainly see, meaningful promotions beyond the almost automatic promotions associated with being
promoted from being a trainee to a fully qualified worker are limited to less than fifteen percent of the total workforce
with the rest of the workforce putting in their fourty years and retiring without ever having received any promotion other
than time-in-grade step increases in pay, or perhaps receiving only one significant and meaningful promotion with a
significant raise in pay after they get past their initial training promotions after they are first hired. The best opportunities
for the bulk of the workforce who are not super-promotable and super performers is to continually be improving and
upgrading their qualifications and job skills, and obtaining any available job certifications that are available in their job
skill or profession, then change employers anytime another offers higher pay, better working conditions, or better
opportunities.
As an adult, working as an engineer for more than 30 years, I discovered one other related concept. In school,
the students at the top of the class and in the honors and AP (Advanced Placement) classes hold that position because
they do more than is required of them. And the work they do is of superior quality. They always try to do more than is
asked or expected of them. Their work is more thorough and more complete than that of the other students. These
students go the extra mile to earn the last few possible points of credit on all of their school work and assignments. With
an occasional exception, if they go to work for a fast food restaurant in the summer and the boss tells them to wipe off
the tables, he can rest assured that they will not only do a thorough and complete job for him but they will try to do more
than is expected of them. The boss knows that he does not have to go out and check their work. They will likely even
wipe down the chairs and benches while they are at it, and gather up the crumbs and spilled food and throw them in the
garbage rather than letting them fall on the floor and ignoring them.
If the boss gives the same orders to a high school dropout or a student who is in the bottom 25 percent of his
class academically, more often than not, the student will take a couple of swipes at each table with his damp cleaning
cloth, leave streaks and spills remaining on the tables, and let the crumbs fall onto the seats, benches, and floor, leaving
them there. He is only interested in doing “just enough to get by” and putting in enough time to get his next paycheck,
and not in going all out and doing a thorough and complete job. If a customer finds a rude, slow, lazy, or inattentive
employee, that employee was much more likely to have been in the bottom 25 percent of his high school class
academically than in the top 25 percent, and simply does not care if the customer never returns. Thus, it pays the bosses
and managers to hire entry level workers by ranking them by their grade point average in school.
It is very similar in the professional world. If the boss wants a job to be done especially well, he will usually
assign the work to an employee who graduated nearest the top of his class – the best and brightest one. The low end
employees will give the boss just the minimum of what he requested.
I had to write reports and documents requesting millions of dollars in funding for various engineering projects.
When other people wrote the same documents, they would often answer each required question on the document with
one or two short, curt sentences or even just a short phrase consisting of just a few words. When I wrote them, I would
answer each question usually with one or two full and descriptive paragraphs and sometimes with an entire page or more
of descriptive narrative, often supplemented with attached photographs. My more complete and thorough documentation
of project needs and requirements got my company many millions of dollars more in funded projects and work than when
others filled out the same documents. I found this kind of difference in employees throughout the company structure
from the janitor up through the highest level management.
If I were in Human Resources or was a manager in a position to hire employees, and if it were legal, I would
have a most unusual method of screening employee applicants, knowing that there are often thousands of applicants for
every advertised position. As my first screening, I would have them climb a twenty foot high climbing wall of moderate
difficulty, say a difficulty of 4 out of 10. That would automatically eliminate the obese, those who are terribly out of
shape, those who lack confidence in themselves, and some of those with certain phobias. I expect that only about fourty
percent of the applicants would make it to the top of such a wall. Next, I would require them to jog five miles in one
hour or less. I could do six miles in an hour. That would further eliminate those who are out of shape, most of those
who smoke, many of those with severe or chronic medical problems, and those with weak cardiovascular systems.
Companies have to pay for medical and health insurance for their employees. If an employer has many employees with
severe and ongoing medical problems, then the medical insurance premiums for his company are going to be very
expensive. If he hires only healthy employees using the screening process that I have recommended, then his company
will have much lower insurance premiums. Thus, the human resources manager can help his company’s bottom line by
hiring or recommending only healthy and fit employee applicants.
Finally, I would place a very heavy emphasis on an applicant’s past academic performance and records, at least
until he was middle aged, regardless of whether I was hiring a hamburger flipper or janitor at a fast food restaurant or a
CEO of a major company. The guy who put out the most effort in school and who went the extra mile, far above and beyond
the minimum work required, will likely make the same extra effort for any boss or company he works for in later years.
The people with the lowest grade point average were usually the ones who tried to cheat or to do just good
enough to get by. The smarter and brighter ones were more often than not, those people who did the better, more thorough
and more complete jobs, those who had the better people skills, and those who were more courteous, polite, and respectful
to their co-workers, clients, customers, and the general public. The boss very seldom had to check the quality of their
work. A good boss or shift supervisor who is not trying to be politically correct, can pretty quickly and accurately size
up the quality of any new employees who appear on his shift in just the first few minutes with him. All of this creates an
important element to promotability which strongly favors those workers who as students where at the top of the student
pecking order, or who were at least near the top of their peer pecking order.
This concept of promotability and leadership genetics is very important. When I was visiting the homes of
those students at the top of the pecking order, most of the mothers were housewives (in the mid 1950’s). Some worked
outside the home or did volunteer work in the community, but they were in positions of responsibility, above the bottom
rung of the ladder. None of them held minimum wage or service industry jobs. I was highly impressed by all of the
mothers and the high quality of work they were performing, and had no criticisms or suggestions for improvement for
any of them. When their husbands came home, I inquired what they did. Some were successful farmers of larger pieces
of land. Some were entrepreneurs of larger, more successful businesses. The rest were employed and salaried. But none
of them worked on the bottom rung of the ladder. They had all been promoted at least once or twice and had people
working under them whom they supervised. In short, they were all promotable and possessed demonstrated management
and leadership skills that were genetically inherited and passed on to their children.  I know this is controversial
because it is politically incorrect.
This is an interesting concept. Politically correct leadership classes are always screaming at us that leaders are
made, not born; but I beg to differ with them. We have all seen good teachers and bad teachers, yet they all have at least
a bachelor’s degree in education. We all know that you can send a bad teacher back to college for his masters and even
Ph.D. degrees and he will still be a bad teacher when he returns to teaching in the classroom. No amount of additional
training will turn a bad teacher into a fantastic teacher. You just cannot “make a silk purse out of a sow’s ear”.
In the United States Military, perhaps 500 (just a WAG) second lieutenants receive their officer commission each
year. Of them, perhaps two will one day get promoted to the rank of General. Which two will it be? It is difficult to tell
by looking at the second lieutenants. It is best to start with the existing generals and work backwards. To start with, the
average IQ of generals is higher than the average IQ of second lieutenants. But it is not just a matter of having a higher
IQ. They also have superior people skills, superior leadership skills, and superior salesmanship skills – the ability to convince
others that they are right and to get others to believe in and accept their ideas. In short, they have more of “the right
stuff”. Their superiors recognized their superior IQ and leadership abilities early on in their career and they were put on
the “fast track” for promotions. They are given key command and staff positions all along the way instead of being
placed in dead-end command positions that needed to be filled but offered no benefit towards promotions and
advancement. They were carefully mentored, groomed, and evaluated by key officers with “the right stuff”. Over a span
of about 25 years, each batch of former second lieutenants is carefully evaluated with the recommended group of the
“chosen few” getting smaller and smaller at each promotion cycle as the requirements and the bar are continually raised.
Eventually, several become among the youngest colonels and one day one or two out of the original 500 second
lieutenants are eventually promoted to brigadier general.
This is important, because Nancy’s father, Clifford Aden, started out with only a college bachelor’s degree in
the lowest position in Washington State government and over a span of about 20 years was fairly quickly promoted to the
highest, non-elective, non-appointed, merit-based position in the state government. He held at least two such positions
for at least fifteen more years. This means that his superiors saw him as being one of the most promotable people ever in
state government, and the fact that he remained in the highest positions in state government for so long testifies to the
quality of his leadership and management skills and ability, and to the superior quality of his work and his performance
on the job. There is no question but that Clifford Aden had an abundance of “the Right Stuff” as shown by the
newspaper article taken from the Tacoma News Tribune on October 19, 1970. In this article, Clifford had just gotten
promoted to become the new Washington State Traffic Safety Commissioner.

Other Internet citations for Clifford Aden:

Opinion from the Washington State Office of the Attorney General to Captain Clifford Aden, April 29, 1959
OFFICES AND OFFICERS - STATE - STATE PATROL - PROMOTIONAL ...
Attention: Captain Clifford Aden. Dear Sir: You have requested the opinion of this office regarding the authority of the chief of the
Washington ...
http://www.atg.wa.gov/opinion.aspx?section=archive&id=9544

All 1920 United States Federal Census results for Aden – Includes John and Freda Aden and the oldest three of their four children - Carlin,
Clifford, and Wanda
http://search.ancestry.com/cgi-bin/sse.dll?gl=&gst=&rank=0&gsln=aden&f7=WA&db=1920usfedcen&gss=angs-d&hc=50
Clifford Aden – Tacoma News Tribune, Tacoma, Washington, October 19, 1970
Clifford Aden -- Washington Traffic Safety Commission
P.O. Box 1399
Olympia, WA 98504
Look! No wheel! An automobile without a conventional steering wheel? Yes, that’s what Clifford Aden, procurement
officer for the state patrol, is driving here. He is road testing in the Spokane area a model developed by the Ford
Motor Co. and produced in limited quantity. The steering wheel is replaced by two steering knobs which can be
operated with either or both hands and gives more sensitive control of the vehicle. Photo Archive/ The Spokesman-
Review. (The Spokesman-Review) Date of photo estimated to be sometime in the 1960’s.

Notice the profile of the bridge of Clifford’s nose. It gently curves downward towards the lower end. His brother, Carlin, had exactly
the same shape nose. That is called a “Syrid” nose. Most males with Syrid noses, especially those who have strong Arab bloodlines,
have broader, more massive nostrils with heavier, flaring bases whereas for both Clifford and Carlin, the remainder of their noses is
more northern European in shape and size. Since I do not have any profile photos of his parents, I do not know if that trait comes
from his father’s German immigrant ancestry side of the family or from his mother’s side of the family and Daniel Boone. Nancy’s
nose gently curves the other way and tilts upwards in a “ski-jump” fashion, which was highly in vogue for young women in the 1960’s.

Nancy is his daughter and only child, and genetically inherited these same leadership aptitudes. Her third
husband, Robert, graduated from the Massachusetts Institute of Technology and received his MBA from the University
Of Chicago Graduate School Of Business. You have to essentially have a genius level IQ just to be admitted to either of
these two top-rated institutions. For those students who were admitted to MIT in 2008, the middle 50% score range on
their SAT’s (Scholastic Aptitude Test) was between 670-770 for the SAT Reasoning Test – Critical Reading and 730-800
for SAT Reasoning Test - Math, both out of a possible 800 score. This corresponds to an IQ of 138 for those MIT
students who were at the top of the lowest quartile, and an IQ of 150 for those students with a combined SAT score of
1570 who were at the bottom of the top quartile when they were admitted to MIT as freshmen or first year students. An
IQ of 140 is defined as the bottom of the “genius” level. It was likely very similar when Robert was a student there in
the late 1950’s. From the success that Robert has experienced in his career and the fact that he went on to earn a graduate
degree from one of the very best and most prestigious business schools in the nation, we can pretty accurately surmise
that Robert was almost certainly among the top 25 percent of his class at MIT and had a genius level IQ somewhere
above 150. After he graduated, he quickly rose through the ranks and eventually became the chief financial officer of a
major corporation headquartered in Colorado with corporate offices in Seattle, Washington. He then resigned that
position (item 14) and moved to Auckland, New Zealand with his wife, Nancy, where he started out in mid-level management
at a major wood products company and eventually worked his way up to executive vice president. Thus, he too has
dramatic promotability and leadership aptitudes along with an extremely high IQ – and an abundance of “the right stuff”.
As a result, their child, Michael, genetically inherited these aptitudes and lots of “the right stuff” from both parents and
should be one of the great young men and rising stars of New Zealand in his career and personal life.
This represents three generations of the Adens that I know of. Now we can look backwards, towards the family
of Daniel Boone. We know from the fact that Clifford Aden along with his brother and two sisters were all exceptionally
brilliant with near genius level IQ’s, that his parents would similarly have had very high IQ’s since “smart kids come
from smart parents” and “people tend to marry others like themselves”. But Frieda and John Aden were not well
educated, so it is much more difficult to discover these very high IQ traits in them. John came from a German immigrant
family where they spoke only German at home. His parents expected him to learn English here in America from his
neighborhood friends and school mates. Freda’s parents were among the more affluent in their community. From Freda
it is five generations back to Daniel Boone and his sister, Sarah Cassandra Boone, who is the ancestor in this genealogy.
Not much is known about those five generations except they were fairly successful within their communities and were
well respected although some started out penniless and illiterate. Most were farmers and most eventually owned large
tracts of land. We know that the 6’- 6” height of Clifford Aden came from his father, John Aden, who stood 6’- 6 ½ “,
but can we assume that a good measure of his other super characteristics came down genetically from the family of
Daniel Boone or from both sides of the family? That may not be so farfetched knowing what we do know about the
various generations in between Clifford and Daniel, and knowing that within each generation people tended to marry
others like themselves and pass on their genetics relatively undiluted. So by looking at Clifford and his siblings as well
as their families, we can probably infer that while Daniel was very likely not as tall as Clifford, he probably none-the-
less possessed many of the same outstanding leadership, intellectual, and athletic characteristics as Clifford in
significantly above average quantities. (This type of analysis works best using non-parametric statistics.)

Let’s pause and talk a little more about IQ and having “the right stuff”.
Theoretically, the average and median IQ is intentionally designed and set to be100 which means that half of the
people have IQ’s of 100 or higher and half of the people have IQ’s of 100 or lower. But if we use the same definition of
IQ all over the world at the same time, then some countries such as Israel and Japan are going to have an average IQ of
their entire populations that is several points above 100 while other countries, especially some third world countries and
some in Africa where large percentages of their people are starving and in poor health are going to have populations
where the average IQ is several points below 100. But for the purposes of this genealogy and keeping the discussion
simple, let’s just assume that no matter where we are, half the people have IQ’s of 100 or more and half have IQ’s of 100
or less.
Now let’s say that you and a committee were to list every family in your region, say that you have 1,000
families, households, and individuals, and you were to divide them into two groups – the top 25 percent of the most
successful families and the rest of the general population who would comprise the lower 75 percent of the families and
population. Who would be on each list? First, we would have to define what criteria you would use to define the top 25
percent of the most “successful” and prominent families in the community. Let’s say that you use the following criteria
to determine the “top 25 percent”:

A. The top 8 % of the families with the highest family incomes,

B. The top 7% of the families who are not included in “A” with the highest level of education for any one
person in the household.
C. The top 6% of the families that are not already included in either “A” or “B”, who are the major shakers,
movers, and doers in the community. Those who are doing things and getting things done for the
community. This would include many of those who put in a lot of volunteer time as leaders and organizers
in the community. Notice that this criterion does not mention either education or income.
D. The top 4% of the families that are not already included in “A”, “B”, or “C” using whatever criteria of
success that you want. Families that you think should be included that we missed in “A”, “B”, and “C”.

Now let’s pause for a minute and see who made our list of the top most successful 25 percent. Very likely we
would have included most of the various executives, managers, and supervisors in the various larger companies and
businesses all over town. We would have included most of the more successful entrepreneurs and business owners. We
would have included most of the professionals and 50-75 percent of those with college degrees, especially those with
graduate degrees, like teachers, doctors, medical professionals, engineers, architects, etc. We would have also included
the most highly skilled and successful of the craftsmen, technicians, and blue collar workers in town especially those
who were foremen, supervisors, and “master craftsmen”. We would have included many of the most creative people in
town, the “shakers and movers, and those who get things done – and many of the top performing artists (musicians,
actors, ballerinas, and musicians). We would have included many of those who are leaders in various civic and public
service organizations like the Boy Scouts and the volunteer coaches of various children athletic leagues. And we very
likely would have included many of the workers who are receiving outstanding performance ratings from their supervisors
in their various places of employment, because they are doing much more for the community than just being good
workers. It would likely also include many people who had received more than one promotion during their careers. In
short we would have included all of those people who are contributing much more to the community and community
development in time, money (taxes), resources, and volunteerism than what they are taking from it.
Now let’s take a closer look at our top group. The vast majority of them would have above average IQ’s over
100, and their peers would define them as having more than an average amount of “the right stuff”. If we were to
magically remove these top 25 percent of the people from the community, we would suddenly find ourselves without the
leaders, the shakers and movers in the community, the very best of the performing artists, and those who have a
reputation for getting things done. The culture and creativity of the town as well as its heart and soul would suddenly
disappear. Only then would we realize that it is this top 25 percent of the most successful people in town who account
for about 80 percent of the town’s being, existing, culture, personality, livability, and success. They are the people who
keep the town functioning and make it a desirable place for the rest of us to live. Having these kinds of people and
families are critical to the success and livability of any community, town, or city.
So who got left behind? Who makes up the bottom 75 percent of society? This larger group includes the vast
majority of those with IQ’s of 100 or less – in other words, most of bottom half of society intellectually. It also includes
more than half of those in the top half of society intellectually who do not have an abundance of “the right stuff” and
who do not impress their bosses and supervisors on the job. It includes many of those whom we consider to be the “less
attractive and desirable”, those who are physically, mentally, emotionally, or medically challenged, or obese, and those
who are “misshapen” and those whose bodies are out of proportion. It includes the social misfits of society and those
who do not fit in well. It includes the criminals, the chronic unemployed, those on welfare, and the homeless. This
bottom 75 percent of society includes most of us and is three times larger than the group of “the most successful and
beautiful top 25 percent – the social elite of society”. This is also the group of “invisibles” who we seldom see or notice
because most of the time we are looking right through them. I am part of this larger bottom group that make up what is
commonly known as “the silent majority” or “the mediocre masses” of society, the people who seldom volunteer and
who seldom get deeply involved in activities and affairs of their communities! So what does being in the bottom 75
percent of society mean to me?
It means that I “have to earn everything” I get in life because no one is going to give me anything or do me any
favors. And that includes promotions on the job. If I would have started out as a dump truck driver, then fourty years
later I would be ending my career still driving a dump truck. If I would have been an enlisted member of the Air Force, I
would have retired at the end of thirty years with the rank of technical sergeant (E-6). If I would have gotten a college
degree and gone into the military as an officer, I would have made it to the rank of “major” (O-4). Since I knew that I
was in the bottom 75 percent of society, I knew that once I started my career, I would be unlikely to receive more than
one meaningful promotion, no matter what career I chose or what pay grade level I started at. That meant that for any
job I wanted I had to hit them over the head with overwhelming and superior qualifications from the very moment I
walked in the front door for the very first time, because wherever I started in my career would be close to where I would
end up some 30-40 years later. That is why I earned three bachelor degrees plus a master’s degree along with several
technical certifications including that of “Professional Engineer”. That also meant that I have to be at work and begin
working at least 15 minutes before everyone else and had to be one of the last out the door every day (excluding those
who were putting in intentional overtime). So I was never a clock-watcher and gave the boss more than eight hours of
good work every day. But that extra half hour meant I could also spend a few moments at the water cooler with my
colleagues or in the office schmoozing with the boss every day and not feel guilty about it. But while the office favorites
got to play golf with the bosses every weekend and sometimes after work too, employees like myself were never invited.
Those office favorites who were in line for or bucking for the next promotion commonly posted “power walls”
where they hung their various diplomas, certificates, and trophies in their offices or cubicles to show everyone that they
were the most deserving of anyone in the office for the next promotion. So I did the same – not one but three bachelor
degrees, a master’s degree, professional engineering licenses for two different states, commercial, multi-engine, and
instrument pilot rating certificates, a diploma showing that I graduated from Air Command Staff College which is
required of all military Majors to get promoted to the rank of Lieutenant Colonel, a tax advisor certificate from the IRS,
several Toastmaster Best Speaker awards, my “Competent Toastmaster” certificate, my Rotary club membership
certificate, my Red Cross advanced first aid and CPR certifications, and on and on. I thoroughly trounced everyone else
in the office with all of my certificates. And I still had more certificates of a lesser nature that I had not posted. That was
not at all appreciated as the general consensus is that new and low status employees in the office pecking order should
know their place in life and stay there. They should not be showing excessive initiative or be rocking the boat – and I
was definitely rocking the boat! But as you may be learning by now, I have often defied social expectations by others of
me. Being super qualified beyond all doubt was the only way that I could compete and get ahead on the job. That is
what happens when you do not have enough of “that right stuff” to move you to near the top of the office pecking order.
(Not having enough of “the right stuff” means that you are not “the most popular person” in the office; you are not the
“peer leader” in the office; nor are you the most highly respected. And you are not receiving the “highest performance
ratings” of anyone in the office. You always have to double check your work and make sure it is not only correct, but is
outstanding, because someone is always looking over your shoulder, looking for you to make errors and screw up so they
can blab it to everyone, especially the boss and see your ass hanging in the wind.) So I was always showing initiative
by taking engineering and technical skills classes and adding to my pile of certificates.

A portion of my “Power Wall” as an engineer.

Now let’s say that your committee also listed every family and individual in your region who was in the bottom
25 percent of society – the bottom third of our bottom 75 percent above, excluding the elderly and retirees. How would
we define it and who would be on such a list? Well, if the top 25 percent of society gives back to society more than they
take from it, then the bottom 25 percent would be those parasitic individuals and families who habitually and over a
prolonged period of time, take far more from society than they give back. They are a net parasitic drain on society and
the community wealth, time, and resources, and are responsible for committing the most crimes and vandalism in the
community.

Resources: They pay few if any taxes. They have the most children with each child costing the community somewhere
between $8,000 and $12,000 per year to educate in the public school system. Some of those in the top 25 percent pay
their taxes that include money to support the public schools, then send their children to private schools and pay many
thousands of dollars additional in private tuition. The bottom 25 percent would include those in jail, which in 2010 cost
about $45,000 per year per inmate to support plus the damage and expense caused by their crimes, and the higher
insurance premiums that we all must pay to get reimbursement in the event that we become victims of a crime. It would
include the homeless and those on welfare and supplemental social security. And it would include others who receive
more in benefits from the community and social infrastructure than they give back.
These top and bottom 25 percent and the middle 50 percent of society have a close correlation in terms of their
positions in the social pecking order and where they fit-in in school and the separation of classes into the honors class,
the two regular classes, and the remedial class when I was in elementary school. The students in the honors classes gave
back and enriched the school far more than they took from it. They were a pleasure to work with and easy to teach, and
every teacher wanted to teach the “honors”, “enrichment”, and “advanced placement” classes. The remedial students
were often the struggling and problem students who did not fit in and demanded extra resources and expenses be spent
on them, just like the bottom 25 percent of society today.
I do not offer solutions, answers, or theories, only observations of pecking orders that exist and are with us
throughout our lives. I offer the observation that there is very little mass movement up and down the pecking order
throughout our lives nor from generation to generation relative to our position in society in general. Over the years I
have rubbed elbows with many people in the top 25 percent, but found a measure of resentment among a miniscule
percentage of people when it became obvious that I was trying to vacate my spot in the middle of the pecking order for a
higher and better one.
 One thing that I have discovered being in the top ten percent of all family incomes and in the top 25 percent of
society – our position in the pecking order is not tenured for life, and for most of us, we can and will eventually tumble
to a lower status position. For example, a military general may command thousands of troops with all of them ready to
jump immediately when he gives the order, but one day after he retires, he will not be in command of anybody. Highly
compensated senior executives can get “pink-slipped” too in hard times, and some lose everything they have, and have
their mega-million dollar homes foreclosed on too, just like the rest of us. That is the primary way that new openings in the
top 25 percent of society are created, allowing fresh, new, young blood into the neighborhoods and clubs of the affluent.
Early on I recognized that Nancy and her family were in the top 25 percent of the most successful in society and
that Nancy was in a position to rise to the very top in her career field, just like her father was doing in his. And I recognized
that even if my own future was not going anywhere special, I was in a position to help her with her future. That is why I
involved Nancy in many different and varied activities in 1962, some of which are shown in the photos in this genealogy.
After I attended a couple of high school reunions and watched some sociology documentaries on television, I
began to notice something else that I had documented but had not previously noticed. When girls in their teens or twenties
get together privately and discuss males, a few males come through their scathing reviews as handsome and desirable
“hunks” with the girls competing fiercely to be noticed by them and for their attention. But about eighty to ninety percent
of the other males are rated and labeled with various degrees of undesirability and are described with less than glowing,
enthusiastic, or complementary adjectives. But woe is any male who is overheard by any females doing the same thing –
discussing the desirable traits and qualities of females in general in a private conversation with his male friends.
One young mother on TV angrily retorted to a male’s comment that had nothing to do with her, “You try giving
birth to three babies and see if you can stay slim, slender, and sexy.” I think they were discussing weight problems and
the need for moderate exercise and a proper diet to lose the added weight within a reasonable time after giving birth.
But just as young women discuss the virtues of men among themselves, men similarly discuss what makes
women more or less desirable within the privacy of their own peer groups. I have found these discussions to be
interesting, especially how their ideas evolve with the increasing age of the men. In high school the guys notice the girls
who are curvy and sexy with cute faces, but by the ten year reunion, they all saw and noticed something about those
same girls. Those curves come from having slightly larger hips, and those larger hips are the bony foundation that is
necessary to pile on the extra pounds. By the ten year reunion, several of those same girls whom we had been so excited
about in high school were now 20 to 50 pounds overweight, and a couple of them were downright obese! The guys were
all wiping their brows and saying to each other, “She was so hot and sexy in high school. I had a real crush on her back
then, but now I am real glad that I didn’t win her heart and hook up with her”.
At the same 10-year reunion, we saw the late bloomers – the girls who were attractive, slender, and unnoticed in
high school because they were “just under the radar” of the males. By the ten year reunion and 28 years of age, they
looked fabulous!! They had stayed slender, and had typically taken up jogging, tennis, golf, or some other forms of
exercise. They had their college degrees; they had learned fashions, hair styling, and make-up artistry, and had developed
their people skills and social sophistication to a high degree and sometimes even had a graduate or professional degree, and
by ten years after graduating from high school they had put it all together. Every guy looked at them at the ten year class
reunion and said, “WOW, where was she when I was in high school? Why didn’t I ever see her before?”
I realized that these girls were the source group for the middle-aged mothers I had seen when I had visited the
homes of those students at the top of the pecking order when I was in elementary and junior high school. These bright,
attractive, talented, and slender girls in high school may be a little slow getting out of their starting blocks of life, but
many of them are the ones who ultimately come out the winners in the challenges of life. They have outstanding genetics
and patience working for them!!
By the time I attended our 40 year high school reunion at the age of 58, our ideas on what constitutes beauty
and desirability among our peers of the same age had again evolved, or perhaps should I say “matured”. By the age of
sixty, a beautiful person who was in our age bracket had become someone who was in good physical, mental, and
emotional health, and who was optimistic, enthusiastic, happy, and excited about life and living. That sounds like an
easy or lax definition, but it is not. By the age of sixty, we all knew several people and fellow classmates our age who
had already passed on. Now we envied and admired those who were still healthy and physically active, who were near
their proper, recommended weights, and who were taking few or no prescription medicines. It was always such a pleasure
to find someone who still had a healthy, happy, outgoing, optimistic personality and outlook on life after having listened
to so much bitching and complaining about personal problems, aches and pains, and other health problems from so many
people for so long.
We also found that many of the bad habits or characteristics that were barely noticeable in others in our youth
had taken control of their lives and had become dominant elements in their personalities in later years. People who had
periodically sneaked a smoke in their youth had become habitual smokers as adults, and were seriously suffering the
consequences by the time they were sixty – if they were still alive. Those guys who thought that sneaking some alcohol
in their teens was a cool thing to do later found that alcohol had become a major and important part of their lives as adults
and had often taken control of their lives, marriages, and jobs. Those guys who had violent tempers and got into a
number of fights as teens became wife and child abusers as adults. Those women who frequently took an Advil or
aspirin for every little ache and pain as kids became addicted to prescription medicines as adults and some had become
real hypochondriacs. At sixty they tried to get everyone’s sympathy by explaining how they have so many medical
problems and how all of their twenty pills per day are absolutely necessary. Never once have I ever heard one of them
say she had a problem and that it was her own fault that she was not living a healthy lifestyle. The stories go on and on,
but silently we were all wishing that we could just meet someone who did not have a basket full of personal problems
and who was not seeking a shoulder to cry on. Both the men and women at our 40 year high school reunion were either
wishing they would have had the wisdom in their youth that they had acquired by the time they were sixty, or they were
thankful that they had lucked out and made a great choice in a lifelong partner. For those who would have done things
differently, their biggest comments is that they would not have focused on superficial qualities but instead would have
focused on those enduring personal characteristics that were important and would remain important throughout their lives.
There is one more aspect about these healthy, attractive, slender women and similar men. When I visited the
homes of my classmates who were at the top of the pecking order in elementary school, it was their parents, both
mothers and fathers, who were the best educated of the adult parents. But even more importantly, they were also the
healthiest and had the genetic makeup to likely remain slender and healthy for many years. Today this is more important
than ever with our poor and terribly expensive health care system and health insurance problems.
Even if you are insured, one major or serious illness or accident can bankrupt a family and make it financially
impossible for their children to attend college – condemning them to a life of low wages and blue collar or service
industry jobs. Many health insurers will pay small and medium size claims but will reject catastrophic claims or will
only pay a portion of them. Once dropped, it will be virtually impossible to get new insurance at a reasonable and
affordable premium due to “preexisting conditions”, which are often “exempted” on any new policy. That corresponds
to what I noticed when I visited the homes of my classmates in elementary and junior high school. Those at the bottom
of the social pecking order had parents who were in the poorest health, were obese, were suffering from diabetes or other
ailments, and who could not afford or even think about going to college. They came from the financially poorest
families. Those at the top of the social pecking order had the best educated and the healthiest parents and families, and
graduating from college was just part of what those parents expected of their children.
The moral – marry a spouse who is well educated, above average in height, is slender, is attractive, has a high
IQ (ideally at least two standard deviations above the mean), has outstanding people skills, and who is in excellent
health, and whose parents and grandparents are likewise – in short, marry a spouse who has an abundance of “the right
stuff”. This will dramatically increase your disposable family income by dramatically cutting down on your medical and
insurance expenses, will make it possible for your children to attend and graduate from college, and will greatly increase
the probability of your children being highly successful in anything they do in life.

A Sociological Experiment in College: I came from a blue-collar, working class family, and my parents did not have a
lot of extra money to pay for all of my college expenses. They did what they could, but I also had to work while I was in
college. I worked about 10-12 hours per week in the girls’ dining room in Regents girls’ dormitory, stuffing milk into
stainless steel cows and serving “late plates” to those girls who were involved in activities and came in late for their suppers.
The Regents dining hall served 890 girls and was run by Mrs. Perkins, a congenial, middle-aged, registered dietician.
One year I decided at the beginning of the school year to conduct a sociological experiment in the furtherance of
my sociological theory. It was to politely and cheerfully greet or at least say “hello” to each and every girl who ate in the
dining hall, at least once sometime during the first month. So as I was walking back and forth across the dining room,
checking the milk levels in the various stainless steel cows, I would politely smile and greet various girls nearby. I
received a most strange and unexpected response from many of the girls, all of whom knew that I was a fellow university
student like themselves. The hottest, sexiest, and most attractive and desirable of the girls; the varsity female athletes,
and the varsity university cheerleaders would all smile back, and boldly and confidently return my greeting in response.
There was nothing timid or shy about any of them; they all exuded social confidence and self-assurance in themselves. I
had no doubt that any of them could speak with confidence before a public audience, go out and interview five total
strangers without trepidation as would be required of news reporters (like those who are shown in two pages) or meet
and greet total strangers in some public relations effort.
 Steve Padocus, Jenifer Grey, & Paul Olson

Sometimes my 5’- 8” height seemed rather short when I was greeting

some of the girls who ate at Regents Dining Hall. Notice the Cowichen
Indian sweater I was wearing in college. You will see it again in another
photo. This photo shows me being rather short and stocky. I wish I
were as slim across the hips and as well-proportioned as the taller guy.
The clear height of the doorway behind me is 6’-8” (2.032m) .

But quite a few of the bottom 80 percent of the girls acted as if I was about to rape or assault them right there in
the middle of the crowded dining room. My taking the initiative and politely greeting them had suddenly and
unexpectedly put them on the social defensive and in the very awkward position of being forced to become an active
participant in life instead of a mere spectator who sits on the sidelines of life and watches others. They had no idea of
what to do or how to respond. They would panic, cower, and tremble in fear, and look for an escape route to the nearest
exit to where they could flee. That was a totally unexpected response!! So I thought I better cool it or at least tone it
down before somebody called the police and reported that a male student who was working in the dining room had said
“hello” to them and greeted them in a friendly and polite manner. But after several weeks I finally did succeed in
politely greeting all of the girls with a smile and a cheerful “Hello” or similar greeting at least once.
The ugliest girl in the dorm, a graduating senior, thought my “hello” was a marriage proposal, and I became the
butt end of many jokes and laughter by the other girls over the next several weeks. Whenever she would spot me, she
would come running up to me, desperately clutch one of my arms with both of her hands, and hang on for dear life. As
the days wore on, one girl or another would warn me, “here she comes”, and I would run and hide in the kitchen, and
stay out of sight until she was through the serving line and sitting at a table. After several weeks of this she finally
decided that maybe my one “hello” only meant “hello”, and was not a marriage proposal.
It was many of those attractive girls who exuded confidence and self-assurance in themselves who went on to
become successful professionals and leaders in society, both as students and later in their professional careers and in their
communities. They had “the right stuff”! They are the ones who regularly win the various finals in the beauty pageants and
numerous other contests and honors, especially those requiring high level mental skills, throughout their lives and who are
regularly chosen for positions of greater responsibility where they have the opportunity to apply their people skills and
social skills, dealing with the public in positions such as TV news anchors (i.e. Robin Meade, the former Miss Ohio, on
CNN Headline News) such as those shown two pages ahead.
Notice that those female news anchors are all highly photogenic and pleasing to behold and gaze upon, at or very
near their proper recommended weights and proper body proportions, and they all have college degrees – bachelor’s or
graduate degrees. They also all have high IQ’s that are well above the average IQ of 100, and an abundance of “the right
stuff”. Those whose tenures as TV news anchors and personalities last longest have more of “that right stuff” than do
those young ladies who have only a short tenure as TV news anchors and reporters, then quietly and quickly fade from
the scene and are never heard from again. It is very likely that all of these television news anchors had outstanding
parenting and very supportive families when they were in their formative and developmental years from birth to their
final graduation from college.
The timid, shy, and unassertive girls, like those who cowered before me when I politely greeted them with a
warm “Hello”, are the ones who usually get left behind in the dust of society in life’s competition. They are seldom noticed,
seldom promoted, and seldom win any competitions where they have to appear and speak or make a presentation
before a group or in public. For both types of girls, their children will usually grow up to be very much like them and
will develop similar characteristics, traits, and personalities.
So for the rest of the school year, I was politely greeting and asking all of the most beautiful, intelligent, and
most desirable girls in the dorm how they were doing, how they did on their French exam, etc., and politely addressing
them by their proper names. This social experiment once again demonstrated that there is a dramatic cultural, social, and
upbringing difference between the most desirable top 10 percent of society who are at the top of the social-economic
pecking order, and the rest of us especially those who are in the bottom 10 percent socially and economically. In this case, I
had tested the confidence and self-assurance of typical college girls between the ages of 18 and 21. Just to have been
admitted as a student in a competitive college, they already had to have been in the top 25 percent in the pecking order of
society with only a few exceptions. There was certainly a most noticeable difference in their people skills and in their
response to my initial friendly greeting – thus supporting my hypothesis that the end points of our society’s pecking
order are composed of statistically different populations with different physical, mental, cultural, and sociological
characteristics and responses.
The measurable characteristics that I alluded to earlier include, either singly or in various combinations:
intelligence or IQ, level of educational attainment, rank in class in elementary, junior high, and high school; actual
weight to ideal weight ratios, various body dimensions to height ratios, body shape (hourglass figure), body mass index
(BMI), etc. with sample populations broken down by age, height, and sex. There are other factors that I would include if
they could be measured and quantified. These include physical attractiveness, personality, people skills, leadership
skills, police arrest records, being highly skilled in at least one of the “classical performing arts” such as ballet or opera,
being a concert musician on the piano in classical music, some other instrument, or voice, or being a “fine artist” or
sculptor; and being competition quality in some athletic activity or sport such as golf, tennis, squash, sailing, yachting,
alpine snow skiing, polo, gymnastics, swimming, rowing, crew, figure skating, fencing, lacrosse, surfing, water polo,
equestrian activities (dressage, jumping, eventing, vaulting, show horse, steeple chase, and barrel racing), etc. Now the
people at the bottom end are going to scream that their sports are basketball, football, weight lifting, boxing, sprinting,
fighting, etc. Hey, the purpose of this statistical exercise is to show that the people in the top 10 percent of society and
those in the bottom ten percent of society including the poor and homeless are two statistically different and distinct
populations, having different physical characteristics, different mental characteristics and IQ’s, different cultural
characteristics, different sports, different social characteristics, different ethics, morals, and values, and are living
different lives.
In other words, if we can spot at a very young age those gifted young children, who like Nancy Aden, possess the
genetic and cultural characteristics such as high IQ that are most common in the top echelons of society, then we should try
to direct them towards their destiny and encourage or show their parents how to become the “super-parents” they need to
be, as well as directing special resources their way. Actually, that is not as difficult as one might initially think. Adults
tend to marry spouses who are very much like themselves and to produce similar kids. So if you find the adults with the
characteristics that are desired, then there is a very high probability that their children, present or future, will also have
those same characteristics. These adults are found in the greatest concentrations in the more affluent communities and
neighborhoods and those with the highest average levels of education. The problem comes in finding the sleepers, those
hidden gifted kids where the desired characteristics are not so obvious in the parents, often because of their lack of
opportunity when they were children.

Super-parents and directing special resources their way: Before many of you readers start jumping up and down,
screaming about “equal opportunity” for all, think about what “equal opportunity” means. “Equal opportunity does not
mean “equal results”!! “Equal opportunity” is the right to enter the competition and “try out” at the beginning of a
selection process and the right to be provided with equal public inputs in a timely manner. Of course, private inputs
provided by one’s family, relatives, friends, and community such as private lessons will vary from person to person and
family to family with no requirement that they also be equal. Thus public school systems in rich districts do much better
than public school systems in blighted districts or inner city areas. “Equal results” given “equal inputs” is something that
we try to achieve in a factory assembly line system. In any public arena there are only limited resources available. Those
resources can only be divided among a few, so each person who wants a share of those resources must compete for
them and demonstrate that he is worthy of passing to the next level of screening to access those resources.
 Women TV News Anchors in the United States in 2008 who have demonstrated their having an abundance of
“the right stuff”

Betty Nguyen Brooke Anderson Christi Paul Ellemieke Vermolen Erin Burnett began her career as a
Graduated magna cum laude Graduated with honors, UoGA 3rd runner up to Miss Ohio, 1993 financial analyst for Goldman Sachs

Julia Boorstin Kiran Chetry was born in Larysa Harapyn She is a Laurie Dhue tallest at 6’-3” Maria Bartiromo graduated from
Kathmandu Nepal former NY model New York University

Melissa Theuriau French, was Michelle Bonner Graduated Paula Zahn Made the finals Robin Meade former Miss Ohio Rudi Bakhtiar Iranian, was
voted the world's most beautiful from Northeastern University of the 1973 Miss Teenage America accepted to New York University
news reporter Pageant Dental School

http://www.tvanchor.net/

Sumi Das Of Indian heritage. Tina Fey Zain Verjee Of Indian descent,
Graduated Univ of Calif. raised in Kenya

If I want to be a professional baseball player, I have the same equal opportunity as everyone else to try out. But I
cannot just show up at spring training camp and expect to become an instant player on the team roster. I have to earn the
right to that camp and be invited. If I cannot show a scout that I have the right stuff that he is looking for, then I will not be
invited to spring training camp. The same is true in education. Nobody has an automatic “right” to an education or to go
to college, we have to earn that right through our academic performance. We are all given an “equal opportunity” to an
education. In first grade we are all given a classroom, a desk, a teacher, books, paper, pencils, and other supplies. It is up
to each student to do what the teacher says and to follow her instructions, to open his books and read them, to apply his
pencil to the paper and do the written assignments every day, and to study for the exams – for at least twelve years. The
teacher is only an educational facilitator. She cannot “give” anyone an education. Each student must do that for himself
through his own effort, sweat, and perseverance through all twelve grades of school, and in the end he must prove that he is
worthy of going on to college and competent to do college level work through his school exams and grades and through
national standardized exams – just like on the ball field.
One test of my theory would be for a sociologist and a statistician working together to do a computerized
correlation analysis of all of the various factors and various mathematical combinations of those factors (including using
correlation analysis and non-parametric statistics). Such an analysis would likely show that high correlation values of
certain characteristics or combinations of characteristics are definitely linked to being from more affluent families and
being at or near the top of the social-economic pecking order while other combinations are linked to being from families
who are at or near the bottom of the social-economic pecking order, and that the two extremes of the social spectrum share
little in common. Such a correlation analysis would also likely show what ideas and politically correct concepts are pure bunk
with little or very low correlations and validity when compared to reality. In other words, they have no chance of working
and are just a huge waste of taxpayers’ money, but are done to look politically correct in the public’s eye.
It is likely that such a statistical evaluation would show that the top ten percent contains the highest percentage of
people who, given their sex, age, and height, are at or near their ideal human body proportions and dimensions (genetics),
while the bottom ten percent contains the highest percentage of people who are “physically misshapen” or who have the
greatest deviations from the ideal human body proportions (They have a large variance or standard deviation from the
ideal.). This includes most of the morbidly obese. It is likely that a good mathematician would show that the bottom ten
percent to be better described statistically as being composed of two distinct sub-populations – the obese and the skinny –
instead of being composed of only a single population. He might also find additional sub-populations among the bottom
ten percent of the population that are statistically very different from those who are in the top ten percent of the population.
Nancy and her father, Clifford, were in the top ten percent, and the questions I wanted to answer by doing this
genealogy and study was, “Who are they?” How are their genetics and their genetic characteristics related to those of the
family of Daniel Boone from whom they are descended and from whom they inherited a portion of their genetics? I
know how the rules of genetics specify that the genetics that are inherited from each generation back in time is cut in half
for each ancestor with each generation, but since each ancestor tended to marry a spouse similar to himself in terms of
genetic characteristics, many of the extreme genetic characteristics were preserved in good measure and passed on with little
dilution, generation after generation unless some ancestor really married someone who was dramatically different than
himself. Nancy offered me a window and an opportunity to look in on one family in the elite top ten percent and to see
how they differed from the rest of us. I was honored to avail myself of this opportunity and learned a great deal. That is
what this sociological and genealogical work is all about.
These statistical differences between the top and bottom ten percent in our society also affect the types of jobs
they can get, who they will marry, and where they will live. For example, have you ever noticed at airports, hotels, hospitals,
and in many other establishments that the women who clean the restrooms are either hard working, first generation foreign
immigrants or are predominately short, fat, and brown skinned? And the porters who push the baggage carts are predominately
minorities? A girl who looked like a tall, slender, sexy, drop-dead gorgeous super-model would look totally out of place
cleaning the restrooms at an airport terminal or working as a maid in a hotel. Certain jobs are strongly associated with
specific stereotypes, body shapes, and physical appearances.
Another example of a job that is associated with one’s position in society is being a lifeguard. Lifeguards are
usually high school or college students from the top twenty-five percent of the social-economic pecking order of society –
from the more affluent families in the community. That is because to qualify as a lifeguard, one must be an excellent
swimmer. It takes several years of lessons and practice to progress from being a non-swimmer to becoming a proficient
swimmer. The parents usually have a membership in a local parks and recreation program, a fitness center, or a country
club that has a swimming program. The swimming program often costs additional money for the classes. In a majority of
the cases, at least one of the parents of the lifeguards I interviewed had at least a bachelor’s degree or higher, OR the
lifeguard was a college student. Students from the lower economic-social classes just do not have the extra disposable
income and financing necessary for several years of swimming lessons, then the additional lessons required to become
lifeguard certified. The Red Cross offers classes that certify lifeguards and swimming instructors, but many pools also
require lifeguard applicants to pass their own certification programs. Thus, as a result of the several years of lessons
required and the financial costs involved, being a lifeguard is a job that is found mostly among those college students
from more affluent families and rarely will you find lifeguards from families who are on welfare or who are from the
lower echelons of society.
I interviewed several lifeguards and they all said in one way or another that you do not have your parents spend
their money for several years of swimming lessons and lifeguard certification training just so you can have a summer job
every summer while you are in college, and earn lifeguard wages. They took up lifeguarding because they wanted to help
others and to make a difference. They were all altruistic in their reasons for becoming a lifeguard. Most went to better
quality high schools that had a swimming pool and a swim team, and most were or had been on their high school swim
teams. They also said that it was a cool job and you got to meet and work with a lot of cool people, most of whom were in
the top quartile of the pecking order and who were the better, higher quality, more active, involved, and motivated students in
school. They had great personalities, outstanding people skills, and a good sense of humor. They all took pride in being a
lifeguard and considered their having earned a lifeguard certification to be a real achievement and accomplishment in life
that they were proud of. Since they tend to come predominately from the more affluent families in the community,
lifeguards tend to be the smarter, slimmer, healthier, more attractive people and have better, more attractive, more optimistic,
outgoing personalities than the general population as a whole in their age group. Just look at the cast of lifeguards on the
former television series, “Bay Watch”. They included David Hasselhoff, Pamela Anderson, and Carmen Electra among
more than fifty others. Lifeguarding is one of those indicator summer jobs where I would expect the majority of former
lifeguards to achieve above average success later on in life in their careers and family life. It would have been a good
summer job for Nancy since she was already a strong and outstanding swimmer when she was in high school, and because
she chose to go into physical therapy since she wanted to help people and to make a difference in the lives of others.
When I visited my stockbroker at his Hong Kong office on the 59th through 61st floors of a posh skyscraper, I
was amazed to see that all of the women from the receptionists at the front desk to the female stockbrokers all looked like
gorgeous supermodels with college degrees from the most prestigious universities, and the males in the office looked
similar with similar qualifications. It was obvious that if a job applicant did not look like a gorgeous movie star or beauty
pageant winner and possess a degree from an elite and top ranked university, then he/she needn’t bother filling out a job
application to work there. Apparently the big city financial districts (like the twin towers of the World Trade Center) are
the hubs where you will find some of the best-educated, most talented, most brilliant, most attractive, high-end, young,
yuppie male and female professionals. The well-educated, attractive, young women found here are indeed “superwomen”
at their best, the kind that few of us will ever see or meet and can only fantasize about. Who are they?
I have to smile just a bit. As I explained my sociological theory from childhood after these superwomen whom I
was interviewing had inquired about it, one common response that I often received from them was, “I did not get to where
I am today by being cute, pretty, sexy, or sleeping with the boss. I got to where I am today because I worked my ass off
while other people played or hung out at the malls with their friends.” Yes, that is all very true. The top one or two
percent did get to the top by working harder, doing more and better quality work, and putting in longer hours than any
other group. They often had a “workaholic” personality and a very high mental metabolism. But they were also smarter
(had significantly higher IQ’s) and worked more effectively and efficiently than their colleagues and got more work
accomplished of the highest quality, and they had super people-skills. They were the academic honor students all through
school and were the “honor graduates”. They were the ones with an extreme passion and zeal for living life to the fullest,
but in a balanced fashion. The top one or two percent appear to have higher levels of natural physical, mental, and psyche
energies than do the rest of us and appear to be more comfortable working more intensively than do the rest of us.
Without a doubt, they have much more of “the right stuff” than do the rest of us. They are often in more stressful careers
that require frequent multi-tasking. We have all seen this phenomenon in school when the same students consistently
studied harder and longer than the rest of us and consistently completed all of their assignments and received the highest
scores on their homework and exams in class.
These top one-percenters were also exceptionally gifted, brilliant, and talented. Today we might describe many
of them as being “hyperactive” in a focused manner such that they were able to channel and focus their high levels of
mental energy into productive and constructive activities. There was no doubt in my mind that they were all superstars
within the human race, able to beat out the rest of us in the process of “natural selection” for admission to the most
prestigious universities, the best jobs, the most desirable mates, the most desirable living locations, etc. I suspect that
every guy who ever interacted with any of these superwomen was probably thinking silently to himself about how much
he would “love to date her”, or “get to know her better”, or “be married to her instead of my present wife”. They left little
doubt that they have the ability to twist most men, even powerful men, around their little fingers, and get things accomplished –
without having to resort to sex. I still may not be able to immediately identify these female superstars on first meeting
them every time, but I sure can immediately identify many men and women who definitely are not among these gifted
superstars, especially since true superstars make up less than one percent of the total population, which means that at least 99
percent of us - the rest of the population are not gifted superstars.

Tribes: We all know the definition of “tribe” in the traditional sense of the way we use it in everyday English conversation,
but I would like to define it differently for my own use in my theory of sociology. In this paper, “tribe” shall mean, “a
group or collection of people and families, many of whom may be unrelated, within the community or a larger geographical
region from which we normally select our marriage partners; people and families who share one or more physical,
genetic, cultural, religious, and/or social characteristics, which might include education, wealth, and social status, that we
consider to be very important in our selection of a potential spouse, and in this sense, we consider them and their families to
be “our equals”. While there may be many candidates of marriageable age within the community or larger geographical
region, we automatically eliminate all but a tiny percentage of them as being unsuitable, undesirable, or out of reach.
Those who remain are “members of our tribe” and are considered to be worthy of serious consideration as marriage
prospects.
 But just because we like someone does not automatically make that person and their families members of our tribe.
If your son has a crush on the rich girl from the other side of town who is really “hot” and sexy, and says that he “would
be willing to marry her any day”, that alone does not automatically make her and her family members of your tribe if they
do not consider your son and your family satisfactory candidates for marriage to their hot daughter. Thus, she and her rich
family would not be members of your tribe. Membership into any given tribe must be a two-way acceptance by both parties.
People define their own tribe(s) by specifying the measurable and/or observable characteristics of that tribe –
usually subconsciously. These characteristics must be inclusive. A 400 pound female high school dropout cannot realistically
say that she would only consider marrying a tall, slender, handsome, healthy, college graduate. That description does not
include her. On the other hand, a young lady in her twenties who is hot, sexy, well educated, and highly desirable can
define her tribe very narrowly, intentionally excluding ninety-nine percent of the males of acceptable marriageable age.

Some characteristics that we might use to determine: “who is in our tribe” and “possible marriage partners” include:
- Shared common religion, religious beliefs and values, and/or religious denomination. In 2008 almost 60% of
all marriages that took place in the United States were between couples of the same religion and
denomination.
- Similar social-economic status, wealth, and standing within the community,
- Similar physical size and physical characteristics,
- Similar athletic or cultural abilities and/or interests.
- Shared common interests and hobbies,
- Similar IQ’s, and similar levels of education. Sometimes even having graduated from similarly rated schools,
such as an “Ivy League” school are important.
- Similar level in the social pecking order of the community,
- Similar appearance or looks – i.e. hot and sexy, highly desirable, great physique and body.
- Similar goals and aspirations in life – or lack thereof,
- Similar genetic characteristics,
- Similar personality characteristics
- Shared common attraction towards each other as friends and more.
- Shared common cultures, beliefs, ethics, morals, and values.
- Having comparable amounts of “the Right Stuff”.
- Spenders vs. savers. Spenders live for today, party, and enjoy the moment without concerning themselves
with the problems and bills that might arrive tomorrow. Their motto is generally “If you have money, spend it;
and eat, drink, and be merry”. “Don’t worry about tomorrow. It may never come.” Savers live frugally today
and try to put something away for tomorrow and for future lean times that are likely to come by investing in
appreciating and/or income generating assets. Spenders party and play during the summer. Savers chop wood
and build up the woodpile, and harvest and preserve their garden foods, to see them and their families safely
through the coming winter. Marriages between spenders and savers are generally incompatible and are likely to
lead to divorce.

People within a tribe share many more of those traits, characteristics, and qualities that they consider to be
important in common with each other than they do with people outside their tribe. For example, modern families in the
very high IQ tribe typically have spouses where almost all of them have at least a bachelor’s degree with one or both of
whom is likely to have a graduate degree – a master’s degree, or a Ph.D., M.D., J.D. or other similar or professional
degree, and to hold a very high paying job such as medical doctor, lawyer, executive, Senator, Colonel or General, etc.
Their children often attend prestigious private schools in the community or take honors classes, enrichment classes,
and/or advanced placement classes in public schools to a much greater extent than do children of other tribes. The public
schools they attend are often those that are among the highest rated or best performing public schools in the state and are
usually located in the most affluent suburbs, communities, or districts. Very high IQ tribes are often characterized by high
academic achievements and have the highest percentage of children of any tribe who attend the Ivy League universities or
those universities that are rated among the top twenty-five best in the nation. They have the highest percentage of
children who win academic honors such as National Merit scholarships or who score perfect scores or exceptionally high
scores on the SAT, ACT, and similar other standardized exams. Most of the children who play “1st chair” of any instrument
in the high school or college symphony orchestras or symphony bands are from the high IQ tribe. They have the highest
percentage of children who go on to earn graduate or professional degrees. Today many high IQ students are of South
Asian or Oriental heritage and/or are either immigrants or are first or second generation Americans. Traditionally married
families in this tribe average fewer children per family than do traditionally married families in any other tribe.
People with very high IQ’s and high achievement are often also characterized being “workaholics” and are fiercely
competitive and have a burning passion and enthusiasm for their area of focus and interest. This is true of the female television
newscasters and news anchors shown a few pages back. This fierce competitiveness and burning passion was noted in
Clifford Aden and his siblings, even though they came from a blue collar working class family in the 1930’s. They have
their mother, Freda Gertrude Bryant, to thank for their great success in life and for their passion for reading and academics.
Performing arts tribes have the highest percentage of children of any tribe who are taking private music lessons,
dance lessons, voice lessons, ballet classes, figure skating lessons, gymnastics, etc. The parents and families also attend
more performing arts and cultural events such as operas, concerts, symphonies, ballets, and figure skating events than do
families of any other tribe, and they contribute more money to the performing arts than do members of any other tribes. Their
children typically have IQ’s that are well above average – if they are involved in the traditional “classical” performing arts.
Psychologists say that extensive early childhood (pre-school) involvement in “classical music” helps in brain development.
Tribes where “athletics” is the common uniting theme spend the most time and money of any tribal members being
involved in athletic activities – both watching and participating. A higher percentage of their children are taking private or
group lessons in sports like tennis, golf, and swimming, or are involved in team sports than are the children in any other tribe.
The Harley Owners Group (HOGs) also comprises a tribe although most or all of them also belong to at least one
other tribe that has little or nothing to do with Harley Davidson motorcycles. People in this tribe all share a very strong
and intensely loyal interest in their Harleys and spend a lot of time together talking about their Harleys, repairing and
maintaining them, polishing them, and riding them. The word “Sturgis” means something special to all of them.
When children at school get into fights or serious verbal disagreements, it is usually between children of different
tribes who do not share or agree on some values that at least one of them considers important, although it is likely that at
the lowest levels of society, the tribes of the inner city ghettoes, children may attack each other even if they are of the
same tribe, because they belong to different sub-tribes or gangs, or want to prove who is the dominant “alpha male” or
bully within the tribe or within in the neighborhood, or because they want to establish their position in the general
physical pecking order of the neighborhood.
The concept of tribalism is important, because as we look at any given family tree that is extensive and goes
back many generations, we will discover that tribal characteristics of a specific tribe often go back many generations
within some branches of the family tree, and at some point some of the same ancestors will begin appearing more than
once, which means that we have distant relatives marrying each other. It is not that unusual to find first and second
cousins or more distant relatives marrying in our family trees. Even today, more than ten percent of all marriages world-
wide are between first and second cousins. That occurs because even distant relatives in the same tribe often share more
important characteristics in common with each other than they share with members of other families and tribes in the
region. Even Albert Einstein married his first cousin, Elsa, because of their shared common values and interests.
People with very high IQ’s look for potential marriage partners who share that characteristic, and they have no
interest in checking out or even considering any mentally retarded young adults as potential marriage material. That may
mean that they are strongly drawn to marry a distant relative in order to retain the genetic or other characteristics that they
consider to be so important in a marriage partner. The same is true for great athletes, royalty and nobility, outstanding
performing artists, musicians, and people with special strengths, talents, physical size or characteristics, or super
attractive, people with sexy good looks. Thus, in any given community or region, there will be many tribes living among
each other, but a majority of marriages will take place within tribes between a very small percentage or small group of
people who share several important characteristics, values, and beliefs in common. This idea of shared common
characteristics in marriage creates the most stable and enduring marriages and usually provides the partners with the
greatest level of happiness and security in their marriages and families.
In this genealogy there is a marriage between two people from different tribes that differ significantly in their
levels of educational attainment, family wealth and income, and personal values and ethics, where the spouses do not
fully embrace and adopt the culture, customs, morals, ethics, and values of the other, with tragic consequences and
significant life-long problems resulting. This marriage had undesirable ramifications and lost opportunities for several
generations of descendants.
------------------------------------------------------------------------------------…
One of the characteristics that I noticed in adult women during my junior high and high school years was that
when we would go to the grocery store or department store and see some woman leave her cart in the middle of the aisle,
blocking it so no one else could get past, then walk off to do some shopping or stand in the aisle and gossip with another
woman, it was usually some fat woman or one who looked like she was from the lower social classes and had never been
properly taught manners in public and the concept of politeness, courtesy, and consideration for other people by her own
parents. I would then watch the well-dressed and attractive women to see how they did it. Most of the time they would
push their carts off to the side of the aisle, out of the way of other shoppers, before walking off – and the overwhelming
majority of the men shoppers, regardless of their social status, also pulled their carts over to the side so others could get
past. I don’t know why men are just naturally more considerate of others than are women. And I would guess from the
way the more attractive women were dressed and their more attractive and slimmer physical characteristics, that they were
from the more affluent upper middle classes families. This type of social behavior is typical of what one would expect
from the lower and upper social classes – at least in the United States. Those inconsiderate women who leave their carts
in the middle of the aisle and block everybody else, preventing them from getting past, are very likely from a lower
social-economic classes and they very likely had lazy parents who never bothered to teach them the social graces and how
to get along in society – by being considerate of others. And since they obviously do not possess these social skills as
adults, their children are also growing up deficient of these common social skills of respect and courtesy toward others.
Children in the upper class families do learn these social graces and in turn are able to teach them to their own children
when they are adults. This further reinforces my social theory that there are significant genetic, cultural, and social differences
between the upper middle classes and the more affluent, and the lower middle classes and the blighted poor of America.
Of course, I cannot paint all of the poor and lower class with the same brush, but what I say is applicable to many of them.
 If you want to find beautiful girls in the US, you go to the most exclusive country club in your region in the
summer and look at or join the older girls and young women in the swimming pool or tennis courts. Another place to see
beautiful or “hot” women (as my daughter would say) is to look at the young ladies driving or riding in convertibles or
luxury sports cars, especially expensive roadsters and luxury sport car convertibles. The more upscale, high-end, and
expensive the sports car, the more likely is any young woman who is inside to be “hot”. I have never seen a morbidly
obese, unattractive woman riding in or driving any expensive luxury sports car. If you want to see unattractive, obese
slobs, you hang around the welfare office and drive around the slums and low-end trailer courts. The walk-in emergency
rooms and prompt care facilities at hospitals also see a preponderance of obese and unattractive women since they are the
segment of society with the most medical problems and serious drug addictions – and no insurance.
This implies that beauty, desirability, and success are closely linked with wealth and social status. This only
makes sense. If a young, single, male student graduates from college with a degree in medicine or law and already has a
promising, lucrative job or practice, he is likely to have many girls letting him know that they are interested and available.
Which girl is he likely to choose to become his “trophy wife” – the obese, ugly, dumb slob of a girl who dropped out of
high school, or the gorgeous supermodel with a college degree? And they will produce children who grow up to be like
and look like the spouse he selects. Girls from most tribes are automatically eliminated from consideration and need not
even think about applying.
The concept or idea that highly successful people often come from highly successful, upper class families can
further be supported by reading the biographies of many successful and famous people, four of which are listed below.
Of course, you can also find a smaller percentage of successful and famous people, especially in certain sports and music
groups, who came from middle class and poorer families or from the ghettos of the inner cities. But there is only a modest to
low correlation or overlap in the different areas in which they each became famous – i.e., boxing, football, and basketball
for the lower classes versus opera, ballet, figure skating, or winners of Nobel Prizes for the more affluent classes.
There are many examples of children of high achieving, affluent families being hot, sexy, and /or making good and
being high achieving, both males and females. They are also often very good athletes and/or skilled in the performing arts.

1) Anne Jacqueline Hathaway (born November 12, 1982) is an American actress. After several stage roles, she appeared in the
1999 television series Get Real. After it was cancelled, she played Mia Thermopolis in The Princess Diaries (2001). Over the
next three years, Hathaway reprised that role for The Princess Diaries 2: Royal Engagement, and starred in family films,
appearing as the title character in Ella Enchanted (both 2004). Hathaway was born in Brooklyn, New York[3][4] to Gerald
Hathaway, a lawyer, and Kate (née McCauley), an actress who inspired Hathaway to follow in her footsteps. The family
moved to Millburn, New Jersey when she was six years old.[5] She has an older brother Michael and a younger brother
Thomas. Hathaway has mainly Irish and French ancestry.[6] Hathaway was raised a Catholic with what she considered "really
strong values," and has stated she wanted to be a nun during her childhood. However, at the age of 15, she decided not to
become a nun. She co-hosted the Emmy Awards ceremonies in February 2011 and changed into seven different dresses and
outfits during the ceremonies for which she received very favorable reviews.
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 "http://upload.wikimedia.org/wikipedia/commons/thumb/7/7d/AnneHathawayJan10.jpg/220px-

AnneHathawayJan10.jpg" \* MERGEFORMATINET
Anne Hathaway in January 2010

2) Audrey Hepburn (4 May 1929 – 20 January 1993) was a British actress and humanitarian. Born Audrey Kathleen Ruston[1]
in Brussels, Belgium, she was the only child of Joseph Victor Anthony Ruston (1889–1980), an English banker of Irish
descent,[2] and his second wife Ella van Heemstra, the former Baroness Ella (1900–1984), a Dutch aristocrat, who was a
daughter of a former governor of Dutch Guiana.[2] Her father later appended the surname of his maternal grandmother,
Kathleen Hepburn, to the family's and her surname became Hepburn-Ruston. [2] Although born in Belgium, Hepburn had
British citizenship and attended school in England as a child.[3] Hepburn's father's job with a British insurance company
meant the family travelled often between Brussels, England, and the Netherlands. From 1935 to 1938, Hepburn was
educated at Miss Rigden's School, an independent girls' school in the village of Elham, Kent, south east England.[4][5]
1. Born in Ixelles, Belgium as Audrey Kathleen Ruston, Hepburn spent her childhood chiefly in the Netherlands,
including German-occupied Arnhem, Netherlands, during the Second World War. She studied ballet in Arnhem and then
moved to London in 1948, where she continued to train in ballet and worked as a photographer's model. She appeared in
several European films before starring in the 1951 Broadway play Gigi. Hepburn played the lead female role in Roman
Holiday (1953), winning an Academy Award, a Golden Globe and a BAFTA for her performance. She also won a Tony
Award for her performance in Ondine (1954).
2. Hepburn became one of the most successful film actresses in the world and performed with notable leading men such
as Gregory Peck, Rex Harrison, Humphrey Bogart, Gary Cooper, Cary Grant, Henry Fonda, William Holden, Fred Astaire,
Peter O'Toole, and Albert Finney. She won BAFTA Awards for her performances in The Nun's Story (1959) and Charade
(1963), and received Academy Award nominations for Sabrina (1954), The Nun's Story (1959), Breakfast at Tiffany's (1961)
and Wait Until Dark (1967).

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Audrey Hepburn in Breakfast at Tiffany's

3) Francia Raisa Almendárez Aka Francia Raisa: Almendárez was born July 26, 1988 and raised in Southern California. Her
mother Virginia Almendárez, born in Mexico, and her father Maximo Renán Almendárez Coello, born in Honduras, worked
extremely hard to give Francia and her two sisters, Irelanda and Italia, a wholesome life in the high-paced Los Angeles. In
fact, a few years after Almendárez was born, her father came up with the winning Latin radio personality "El Cucuy," and
since then he has been the number one disc jockey in Los Angeles on 97.9 FM, La Raza. She attended Bishop Alemany
High School ( a Catholic school), in Mission Hills, California.
At the early age of five, Almendárez began taking dance lessons - excelling in ballet, tap, and jazz, acrobatics
(gymnastics), hip-hop, and Polynesian dance. She also explored karate and figure skating, and played the accordion.
These lessons helped her abilities as an actress.
Almendárez began to book acting jobs in her junior year of high school, modeling for print ads and appearing in
commercials. She guest-starred in the sitcoms American Family: Journey of Dreams and Over There. Just a month into her
senior year, she booked one of her first lead roles, starring opposite Hayden Panettiere in Bring It On: All or Nothing. She co-
starred in the Nickelodeon movie Shredderman Rules, where she portrayed Isabel and in The Cutting Edge 3: Chasing the
Dream, as Alejandra Delgado. She currently plays the role of Adrian Lee in The Secret Life of the American Teenager.
In 2009, Almendárez guest-starred on the USA network's TV series "In Plain Sight" and she will be reprising her role
as the lead for the sequel to MGM's The Cutting Edge: Fire and Ice in spring 2010.

Francia Raisa Almendárez

4) Katharine Houghton Hepburn (May 12, 1907 – June 29, 2003) was an American actress of film, television and stage.
Hepburn holds the record for the most Best Actress Oscar wins with four, from 12 nominations. She won an Emmy Award in
1976 for her lead role in Love Among the Ruins, and was nominated for four other Emmys, two Tony Awards and eight
Golden Globes. In 1999, the American Film Institute ranked Hepburn as the greatest female star in the history of American
cinema.[1
 Katharine Hepburn was born in Hartford, Connecticut, the daughter of suffragette Katharine Martha Houghton
(1878 – 1951) (an heiress to the Corning Glass fortune and co-founder of Planned Parenthood) and Dr. Thomas Norval
Hepburn (1879 – 1962), who was a successful urologist from Virginia with Maryland roots.
Hepburn's father insisted that his daughters swim, ride, and play golf and tennis. Katharine won a bronze medal for
figure skating from the Madison Square Garden skating club, shot golf in the low eighties and reached the semifinal of the
Connecticut Young Women's Golf Championship. She especially enjoyed swimming, and regularly took dips in the frigid
waters that fronted her bay front Connecticut home, generally believing that "the bitterer the medicine, the better it was for
you." She continued her brisk swims well into her 80s. Katharine would come to be recognized for her athletic physicality —
she fearlessly performed her own pratfalls in films such as Bringing Up Baby (1938).
Katharine Hepburn was educated at the Oxford School (now Kingswood-Oxford School) in West Hartford,
Connecticut, before going on to Bryn Mawr College. Hepburn was suspended for breaking curfew and smoking, which at
that time was particularly not encouraged for women. Decades later, Hepburn also confirmed that after dark, she would go
swimming naked in the college's "Cloisters" fountain. She received a degree in history and philosophy in 1928, [3] the same
year she had her debut on Broadway after landing a bit part in Night Hostess.
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Spencer Tracey and Katharine Hepburn

5) The Allsopp sisters: Sofie Allsopp (born 1980) has her own television show “The UnSellables” and her sister, Kristie
Allsopp (born 1971) has several of her own television shows, “Location, Location, Location”, “Relocation, Relocation”,
“Relocation Revisited”, and “Kristie’s Homemade Home” . They are the daughters of Charles Henry Allsopp, 6th Baron
Hindlip and former chairman of Christie's and his wife since 1968, Fiona Victoria Jean Atherley McGowan (born 1947).
They have a brother Henry, and another sister, Natasha. Due to their father's peerage, they are entitled to use the courtesy
style The Honourable Sofie Allsopp and The Honourable Kirstie Allsopp.
http://en.wikipedia.org/wiki/Kirstie_Allsopp

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Sofie Allsopp
 Notice that these highly successful women were the children of highly successful and affluent parents who
invested heavily in their children, both time and money. Their parents often sent them to very good or sometimes the best
private schools for their educations. And they gave their children multiple lessons – music, dance, ballet, acting, golf,
tennis, etc. That is typical of a majority of highly successful and famous people (outside of boxing, football, basketball,
and certain venues of the popular music culture) who came from such privileged backgrounds and were given private
lessons in the various social skills, sports, and the various classical cultural performing arts. This is quite the opposite of
those at the bottom end of the social-economic pecking order. As they say, “success breeds success and poverty breeds
more poverty”. It is not a difference of money but more of genetically inherited aptitudes, and personal family and
cultural values.
I have been into moderate exercising (riding a bicycle, skiing, and swimming) and jogging most of my life. I
would go jogging three miles in 30 minutes on every fair-weather day when it was not raining or snowing until I was in
my fifties, then my knees began to bitterly complain about the pounding they were absorbing and I had to give up jogging
and limit myself to walking, riding the bicycle, and going to the local fitness center. I had found a regular routine of daily
jogging to be interesting. I began to recognize regular joggers whom I would pass (or who would pass me) every day.
The women joggers who were “regulars” were almost always slender and above average in physical attractiveness, the
kind who more likely came from the top 25 percent of society rather than from any other quartile of society, and who
were most likely better educated. Rarely did I ever see any women jogging who were even moderately overweight
(although I do see some moderately overweight women walking regularly), and if I did, it was almost always a one-time
sighting. And never once did I ever saw any women jogging who were “super-endowed” or grossly out of proportion.
Most men joggers were similarly slender, but about ten percent of the male joggers I did see were men who were
moderately overweight, and some of them made a strong effort to stick with jogging for several months before quitting.
So if you are an up and coming young man and want to meet slender, reasonably attractive, mentally sharp, better
educated women, try jogging and exercising on a regular or daily schedule in public locations or join a fitness center, the
type frequented by women. Women are not much into heavy weight lifting or going to boxing centers.

Hey, I never said I was fashionable or handsome when I jog.

I dressed to get the job done, not for looks, as this photo taken of me
when I was about 42 years of age following my daily three mile
- 30 minute jog in Okinawa, Japan in the mid 1980’s clearly shows.
 I have to smile just a little as I reflect on exercising. I have always encouraged sedentary people to get off their
butts and start exercising. Years ago when swimming was much more popular than it is today, many a woman would tell
me that she regularly goes swimming and gets her exercise that way. Sooner or later I had a pretty good chance of seeing
them at the local pool or beach. Almost always, I would discover that their idea of swimming and exercise was to lay out
on a large beach towel on the sand or on a chase lounge and bask in the sun, occasionally rubbing on a little protective sun
lotion. When they went into the water, they would gingerly dip their toes in, then slowly wade in up to their waist, stand
around for several minutes talking to friends, then get out and return to their beach towel. It was very rare that any of
them would ever get their face anywhere near the water, and except for Nancy who really did go swimming and would
swim hard and fast for many laps, I do not think that any more than just a very few of them ever did get horizontal in the
water and do some serious stroking.
My idea of strenuous exercise is to work up a sweat with perspiration dripping off of your nose and wetting the
front of your shirt as shown in the photo above of me. Standing outside in a very hot and humid climate, or sitting in a
steam room or sauna does not count as exercise, even if you do sweat profusely in both situations. I honestly do not think
that most women never exercise strenuously enough at any time in their lives to ever break out into a true sweat that is
caused by high cardiovascular exertion, except possibly during the process of childbirth.
After I had graduated from college with my degree in engineering and was still in my twenties and thirties and
single, I found a surprisingly large number of highly educated, single, young professional men just starting their lucrative
careers, each of whom was looking for a trophy wife for himself. They figured they had busted their butts for many years
to earn their advanced college degrees as doctors, lawyers, or corporate executives, etc. and to get to where they were
professionally, and now they felt that they wanted and deserved a trophy wife. But many of the exceptionally attractive,
female college graduates do not seem to realize that there are many young, single doctors, lawyers, and mid-level corporate
executives who are looking for them and who are serious about settling down, getting married, and offering them an
upper-middleclass lifestyle of luxury and an Ivy League college education for their future children.
When I was working in Japan as an engineer following my graduation from college, I would watch Japanese TV
even though I could not understand a word of Japanese. Even without the language, their programs were interesting. One
program I watched regularly was a quiz show for three sets of parents and their student child. All of the students were
within a few months of being the same age and would be in the same grade in school. The quiz program would start out
with each student standing behind his own lectern. They would collectively be asked the same set of ten questions, one
question at a time. Each answer would be a single word, number, or letter of a multiple-choice answer and they would be
displayed on overhead monitors so the audience and TV viewers could see them. As each student answered the same
questions and his answer was revealed, if he got it correct a lighted portion of the column on the front of his lectern would
light up. The students’ color of their lighted column might be yellow. The smart students might get nine answers correct
and their column would show a lighted yellow column about 12 inches high. The not-so-bright students might get only 5
answers correct and their column would only be lit for about 7 inches high. Then the mothers would take their turn and
answer ten adult level questions, I suppose about current events and TV shows, and their color for correct answers, which
might be red, would be added to height of the column of correct answers for their child. Then the fathers would take their
turn. Their color might be green and their number of correct answers would then be added to those of their wife and
child. I watched that show for about six months and 100 percent of the time the smartest Japanese students had the smartest
parents and the dumbest Japanese students had the dumbest Japanese parents. Never once did any parents ever answer
enough adult level questions correctly to make up the deficit of their not-so-bright child. Thus, this quiz show did an
excellent job of supporting my hypothesis that “smart kids have smart parents, and dumb kids have dumb parents – and
smart parents produce smart kids.” This was important because it was one of the qualities that I was looking for in this
genealogy, and I think I found strong indications of it, at least to my satisfaction.
In this genealogy, I know that Nancy, her father, Clifford, his three siblings, and both of his parents, Freda
Gertrud Bryant and John Ennen Aden, were all exceptionally attractive (in their younger years) with very high IQ’s. The
immediate ancestors of Freda Bryant were more successful and affluent than most people in their communities, or worked
their way up from poverty to success within their community. Five generations back from Freda there is Sarah Cassandra
Boone, the sister of the great American explorer and frontiersman, Daniel Boone. She and her mother are both described as
being taller than average, attractive, and robust, with long black hair and dark eyes. I feel I can use the above stereotyping
and other descriptive history that I found to say that with what I know of them and the fact that they came from more
influential and affluent families in the community, they were very likely high up on the social pecking order within their
communities and were well respected. And they were probably “genetically gifted or at least well above average” as were
Freda Bryant, Clifford Aden, and his daughter, Nancy, 5, 6, and 7 generations later. And I would be willing to bet that the
ancestors between Freda Bryant and the Boones were similarly genetically gifted since people tend to marry others like
themselves and to produce children like themselves. The qualities that I am talking about is significantly above average
intelligence, exceptionally physically attractiveness, having outstanding athletic ability, the women having natural
hourglass figures when they are younger, strong leadership skills, and ranking high in the community’s social-economic
pecking order – being well respected within the community.
 If we could magically examine family trees and travel back in time to examine the individuals, there is something
that might just escape our notice. If we could go back in time, say 1500 years or so, and find a typical family with 10
children who survived to adulthood, we would find that those children were not all equal. There would be a pecking
order established within the children’s hierarchy that would not be age related. Some children would be born weak and
sickly and be left struggling with health issues all of their lives while other children would be born strong, healthy, and
robust. Some children would be smarter and brighter than the others while some children would be left struggling
academically. Some children would be better natural athletes, musicians, or artists, while others would not be so good.
Some children would be more attractive while others were not so attractive. Some would have better personalities and
people skills and others less so, etc. But the important element is that the various desirable attributes would not be evenly
distributed. A few children would be multiple genetically blessed while others would not be outstanding in any category.
Thus, as a result, there would always be one or two of the children who outshine the others and would be the pride and
joy of the family and relatives (they would be rated highest in the sibling pecking order). They would be expected to
marry the best and most desirable spouses and to achieve the highest levels of success in their lives of any of the children.

I am going to assume in these discussions that all of the children of each family are always biologically descended
from the same two adult parents as listed and that there were no illicit affairs that produced scandalous pregnancies.
There is no way of knowing or proving this, and we all know that sometimes family relationships were not always as they
appear to be. Since this information is not available to us, there is no point in our beating our heads against the wall and
belaboring the point, imagining possible scenarios of why this genealogy could be inaccurate, but instead is it more
beneficial to just make the basic, straight forward assumptions that it is accurate and move on even though we know that
in every family tree there will be an occasional child who is not the biological child of both listed parents.
That next generation might also have ten children and among them there would similarly be one or two children
who would outshine the others and be at the top of the social pecking order for that generation and family of children.
They would be the most genetically gifted, and would excel in whatever they did. They would have married well and
continue the process. As a result, after 1500 years and into modern times, there is certain to be a handful of such family
lines that have continually been the best of the best within each generation for more than a thousand years. So how would
you identify such a branch of a family tree today? To start with, you would expect it to have many more famous,
influential, and highly successful families and individuals across the span of time than is commonly found in most family
trees and genealogies. You would expect the present day members to be multiple gifted and to shine, and to be very high
on the pecking order of their peers and community. And you would expect to be able to trace much of their genealogy far
back in time on the internet because of the high number of famous and influential people in their family tree.
Nancy may be from just such a family tree. She and her father and grandparents are//were all multiple gifted
genetically. There are many famous and//or highly successful and influential people in this branch of her family tree.
And I can trace it back to Adam and Eve on the Internet through many of the kings, queens, and royal families of early
Europe. I can only trace my own family tree back a few generations on the internet and that is the way it is for the vast
majority of people whom I know. This is another major reason that I was attracted to do this family tree.
Each child’s position in the social pecking order of his peers is made painfully clear to him from virtually the
time he gets out of diapers – and my position was defined by my peers of the same age to be in the mediocre middle third
– pretty much “average” in all categories. I could hold my own on the athletic field, but I was far from being a star. My
best asset was my IQ which at 115 was only slightly above average – certainly nothing to brag about, but perhaps good
enough to allow me to get into college and maybe even graduate. As it turned out, I worked my ass off and finally
obtained a bachelor’s degree in engineering and eventually a master’s degree from a major university that was rated as
being about number 70 in the United States, so I felt pretty good about that. There must be at least a thousand colleges
and universities in the US, so just being rated in the top 100 is pretty good.
One day when I was in high school, I paused and looked in the mirror. I knew what society expected of any
person in my position in the social – economic pecking order. They expected me to acquire a technical skill and become a
skilled craftsman or technician, and to one day marry some girl with a nice personality and the figure of a refrigerator that
no other guy wanted – and to produce kids like ourselves. But I decided to buck society and its expectations of me –
something that is much easier said than done. I wanted to live like the families of those kids who were at the top of the
pecking order. To have a nice, attractive, and desirable wife whom I could feel proud to be seen with in public and to
introduce to my parents, friends, relatives, and coworkers; and to have children who would be successful, competitive,
and easily accepted within their own peer group. All I would have to do would be to marry the most attractive, brainy,
and desirable girl who ever lived. Yah –sure!!! Such a girl could marry any man she wanted to, any time she wanted to,
and it certainly would not be me!! But I set out to get a college degree and to make myself as desirable as possible to
perspective employers and to society in general, and to marry an attractive and desirable girl who also had a college
degree as my goals over the next ten years when I was in high school.

Actually, since I was reaching way out, way beyond what society expected of me in terms of career goals, and I
believed in myself enough to think that they just might be within reach even if no one else did, I was really looking for a
girl friend who was significantly above average in terms of IQ and genetic attributes, but who was similarly planning on
taking a risk with her own future and who wanted to reach out for the stars, well beyond what society thought she was
capable of too. There was a reason to my madness. My leadership skills and ability to influence people are very low. I
would make a poor salesman or CEO. And I recognized that I would never be put into a position of prominence – I was
just non-competitive in that arena. But if there was someone else in my life, say a girlfriend, who wanted to aim for the
stars, I could provide a lot of boost, support, and encouragement for her, and clear away many of the obstructions and
obstacles that lay in the path ahead of her. Sometimes success for some people is a matter of knowing that there is
someone else there whom you can lean on for support and encouragement, and who will be there to help you when times
are tough. I may not be a great leader, but I can be a great member of a support team, and that was what I wanted to be to
the right girl. I wanted to find someone who was trying to carry the weight of the world on her shoulders and to ease her
burden by carrying some of that weight myself.
I dated several brilliant girls in high school and college, but few of them were risk takers. Most were aiming on
matching their parents in educational attainment and professional accomplishments, and had set goals for themselves that
were well within their capabilities. Some years later I finally found the woman I was after. She was reasonably attractive
and very brilliant. She came from a relatively poor family and had reached outside of her comfort zone to graduate from
the top medical school in the country and become a medical doctor after many years of study, internship, and residency.
By the time I had met her, she had already delivered more than 3,000 babies of other women and had performed many
surgeries of the lower abdomen as an M.D. and hoped one day to deliver one or two babies of her own. She was the one
whom I would be proud to introduce to my relatives, my friends, and their parents, which I did, and that fulfilled my promises.

My wife, Alice, after six years of marriage

– One of the superwomen too???

Nancy: I first met Nancy in September 1960 when we were both starting the 11th grade in high school but we did not
become close, active, serious friends until 15 months later in December 1961. I had already met and gotten to know her
uncle Carlin three years earlier in 1957. Nancy was in my chemistry class. Even without makeup, she was stunningly
beautiful and without a doubt the most strikingly beautiful girl in our entire high school of some 2000 students. She stood
5’-8” tall – the same height as myself, weighed 125 pounds, and measured a super sexy “ 37B-23-35 ½ inches”, an
hourglass figure which would have even made Barbie (Doll) green with envy.
That was back in the days when they would give height, weight, and measurements of the young women in the
beauty pageants. Only about 8.4 percent of all American girls ever achieve an hourglass figure at any time in their lives
and that usually occurs when they are in their late teens or early twenties.
Have you ever really seen a “WOW” girl – the kind who could turn guys’ heads from a hundred yards (or meters)
away, even if she was wearing a pair of baggy blue jeans and an old, oversized sweatshirt, and no makeup? Perhaps once
or twice a year you might see a real super-girl who absolutely takes your breath away. Chances are they were one of
those rare 8 percent of the young women who possessed such an hourglass figure. Those shapely girls just naturally look
more sexy and feminine. Nancy was such a girl. In the summer of 1962 after she graduated from high school, a
representative of the Jansen Sporting Goods Company saw her at the beach and noticed that everyone was watching her like
she was some supermodel or famous celebrity. He talked to her, got her measurements and size, then the Jansen
Swimwear Company sent her 24 of their most fashionable, luxurious, young adult / college age swimsuits – free -- with
the only stipulation being that she wear only Jansen swimwear whenever she was at the beach. I have heard of famous
celebrities like Paris Hilton being given free clothes, but I have never heard of any girl who was not famous being given
free clothes just for being beautiful and sexy.
That is the kind of figure that turns guys’ heads and leaves them gasping and expressing a big, breathless
“WOW!!!”, and that movie producers wanted their leading ladies to have in the older movies. The ideal figure for the
girls in the Miss American pageant was 36-24-36 inches in the early 1960’s. Nancy had a measured IQ of 125 which put
her in the top 5 percent of all of the students; and she had the cardiovascular system of a super athlete. She could swim at
high speed for hours and never get fatigued. In short, she was just about as genetically flawless and as perfect physically
as you could ever expect to find. Her skin complexion was soft and flawless. She was greatly admired, respected, revered,
and emulated by her classmates and peers in high school. She could easily have been elected to the position of student or
senior class secretary or treasurer if she had been interested in becoming actively involved in student government. The
general expectation of her was that since she was multiple genetically gifted, more so than any other student in school,
she was likely to eventually become one of the great women and one of the great success stories of our time – at least
regionally and/or in her chosen profession. We would not have been at all surprised if one day she was recognized nationally
within her professional career field and known locally for her community work and charitable contributions. You folks in
Auckland who know Nancy will have to let me know if she achieved the expectations of her classmates and peers from
her old high school back in the States in 1962 – without any significant problems.
After we had met, I wanted to test my sociological theory by making predictions about Nancy’s parents,
then visit them and see how close my predictions were. My predictions about Nancy’s parents included:

- Both her mother and father were exceptionally attractive and near their proper weights. -- (true)
- At least one of her parents is or had been an outstanding athlete. -- (true)
- They both had high IQ’s, and chances are her father had the higher IQ. -- (true)
- Both of her parents were tall with her father being well over six feet tall. -- (true)
- Her father had an income which would put them in the upper middle class. -- (true)
- He would probably be some type of executive or maybe a doctor or lawyer. -- (close)

I probably made other predictions too, but I forget what they were now. That is one of the problems with getting older.
(Item 4 – two paragraphs)

Nancy and I Finally Became Active Friends: I was finally able to break into her closed social circle fifteen months
after I first met her when we were both in our senior year of high school. I subsequently ended up spending about 700
hours with her and her family over the next nine months, and more in the following fifty years. If you stop to think about
it, I doubt if any of you have ever spent 700 hours with anyone who was not a relative of yours or with whom you were
not living. Being in class or at work with a given person does not count!
My first goal was to visit her home and meet her parents. I did that one cold day in early January 1962 after
school when I went home with her shortly after we met. Her family’s rented home, located at 6005 119th Street, in
Lakewood, Washington, was a modest but nice, upper middle class, one-story, ranch style, brick home. It was probably
about 1400 square feet in size with a two-car garage. After Nancy graduated from high school in June 1962, her parents
purchased a new, somewhat larger, one-story, ranch style, brick home on a slight, four foot high hill at 8202 79th St. S.W.
in the more affluent and fashionable Oakbrook subdivision of Lakewood, Washington.
Her mother, Dorothy, was of above average height, slender, still reasonably attractive, but had a hard, cold
personality, especially when she discovered that I came from a lower-middle, blue-collar, working class family. Nancy’s
mother was relatively non-interactive with me (item 5). She maintained her home spotlessly clean all of the time ( item 6). I
noted that Nancy did not have any chores to do when she arrived home after school each day, no activities to attend, and
no music to practice. And she was not a member of any activities, athletics, or sports clubs. She was not taking ballet
lessons, music lessons, dance lessons, tennis lessons, or golf lessons. That total lack of any organized or formal activities
was extremely unusual in upper middle class families, because most such kids have at least one or more such activities
outside of school that keeps them busy at least one or more days every week. (item 7)
The beautiful Nancy (Aden) Felix, 1961 at 17 years of age at her family’s home in Lakewood, Washington
Skirt lengths had begun to shorten by 1960 and were just above the knee for younger women by 1962.
Clifford Ennen Aden: When her father arrived home from his office in the state capital building, I was shocked. I
stood up to meet and greet him and looked straight ahead into his belt buckle. He had very long legs, a narrow waist
and slim hips, then expanded outward as my eyes turned skyward – like an upside down pyramid. He had broad
shoulders and a full, well-developed, muscular upper chest, and up towards the ceiling his head sat on top of it all. He
had an exceptionally handsome, movie star face, rather like a blend of Clark Gable without the mustache, Cary Grant,
and Gregory Peck, but with a more rugged, weather-worn, and outdoorsy appearance, and he had a deep pitched, slow
speaking, baritone voice not unlike that of John Wayne. He stood 6’- 6” tall (although he said that he had shrunk to
only 6’- 5” in his middle age years) and his hands were as big as dinner plates. He weighed 245 pounds but had
played varsity college football at 210 pounds as a starting tight end and wide receiver. He was obviously the engine
that drove his family’s social status. I wanted to find out more about him and slowly proceeded to do so over the next
several months as I intentionally spent quite a few hours with him. I also began work on their family genealogy to test
that portion of my hypothesis.
Her father’s name was Clifford. He was one of the very highest-ranking government officials in the state of
Washington. He had an executive office in the state capital building in Olympia, Washington, just down the hall from
the governor’s office and regularly rubbed elbows with the governor several times every week. Clifford had an IQ
that I would estimate to be between 135 and 140. And since Nancy had a measured and known IQ of 125, that meant
that the IQ of her mother, Dorothy, was about 115, exactly the same as mine, through genetic averaging. Clifford had
been the/a team captain and a starting offensive end and wide receiver on his university’s varsity football team in the
early 1930’s during the Great Depression. That meant he frequently carried the football and scored many of the
touchdowns. That would have made him second only to the quarterback as far as being known as the BMOC or the
“Big Man On Campus” – and he was almost certainly bigger and taller than the quarterback. I looked at some of his
old photos. He had been extremely handsome when he was in college. A picture was beginning to emerge of Nancy’s
father. He was the proverbial superstar and super stud, the charismatic, dynamic, and charming big-man-on–campus
when he was young - the dashing, young, terribly handsome captain of his university’s football team. Any person can
typically expect to meet one or two such super-guys like him in a lifetime. He was the kind of guy that every girl
drools over and fantasizes about and every guy envies and wishes he were built like him so he could impress the girls
too. Whenever Clifford would enter any social environment, he would almost always immediately and automatically
become and be informally recognized as the undisputed and dominant alpha male as a result of his commanding
presence, his overwhelming physical size, his being a super-athlete, his movie star good looks, and his charismatic,
take-charge and be-in-command personality. All of the other guys would either defer to him or get out of his way. He
was always very personable, friendly, witty, and charming to all of those around him who were not challenging him –
and few ever tried, especially if they had seen him in action on the football field from the safety of the grandstands.
You normally do not find many intelligent jocks on university football teams and basketball teams, but with an IQ of
about 140, but he was the exception. And as a super-jock who stood 6’- 6” and weighed 210 pounds, nobody ever
messed with him or gave him any crap when he was young, nor when he was older for that matter.
I tactfully asked him indirectly and discretely most of the time about his social life in college. He was one of
those rare guys who had girls literally throwing themselves at him and throwing themselves into his bed. I finally
asked him directly about that too. He looked up at the ceiling, got a stupid, dreamy look on his face, smiled, and went
into a dream-like trance for about a minute, then woke up to the reality of the “here and now”, and drawled a slow
“YAAAAAH!!!!!”, then changed the subject. But that told me a lot. It told me that I was on the mark and my
assumptions were correct.
If I could pick a stereotype of my ideal perfect guy whom I wish my genetics were like and whom I would
most like to be a clone of, it would have to be Nancy’s father, Clifford. He just looked like a natural and highly gifted
leader, and when he was around, other people just naturally deferred to him and his judgment. Knowing him
explained why Nancy had near perfect Barbie doll beauty as well as near perfect facial and body symmetry and
proportions – and an hourglass figure. But I still had some loose ends to tie up with Nancy ( item 15 ). Her father was a
super achiever on his job and that was all you could ask of him.
My genealogical question: Clifford and Nancy are direct descendants of the family of the great American
explorer and frontiersman, Daniel Boone. How many of the super-characteristics that I found in Nancy and Clifford,
and in Clifford’s three siblings, are genetically traceable back to the family of Daniel Boone? He is six generations
back from Clifford Aden. From my sociological theory, I had reason to suspect that if it were possible, I could expect
to find significant genetic linkage between the Boones and Clifford and Nancy, certainly more than a random pairing
of genetic mates would yield.

Why and How Nancy and I became such good friends: Nancy’s greatest attribute while she was still in high school
was that she was an intelligent, witty, charming, articulate, and gifted conversationalist who was most interesting to
listen to. She could carry on an intelligent conversation or discussion on any current event or relevant topic of the
time. Great conversation is almost an extinct and lost art form today. I have not heard any great conversations
between two or more people in years. Nancy was well versed, at least at a superficial level, on a broad range of
subjects from local and school topics to world and international affairs as well as science and other academic topics.
We each had an attentive, empathetic, and understanding ear and were good listeners towards the other. You will find
that you learn a whole lot more about and from other people by listening to what they have to say rather than by
monopolizing the conversation yourself about yourself. This is especially important to a social scientist or to someone
like myself who was interested in finding out what made this highly gifted girl and her family tick. And if Nancy had
some major, near-term goals, I wanted to help her achieve those goals. I wanted to help clear the path in life for her
and to give her the courage and conviction to go out and slay some of those dragons of life that stood between her and
the achievement of her goals. I wanted to give her the energy, motivation, and the belief in herself that she was
capable of going out and doing great things in life.
I could really relate to Nancy as a person and truly appreciate her wit, personality, sense of humor, charm,
and intelligence. We often had “give and take” discussions and periodically solved all of the world’s major problems.
At such times Nancy would become a pragmatist and often showed the wisdom, common sense, and the clear thinking
of her great ancestor, King Solomon, in her solutions, trying to be fair and equitable to all parties concerned. I
especially liked listening to Nancy because what she had to say was well thought out and worth hearing. She was
much more of a pragmatist as opposed to being either a liberal or a conservative. We respected each other’s opinions
and did not criticize them or try to change them. We gave each other approximately equal speaking time (with neither
of us monopolizing the conversation). We each listened intently to what the other was saying and asked intelligent and
relevant probing questions along the way. The conversations did not center on either of us for more than a few
minutes, and thus did not become boring. Neither of us dominated the conversations. Nancy showed wit and humor
in her conversations. We were each considerate of the other and polite in our discussions. Neither of us insisted on
being right or on having the last word. We were both willing to bend our opinions and compromise if the other put
forth a logical and convincing argument and discussion as to why we should do so. At other times we would not
compromise but would end the discussion politely, each respecting the other’s opinions and beliefs. Through these
discussions, we were each able to better form and articulate our own opinions on various subjects. Nancy appreciated
the fact that most of the time I appreciated her for her wit, charm, humor, and intelligence instead of her great beauty
and sexy good looks. About 70% of the time I treated her just like I would have treated any male friend of mine and
the other 30% of the time, at the right times, I remembered that she was a special and gifted female and a special
friend of mine and treated her as such. I would meet her at the side door at our high school, the one facing the student
parking lot each morning, take her load of books, greet her, “Hi Beautiful”, and walk her first to her locker, then to her
homeroom class.
After fifty years, I can truly say that the Nancy I knew in high school was the finest conversationalist I have
ever met. I have listened to many people since meeting her, and found most to be absolutely boring. Some wanted to
bend and warp my ear telling me their total life story in five minutes, or longer if I would spare them the time. Some
wanted me to hear all of their troubles and give them a sympathetic shoulder to cry on. Many wanted to monopolize
the conversation and talk only about what they were interested in, then leave. Others insisted they were the only
people who were right or smart in any conversation or topic and they wanted the rest of us to know it. The list goes on
and on, but even in marriage it is rare to find two spouses who can sit down once in a while and have a sane, polite,
intellectual, enjoyable conversation about nothing special or important without any distractions like the TV or
telephone, or can sit down and discuss their family budget, wills, finances, insurance, IRA’s, etc. and can generate an
immediate action plan, a one-year plan, and a five-year plan that they both agree on, then work cooperatively to stick
to them. Even in my own marriage, I often think about how well Nancy and I could talk to each other and miss that
quality in my own spouse. If parents are able to frequently talk sanely to each other in a pleasant, polite, respectful,
and enjoyable manner, then I think their children will learn how to be better conversationalists too.

------------------------------------.
 Nancy Aden being handed her diploma by high school principal, Carl T. Fynboe, as she graduates from Clover Park
High School in Lakewood, Washington, on Thursday, June 07, 1962. Nancy graduated from high school in the
top 10 percent of her graduating class of slightly more than 600 with a 3.55 grade point average out of a possible 4.00.
This was a momentous moment and June of 1962 was a momentous month in Nancy’s life that marked a decisive
turning point when she dramatically and intentionally changed her life forever. I am right behind her in the lower left
corner. Following our graduation, Nancy and I attended the school sponsored and chaperoned, all-night graduation
party together on Tanglewood Island, just north of Fox Island in Puget Sound, west of Tacoma, Washington.
http://www.flickr.com/photos/jimspics/17257019/

Tanglewood Island banquet and party hall

 My daughter, Beth, graduating from the University of Michigan at the
age of 21,with a 3.50 / 4.00 GPA and academic honors – Friday, May 01, 2009
She went on to do her Master’s degree at Syracuse University in New York,
which was rated as being one of the top ten in the nation in her area of study.
She is entering an international career in a “staff (consulting and analysis) position”
(as opposed to a “line position” [command and control] ) in international business.

My Family: Since this paper and genealogy is about Nancy (Aden) Felix, her father, Clifford Aden, and their family
and genealogy, I am going to reduce the visibility of my own family in this Aden genealogy by using aliases in place
of their real names. I shall call my wife Alice and my daughter Beth – A and B.
I am going to change the topic for just a moment to give you one strange bit of trivia. My wife, Alice is a
very brilliant, reasonably attractive (when she was younger), medical doctor. We got married on November 11. I
chose that date because I was working as an engineer for the US Government, Department of Defense, and I would
always get November 11th, our anniversary, off since it was a federal holiday – Veterans’ Day. But November 11th is also
the wedding anniversary of Nancy’s parents, Clifford and Dorothy! And it is also Nancy’s birthday!!! Both Nancy
and our daughter, Beth, were born in the month of November. They both started first grade when they were still 5
years old, and began their first year of college when they were both 17.8 years of age. Beth went on to graduate from
the University of Michigan with her bachelor’s degree with academic honors four years later at the age of 21.4 years
old while Nancy took a detour in her life and graduated from the University of Washington with her bachelor’s degree
in 1973 when she was 28.5 years old, then got married that summer and honeymooned in Europe and the Middle East.
Upon returning later that summer, she immediately returned to the University of Washington and earned her master’s
degree 15 months after receiving her bachelors and just a few weeks before her thirtieth birthday.
Alice has a near genius level IQ which I would estimate to be about 135 to 140 – exactly the same as that of
Nancy’s father, Clifford. My IQ is 115, exactly the same as my estimated IQ of Nancy’s mother, Dorothy. When our
daughter, Beth, was entering the 9th grade, we took her to an educational psychologist and had her tested and evaluated
to find out where her academic strengths, weaknesses, and interests lie for the purpose of helping her be better
informed and make better selections of her high school electives, to help her select a major in college, and to help her
begin thinking about what kind of career she might want to pursue. On her IQ test, she scored 125 – exactly the same as
Nancy’s and exactly what I would have predicted and expected from genetic averaging of her parents. Thus, it was
from my own daughter that I was able to learn so much more about Nancy and her capabilities.
From the results of her IQ tests, we knew that Beth was fully capable of handling all high school level
college preparatory subjects, so we advised (or perhaps more correctly, we “strongly suggested to”) her to take a
rigorous college prep curriculum during her four years of high school such that any college she would apply to
would look favorably upon it – if she could maintain a high GPA. This would involve taking all of the hardest and
most difficult subjects offered in high school and a massive study effort on her part. At 13.6 years of age and about to
enter the 9th grade, she said she was up to the challenge. She wanted to go into business or economics, and maybe
have a minor or a second major in music, when she entered college. With all of that in mind, we advised her to take
the following courses.
A Rigorous and Challenging College Prep Curriculum for Brighter Students in High School:

 4 years of laboratory science including the most advanced levels or classes in Biology, Chemistry,
and Physics – one full year of each. This allows for one year of an elective science which might be
a second year of Biology, Chemistry, or Physics, or something like astronomy, anatomy,
meteorology, or ecology. Note: Some high schools offer two levels of Chemistry and Physics, one
for science and math majors that involve lots of higher level mathematics; and highly simplified
versions of Chemistry and Physics (sometimes called “general science”) for students who are not
going into any fields requiring math and science but who only want to meet the state requirement
that they take a laboratory science to graduate from high school. Naturally, I recommend the highest
and most difficult levels of each.
 4 years of traditional English – one semester of college prep Literature where the emphasis or
concentration is on elements of the Western Canon, and one semester of college prep Composition
with a rigorous emphasis on writing, writing, and more writing – lots of short research papers,
requiring higher levels of research, critical thinking, and analysis – each and every year.
 4 years of any one Foreign Language. French has always been a traditional favorite among girls.
 4 years of Mathematics, up through at least pre-calculus.
 All of the “honors” and “Advanced Placement” (AP) classes in which she was interested and could
get into.
 Participate in at least one athletic activity and one performing arts activity during each year of high
school.

The remaining class periods would normally be taken up by State or school district requirements, or electives
chosen by the student. One note about mathematics: In the 1950’s and 1960’s it was normal for regular students in
public high schools to take one year of algebra in the ninth grade; the honor students took the same algebra course in
the eighth grade. In the tenth grade we took plain Euclidean geometry and were introduced to Euclidean solid geometry.
Boy, were we ever glad that we did not get into non-Euclidean geometry or Riemannian geometry, both of which
ignore Euclid's fifth postulate, the parallel postulate . That geometry is really difficult to understand. The algebra and
geometry courses fulfilled the school district’s and state requirements for high school mathematics to graduate from
high school. The remaining, more advanced courses in mathematics were electives. For those of us who took them,
they usually included a third semester of algebra and a semester of trigonometry in the eleventh grade, then a fourth
semester of algebra and pre-calculus (math analysis) in our senior year. In my case, I slipped in a course in probability
and statistics in there too.
Actually, these are the courses that I would recommend to any young student who was serious about going to
college and who had the aptitude (I.Q.) for it regardless of whether we are talking about today or back in 1960. I took
it in high school, but Nancy deviated from it and took Chemistry in her senior year and omitted most of the math
and other sciences even though she was just as academically capable as Beth. (Nancy dropped out of chemistry class
in the eleventh grade after two weeks into the course.)
Beth wanted to take symphony band and symphony orchestra during her four years of high school, so she had
to go full-time to summer school every summer to complete the State requirements like “Michigan State history” and
“United States history”, to free up enough time slots for music classes during the regular school year. Of course, by
taking a full load of summer classes every summer, she graduated from high school with many more high school
credits than the minimum she was required to have to meet state high school graduation requirements.
Many of you will want to argue why should anyone who wants to study music bother taking math and
science. I told Beth that her four years in high school would be her first and last exposure to math and science during
her entire life, and that she needed them to understand life around her and to be a properly informed citizen when it
came time to vote. In addition, most students in the United States today avoid the tougher or advanced mathematics and
science courses in high school and do not take any in college either, so that puts the US behind many countries in the
percentage of college degreed scientists and engineers that we graduate.
As she completes her master’s degree in international business, she is glad that she listened to me and took
these difficult and advanced classes in high school as well as her extra load of Advanced Placement (AP) classes and
“honors” classes. They prepared her exceptionally well to handle the rigorous workload required of college classes.
She graduated from high school with a 3.75 / 4.00 Grade Point Average; and to do that with that heavy academic load,
she, like Nancy, had to have had a significantly above average IQ. No “average” or mediocre high school student
could handle such an academic load like that for four years and have done as well.

Genetics: These relationships about genetic characteristics between parents and child were important because
they strengthened my argument when I say that “if Clifford and all of his siblings had near genius level IQ’s, then his
parents also had to have near genius level IQ’s” since “smart kids come from smart parents”. And since people
tend to marry spouses like themselves, it is very likely that this genetic trait of very high IQ’s runs back in his
genealogy for at least several and possibly many generations. But if you look at this family tree, you only need to go
back just a few generations before you run into Daniel Boone, the great American explorer and frontiersman, and his
family. Just how many of those genetic traits that I found in Clifford and Nancy (and in Clifford’s siblings and their
children) and in his mother, Freda Gertrud Bryant would we be likely to still find in Daniel Boone and his family in
above average quantities? Remember, those traits actually flowed from the parents of Daniel Boone down to Clifford
and Nancy by virtue of his descendants all having a strong tendency to marry spouses who were very similar to
themselves in genetic traits, qualities, and characteristics, thus preserving these qualities, and passing them relatively
undiluted on to each succeeding generation in greater or lesser amounts!!!!
----------------------------------------------------------------------------------------------------------------------------------- =

Super-parenting:
If two children with very similar severe Down’s syndrome are born, one to a rich family who spends lots of
money on their child and pampers him no end, and the other to a typical, kind, caring, loving, middle-class family who
raises their child following all of the recommended guidelines of the Down’s syndrome association, it is highly doubtful if
you would be able to detect much difference between the two children by the time they were both 25. Both might be
able to survive in an assisted living environment and work in a special sheltered workshop for the handicapped.
On the other hand, if two highly gifted and talented children are born, one to each of the families above, their
home environment and the quality of their parenting will make all of the difference in the world as to what eventually
happens to them and the successes they achieve and experience in life. IQ and similar genetic aptitudes determine
what one is potentially capable of accomplishing and achieving in life, but parenting and environmental influences
determine how much of a child’s potential actually gets developed. Such highly gifted children require genuine and
dedicated super-parenting and a lot of quality family and adult time, mentoring, and sacrifice to properly and fully
develop their genetic attributes and aptitudes. That is easy to say but it is rarely fully accomplished in real life.
Super-parenting begins at least a year before the child is born, even before conception. Both parents must get
off all illegal drugs and avoid using any unnecessary legal, prescription, or over-the-counter drugs or medicines to
clear their systems and their genetic material. They must quit smoking and avoid the use of more than occasional,
very modest amounts of alcohol, and must get their weights somewhere close to their recommended levels. In short,
they must make themselves as strong and healthy as possible so that the genes, cells, and genetic material that they
will be transmitting and passing on to their future children will be as strong, healthy, and as contaminant free as
possible. After conception, the same requirement remains on the part of the mother throughout her pregnancy and
during the period that she is breast feeding, plus visiting an Ob/Gyn doctor regularly and following all of his
recommendations during her pregnancy.
Medical experts say that fetuses can hear during their last trimester, so some experts recommend playing lots
of classical music to stimulate neuro-development of the baby’s brain. This is supposed to increase its IQ. I do not
know if it is true or not, but it certainly can’t do any harm, so we did it. I played classical music at normal speaking
volume every day during the last trimester, until my wife would finally scream at me, “Will you shut that damn thing
off!!!”
I played a rich mix and a wide variety of classical music. An East Asian mother of a musical child prodigy
said on a TV interview that she played only the same lengthy and complex Beethoven piece over and over again
during her third trimester and by the age of four, her son could play it perfectly from memory on the piano.
I could go on and on with this theme, but I am going to cut it short. If a child is a natural musical child
prodigy, but is never exposed to music nor given lessons, he will never be invited to play at Carnegie Hall, and
eventually much of his gift for music will atrophy away. By the time he is thirty no one will ever know that he once
had a special aptitude for music. On the other hand, if the parents watch their child closely and recognize his interests in
music and give him all of the rich opportunities available to expose him to all kinds of music and musical activities, and
give him lessons with the very best teachers and academies, if he practices diligently several hours every day for many
years, then one day that child just may be invited to play at Carnegie Hall. You will find that a high percentage of great
and high achieving people had at least one parent and often both parents, their siblings, relatives, and friends and
neighbors who all doted on them, helped them, and sacrificed for them. That strong family and neighborhood bond,
support, mentoring, and encouragement can make all of the difference in the world to a budding child prodigy in any area
of endeavor. That is why grandparents, relatives, neighbors, and friends who are willing to act as supporters, mentors,
and surrogate parents to a gifted child are so very important.
This is not idle sociological theory. Nancy was an exceptionally gifted athlete with a super cardiovascular
system. She could swim for hours at high speed and never get fatigued. Her parents should have recognized her
unique athletic abilities and signed her up with a competition swim club when she was in elementary school so she
could have learned the skills and fully developed her athletic aptitudes. But they didn’t. As a result, no one will ever
know just how good of a competition swimmer Nancy might have become. She never competed in any regional
swimming events. She never made it to the Olympic swim trials and team tryout finals. And she never competed in
any swimming events in the summer Olympics of 1960, 1964, or 1968. Their failure to be super parents to their
super-gifted daughter is a tragic loss to all of us and to the entire world.
In this genealogy, Daniel Boone as a child received more of his mother’s attention than did any of his siblings.
His other siblings were all more independent and self-reliant than Daniel. As a child, Daniel was always asking his
mother to go outside with him and see his latest discovery or creation. And he was always playing child pranks and
practical jokes on her, so she had to have had a good sense of humor since she never knew where the next snake or
frog might turn up although she would certainly know who had placed it there. She quickly learned to check her bed
every night for various critters before climbing in. Daniel, who received the bulk of his mother’s attention, turned out
to be the most famous of all of the Boone children – just good parenting. But his sister, Sarah Cassandra Boone who
is the ancestor in this genealogy, got pregnant at 17 and was four months pregnant when she got married at 17.
(Abortions were not available back in those days.) Was her promiscuous activities and pregnancy in her teen years
due in part to bad parenting or being ignored? Are teen pregnancies one symptom of poor parenting?

My Observations about the Relationship between Champion Class Daughters and Super-parenting: Have you
ever watched a Miss. America pageant on television and noticed that some of the state contestants were rather less
than stunningly beautiful and said to yourself, “If she is the most beautiful girl in that whole state, then that state must
really be hurting for women”?
I was involved with beauty pageants with my daughter as a participant for one year and saw them from the
inside. Our daughter participated in about half a dozen pageants, learning and gaining more experience with each one.
In the first few pageants she usually took first or second runner up and took home the consolation prize which was
usually a bouquet of roses and a teddy bear or something similar. In her final pageant of the year, she won the state
title and the whole ball of wax. But we were more disillusioned than reassured by the pageants. These were supposed to
be “beauty” pageants, but the most beautiful girls were usually the non-participants sitting in the audience or hanging
out at the malls. While there were a few reasonably attractive girls on stage, most contestants were far more “average”
than gorgeous. Since my wife was doing her medical residency in another city far away at the time, I was the only
dad involved with the pageant. As such, the pageant directors gave me permission to use the same large dressing
room as all of the mothers with young, preteen daughters. The older teen and young adult contestants had other, more
private dressing rooms. The only stipulation that they put on me was that I had to use a bench and table in one corner
of the dressing room, near the door, and to be as inconspicuous as possible so has not to disturb or upset any of the
mothers of the other girls who were also sharing the classroom size dressing room at the same time.
From my theory of sociology, I knew that beautiful girls have beautiful mothers, at least when they were
young, so I expected to see many young, attractive mothers in their twenties and thirties in the dressing room with
their daughters. Well, there were a couple of reasonably attractive mothers, but the vast majority obviously came from
the bottom half of their high school classes in terms of beauty and attractiveness. While they were all young, which I
had expected, a few were downright obese. Several were obviously considerably overweight. Most were rather
unattractive and definitely were not your former high school honor graduates. They looked like a bunch of
psychologically frustrated mothers who were trying to relive their unfulfilled childhood dreams and fantasies through
their young daughters. If what their mothers looked like was what the future held in store for these young girls, then I
really wished that every one of them could win a beauty pageant at least once, because it would probably be the only and
last time in their lives that anyone would ever fawn over them or make them feel beautiful. These were pageants that
sold dreams and illusions to young girls and their mothers!
As a father, I was rather helpless in the female dressing room. I got my daughter dressed, and buttoned up
the back of her dress, but that was about as far as I could go. We had had her hair professionally done at a beauty
parlor earlier in the afternoon, so that was ready to go. I do not use makeup, do not carry makeup, and would not
know what to do with it even if I had some, so while every other mother was busy applying makeup to her daughter,
my daughter had to go without. I watched the other mothers fawn over their daughters for awhile. Some mothers
seemed to be trying to make their daughters look like French whores, some like New Orleans chorus girls; some were
putting on white dress gloves that went all the way up to the elbows, etc. The pageant instructions had said that the
competition gown and attire was to be “age appropriate” for the girls in each age division, but I just could not imagine
those girls ever walking around in public dressed and made up as they were. When it was time to go on stage and line
up, I gave my daughter a pat on the butt and told her to, “Go out there and have a good time, kid”.
So what about the teens and older girls who were competing in the adult division? The sociology of why
many of the most attractive girls refused to compete may be the same as for the younger girls; OR there may be a
second reason. The teens and adult divisions both require a “talent” phase in the pageant. The talent is most often a
performing art – ballet, jazz, tap, or hip-hop dancing, or playing a musical instrument or vocal singing of some type.
A good performing artist must spend many years developing and practicing her talent before she is of competitive,
presentation quality. Many of the sexiest and most beautiful young women feel that they can get by in this world on
their looks alone and do not need to develop themselves further. Or they have a mother like Nancy’s who feels that
family resources should not be wasted on daughters. But for the girls and their mothers who are highly gifted but
who are a step or two down the ladder from being described as jaw-dropping gorgeous, they realize that what they are
to become in life will be what they make of themselves. They are not going to be able to slide through life on their
looks alone. Thus, regardless of whether you are looking at Miss America beauty contestants, or the top ranked
women in the world’s figure skating, tennis, golf, gymnastics, swimming, or other events teams, you will rarely see
any who are super gorgeous. If you ignore their specialty, what you have left is girls who could have been typical
girls in the top 25 percent of your own high school class or the neighbor girl down the street. What they all seem to
share in common is that they all seem to be smarter (have a higher IQ) than average, and they exercise regularly and
are near their recommended body weights.
We found that winning the state beauty pageant title was not all that it was cooked up to be. We paid our
pageant entry fees. The winner was promised a sizable U.S. savings bond that would mature in time for college. We
never received any. We were told that the pageant would provide official photographs of each winner -- free. We
never received any and finally went to the official photographer and were told that no payments had been made and
that he would not release any photos until he was paid. So we paid for our own and he removed ours from those of all
of the other pageant winners in each age group. We did participate in some civic events and parades, but most of the
scheduled events and pageant time were spent in fund raising with all of the proceeds always going to the pageant.
We did not get involved with any more beauty pageants after that.
Along the way, we did check into some national modeling schools and found that they were much like the
pageants. They cost a lot of money, but when we looked inside the classrooms, it was usually obvious that none of the
female students had a snowball’s chance in Hell of ever becoming a professional model. The young instructors were
usually the only attractive girls in the whole class. It was pretty obvious that they were strictly a money making
operation taking advantage of the dreams and fantasies of young girls and their gullible mothers.
During my early and middle adult years, I was very fortunate in that I availed myself of the opportunity of
getting to know two super-girls very well. The first was Nancy Aden, whom this genealogy is all about. I spent about
700 hours with her and her parents and relatives, mostly between December 1961 and September 1962. The second
was Tatewin Means. Tatewin is only her nickname. Her full name is “Tatuye Topa Najin Win Means”. I knew her
and her mother, Peggy, during the years of 1991 to about 2000. You can look up either name on the internet search and
find her. I Googled “Tatewin Means” and received 473 hits, and another 8 hits using her full name.

So who is Tatewin? Born in 1980, Tatewin, like Nancy, was an exceptionally genetically gifted and
beautiful child. But she had something special going for her as a child and teen that Nancy did not; she had a super-
mother who recognized her daughter’s special aptitudes and great potential while she was still a very young toddler
and who took the time to carefully and fully develop those special aptitudes in a balanced manner; and sometimes that
meant using “tough love” when the situation called for it. I recognized Tatewin’s special abilities early on too, when
she was about ten years old, and what an outstanding job her divorced mother, Peggy, was doing in raising her. So I
made a special effort to get better acquainted with both of them so that I might study and get to know Peggy and use her
as my mentor and role model, and emulate and apply her techniques to raising my own daughter. Tatewin was studying
classical, traditional “jazz, tap, and ballet” from the strictest teacher and school of ballet in town. So when our
daughter, Beth, was about four years old, we enrolled her in the same tough and demanding school of ballet.
But Tatewin was not just another student studying ballet; she was the best student in the school. Every year
when Tatewin was in her early teens, plus and minus a few years, she would compete in and win the regional dance
contests in classical ballet, jazz, and tap, which were held in Wyoming or Montana, then go on to compete in the nationals,
which were held in Los Vegas. She never did win first place at the nationals but she would always finish with a ranking in
the top ten classical ballet, jazz, and tap students in her age group nationally for several years in a row.
When a national touring group for the classical ballet, “Swan Lake”, came to town, Tatewin was selected as
one of the local extras to perform on stage in the background, and trained with the touring professionals for several days
prior to their public presentations. Tatewin showed me her bedroom. Her walls were full of ribbons with trophies
covering her dressers and shelves for dance, beauty pageants, winning science fairs, athletics, etc. She had more
trophies and ribbons in a box under her bed. I could see that by the time Tatewin was just ten years old, she had
already accomplished far more in her short life than most people do in an entire lifetime. Specifically, most people never
earn even a single ribbon, medal, or trophy in competition at any time in their lives.
When the school of ballet would hold its annual recital, Tatewin was not only the best dancer, but she was the
most graceful and elegant in her group. Being tall and slender certainly helps a ballerina look graceful. Tate
eventually grew to an adult height of 5’-9” and has remained slender, at least for her first 31 years. Several of the girls who
were highly skilled at ballet, but who were somewhat beefy just could not look as graceful as Tatewin. Tatewin’s
graceful ballet movements were always pure poetry in motion, exuding grace and elegance, when she was on stage.
She was always such a pleasure to watch. Her every dance movement was so very graceful, that it was worthy of
being framed and put on display in the Louvre in Paris as a great work of art.
 When Beth was four years old, her pre-school and kindergarten were located between Tatewin’s apartment and her
junior high school about ¾ of a mile away, so for the next two years I would drop Beth off at the apartment of Tatewin
and her mother, Peggy, on my way to work every weekday morning. She would stay there for an hour, and then
Tatewin would walk her to her pre-school and check her in. Of course, I paid them weekly for their babysitting
services. That way, Beth had significant exposure to one of the greatest super-moms in the world, and to Tatewin,
who was one of the highest achieving girls in the world in her age group. But in addition, Beth also gained direct
exposure to the modern culture of the American Indians and a better understanding of them and the issues that are
important to them.
So what was Tatewin’s mother, Peggy, like? By middle age, the beauty of her youth had faded into the far
distance in the rear view mirror of time, and she did not look much different than most other middle aged mothers. By
I knew from my theory of sociology that at one time Peggy had been slim and beautiful when she was young, because
“pretty girls come from mothers who were similarly beautiful when they were young and the same age”. Like most
middle aged mothers, Peggy had also put on a few pounds since the days when she was a stunningly attractive student
in high school although she was still in good health and certainly was not obese. When I would speak with her she
was always very modest and unassuming. Just from looking at her and talking with her, you would never guess that
she was someone special. You had to get to know her and to look at what she had accomplished and her relationship
with her daughter and with her nieces and nephews before you began to realize the scope of just what a truly great
woman and mother she really was.
In the first half of 1962 I use to take Nancy on numerous day trips, some of which are shown in the photos
contained elsewhere in this narrative portion of the genealogy, trying to make up in some small way for her lack of
super-parenting. I did not succeed it that quest as evidenced by the tragic life she led following her graduation from
high school. (She dropped out of college at the end of her first year and was working on her third marriage by the
time she was 25 years old, + + + +. That story and many more are left for the long and private narrative version of
this genealogy.) Later I took Tatewin, Beth, and often one or two other girls, who were friends of either Tatewin or
Beth, on day trips similar to the ones that I had taken Nancy on many years earlier. I also have a couple of photos of
Tatewin and Beth in the narrative portion of this genealogy. I doubt very much if I changed or influenced the lives of
either Tatewin or Nancy, but I do know that I put a big smile on both of their faces for many hours at a time on many
occasions when they would have otherwise been sitting at home, bored and watching television, or helping their mother
with the housework and other chores.
Tatewin’s mother wanted her to have a balanced childhood and not just become a specialist in any one area
like so many child prodigies are, so like Nancy, Tatewin too was a cheerleader when she was in junior high school.
But she also played the clarinet in the school band and ran track. She was so good in track that she set the state record
for girls in junior high school in the 440 yard dash. She has continued in athletics and in 2004 ran the Mt Rushmore
Marathon at the age of 24. Today she can sometimes be found playing in a pick-up basketball game with older teen
boys and men who are younger than she.
When Tatewin was 14 she won the “Spirit of South Dakota” award and was the youngest nominee ever to win.
-------------------------------------------------------------..
Indian Country Today (Lakota Times)
10-26-1994
Rapid City Central High School student has the 'Spirit of South Dakota'.
By Rochelle Hagel

RAPID CITY -- Tatuye Topa Najin Win Means, a 14-year-old Rapid City Central High School student, was presented with a
special recognition award at this year's Spirit of South Dakota banquet in Huron recently. Tatewin, as she is known, was a nominee for
the annual award, which is given to a South Dakota woman who embodies the spirit of South Dakota. She is the youngest person ever
to be nominated for the award, which celebrates the qualities of leadership, vision, strength of character, courage and …
-------------------------------------------------------------------…
Spirit of Dakota -- South Dakota's Premier Woman's Award
Click Here For Nomination Form
Established October 1987
Statement of Purpose & Criteria
The Spirit of Dakota Award is an annual honor bestowed each fall by the Spirit of Dakota Award
Society at a state-wide event at the Crossroads Hotel & Huron Event Center. The Spirit of
Dakota award is given to:
 An outstanding South Dakota woman who has demonstrated leadership qualities and
has been successful and admired in her community and state.
 A woman with roots deep in Dakota whose courage and strength of character have
helped develop her family and community.
 A woman who has represented social, cultural, and education advancement for others.
  This award is not Mother of the Year, nor Teacher of the Year, nor categorized but rather a recognition of those
outstanding women who have been the symbols of all that we are proud of in our Prairie Women.
 The nominee does not need to be a native of South Dakota, but must be a current, living resident of the state.

History of Spirit of Dakota Award

The nine foot bronze sculpture "Spirit of Dakota" which stands at the entrance of the Crossroads
Hotel & Huron Event Center, is the source for the state-wide Spirit of Dakota Award. Dale Claude
Lamphere, nationally recognized sculptor and artist, is the creator. This sculpture of a pioneer
woman balanced against the wind was unveiled and dedicated in October 1987 by the citizens of
Huron and is the unique possession of this community.

Spirit of South Dakota Award

South Dakota's Premier Woman's Award

This prestigious Spirit of South Dakota award plaque is an outstanding piece of art; each individually created by renowned
sculptor, Dale Claude Lamphere, and treasured by each honoree. A one-foot bronze oval is graced with the pioneer woman
sculpted upon its facade. To further illuminate the award, the bronze oval is mounted on smoky black Lucite which is etched with
the award inscription. The final element of the honor is an 18x20 burnished gold wooden frame which securely hold the cherished
woman.
-----------------------------------------------------------------------------------------------------------------------------------------------…
When Tatewin entered high school, a strange thing happened and I have never heard of it happening to
anyone else. I do not know exactly what Tatewin’s IQ is, but I do know that she has a genius level IQ somewhere
between 150 and 190. I would not be at all surprised if someday it was revealed that she is the most brilliant (has the
highest IQ) American Indian to ever walk the lands of any of the Americas. At about the time Tatewin was entering
high school, she, her mother, Peggy, high school counselors, and public school officials met and developed a special and
unique course of study for Tatewin that would challenge her and yet provide her with the education and college
preparation that she was seeking; she would take many of her core high school classes at the local college. That is, she
would take the required classes needed to graduate from high school, but she would replace them with college level
classes and receive both high school credit and college credit for them. The grades that she earned in college would
count as her high school grades. When she graduated from high school with her classmates, she had already
completed and earned two years of college credits. Since high school is four years long – ninth grade through twelfth
grade – this implies that she did not take all of her classes at college, but took some of them at her high school with
her regular classmates.
She was telling me one day that some of the boys at college where hitting on her and asking her out for dates
since she was 5’-8” tall, slender, and exceptionally attractive. She delighted in watching their jaws drop in amazement,
disbelief, and disappointment when she would tell them that she was unable to go out with them because she was only
15 years old and was still a student in high school. – And these college boys certainly would not want to ever be seen
or caught going out with any underage high school girls!
Tatewin could have skipped high school altogether and gone straight on to college full time, but her mother
wanted her to graduate from high school with her regular classmates and friends so that she could mature normally
and enjoy a reasonably normal childhood on the same time schedule as her friends. Nancy’s mother accelerated her
childhood and began strongly pushing for her to find some rich guy and get married when she graduated from high
school, with tragic consequences. Tatewin is the only person I know of who, when she graduated from high school
and received her diploma, had already completed two years of college.
 Starting in junior high school and for several years thereafter, Tatewin use to participate in the annual school
science fair. She would always win at the school and local levels with her continued and ongoing research and ever-
changing exhibit on “lupus”, a disease which affects many American Indians. But at the state level, she would also do
well, but as far as I know, she never went on to the “nationals” in Washington DC with her science exhibits.
When Tatewin was 16 years old, she was still actively involved in beauty pageants. In 1996 she became
Miss South Dakota Teen USA and competed in the national Miss Teen USA pageant where she came in 14th. She was
also working as a part-time professional model. http://en.wikipedia.org/wiki/Miss_Teen_USA_1996 and
http://www.pageant.com/teenusa96/index.html
------------------------------------------------------------------------------------------------------------…

JON CARROLL – If You Had A Piece of String

October 09, 1995|By JON CARROLL

I WAS more fascinated than seems reasonable by a report from South Dakota that Tatewin Means, the daughter
of actor and firebrand Russell Means, had won the Miss South Dakota Teen USA contest.
That may seem odd in itself, sort of like Queen Latifah becoming Miss Daytona 500, but what was really striking
was the interview portion of the program. Ms. Means was asked the question: “If you had a six-inch piece of string, what
would you do with it?”
Why, I wondered, is the world of beauty contests unexpectedly plunging into the mysterious realms
of the subjunctive and the hypothetical? In the pageants I am aware of, the questions are usually great floating softballs
like "What would you do to promote world peace?" or "What would you tell your children about the environment?" The
contestants hit them out of the park with some cobbled-together boilerplate of conventional sentiments, and we all get on
to the swimsuit competition.
Even more remarkable, though, was Tatewin Means' answer to the string question: "I would cut it up into tiny
pieces and throw it away because it would be worthless to me."
”Is this some kind of Zen thing? Wouldn’t ‘the standard beauty pageant answer be, "I’d dye it green and tie it
around my wrist as a bracelet to remind me of all the victims of war everywhere in the world"? But instead, we have a
contestant who suggests taking a marginally useful thing and making it totally worthless and then throwing it away
because it's no good to anyone.
Suppose the question were: "If you had a shovel with a four-foot handle, what would you do?" Would she have
answered, "I would cut the handle off and throw it away, because a handle without a shovel is like a yak without
enlightenment"?”
And she won with that answer! Of course, probably she's such a babe that she could have said, "I dunno, eat it, I
guess," and she still would have triumphed. Nevertheless, I am cautiously optimistic.
http://articles.sfgate.com/1995-10-09/entertainment/17817869_1_darlie-toothpaste-contests-swimsuit-competition
------------------------------------------------------------------------------…
It was also in 1996 that Tatewin won the ‘SuAnne Big Crow Award”.
-----------------------------------------------------------------------------------------------..
SuAnne Big Crow’s Legend and Legacy

SuAnne’s Legacy has been taken up by her community and perpetuated. Bessie Bitalis, a teen volunteer at the
center, said, “People always want to leave the reservation but SuAnne wanted to change things instead of leaving. She was
a positive role model for everybody.”
By Sherman Alexie’s definition of an Indian hero as someone whose status grows as the stories are told and retold,
there is little doubt that SuAnne is an Indian hero. The reach of her story has been expanding exponentially during the past
decade, not only with regard to the SuAnne Big Crow Center, but through the awards named in her honor. Each year at the
South Dakota High School Basketball Championships, the Spirit of Su Award is given. …
SuAnne’s legacy has slowly been taken up by the legislative and educational organizations. In 1997 the State
House of South Dakota passed a commemoration honoring SuAnne Big Crow, “who lived her life as an example for young
people everywhere.” In the early 1990’s the National Education Association created the SuAnne Big Crow Memorial Award,
which is presented to an “individual who promotes leadership, improves the self-esteem of minorities, and contributes to the
elimination of social injustice and prejudice.”
Tatewin Means, the daughter of Indian activist and actor, Russell Means and Peggy Phelps, a school counselor, who
was the 1966 recipient of the award remarked, “When you know your culture, you know who you are, and you’re not
ashamed of it. Because of this, you are not afraid to stand up for yourself and your people and confront racism when you
see it.”
-------------------------------------------------------------------------------------------------..
Tatewin originally planned to study “pre-med” at Stanford University in California on a scholarship, probably a
full-ride scholarship since her mother was relatively poor and certainly did not have the kind of money required to
send a child to a top rated university like Stanford. She had wanted to become a Pediatric Cardiologist. Because she
was entering pre-med which has many specialized courses, officials at Stanford would only grant her credit for one
full year of college and only for the general university required courses. But shortly after entering Stanford, Tatewin
switched over to Environmental Engineering. Tatewin went straight from graduating from high school to becoming a
second year college student and was never a first year college student after she graduated from high school. Some
years later, she wanted to add a law degree on top of the engineering credentials that she already had, and graduated
from law school at the University of Minnesota in 2010 at the age of thirty. Nancy was just a few weeks short of
turning thirty when she received her master’s in Speech Pathology at the University of Washington. It was announced at
graduation that Tatewin had won the Human Rights Law Award.
University of Minnesota Human Rights Law Award:
Recognizes one or more law graduates who have made significant contributions to scholarship and/or service
in the human rights field. The award includes a monetary prize made possible by the University of Minnesota
Human Rights Center at the Law School.
Winners: Tatuye Topa Najin Win Means, Brianna M. Mooty

Tatewin Means poses with her 18 month old daughter, Persayah, after receiving her law degree from the University of Minnesota in Minneapolis.
More and more tribal members are having more success at completing their undergraduate degrees at schools all across the nation and setting their
sights on higher degrees with a strong sense of confidence that they can do it. Means wants to be advocate for Indigenous people all over the world.

MINNEAPOLIS – “If I wanted to make a bigger impact and be part of much needed change, I knew couldn’t do it
working from within the system,” said Tatewin Means, daughter of Peggy Phelps and Russell Means, who received
her law degree from the University of Minnesota last month in Minneapolis, “to be part of the change Indigenous
people need, I needed a different route that would help me to be an advocate for Indigenous people all over the world.”

Tatewin Means grew up in Kyle, a small town of less than 1000 residents on the Pine Ridge Indian Reservation in
southwestern South Dakota, graduated from Rapid City Central High School in 1998, and completed her Bachelor of
Science in Environmental Engineering from Stanford University four years later in 2002. After working as an
environmental lab manager for OLC for five years and working on her master’s degree from OLC, Means decided law
school would be a good fit.

“None of this would have happened without the support of my mom and my family,” said Tate, who is the mother of
an eight year old son and an 18 month old daughter. “When I first went out to Stanford, I got really homesick, I really
wanted to come home and the academics were a real challenge; if it wasn’t for my mother and family, I would have
come home; she had plenty of tough love to help me through the difficult times.”

Tate’s law degree included a concentration on human rights law; she received the Human Rights Law Award and
received special recognition by the Minnesota Justice Foundation which is given to students who have logged in at
least 50 hours of volunteer work during law school --Tate had 150 hours. She currently has a fellowship from the
Tribal Law and Policy Institute in St. Paul and is studying for the bar exam scheduled for the end of July.
“My message to young Indigenous people today is that it doesn’t matter where you grow up, a small town like Kyle or
a large city, you can still accomplish things,” said Means who hopes to finish her masters in Lakota Leadership at
OLC someday, “what matters is your personal motivation, your drive and your determination.”

Lakota Country Times, April 13, 2011, http://www.lakotacountrytimes.com/news/2010-06-

02/Front_Page/Graduation_is_not_a_one_person_enterprise_a_strong.html
--------------------------------------------------------------------------------------------------------------------------------------------------...
http://mt-mt.hi5.com/friend/p1240235--Tatewin_Means--html her personal site. tatewin@gmail.com

So where does Tatewin go from here? Most people, after they finish their education and training, take a job
and reasonably plateau in their personal development and advancement in life, typically receiving one or two
promotions during their career. But with her law degree and having passed the bar, I would not be at all surprised if
one day Tatewin becomes a judge on some level of the courts, or maybe a senator or representative in the South
Dakota statehouse or maybe even in the United States Congress. She is one of those rare people who never seems to
be satisfied to live a status-quo life and who never seems to quit climbing the ladder of success. I would not be at all
surprised if one day Tatewin eventually eclipses the fame and success of her own father.
With super-parenting, Nancy could similarly have matched the success and fame of her father too. But the
heroes of this story are not Nancy and Tatewin, but Tate’s super-mother, Peggy, and Nancy’s grandmother and Clifford’s
mother, Freda Gertrude (Bryant) Aden who sent her four children to college on a laborer’s blue collar income. Both
super-mothers succeeded in an exceptional manner while being ever so frugal and living a lower middle class or blue
collar working class lifestyle.
While both Tatewin and Nancy were super-girls and only children, they were also very different from each
other. Nancy came from an affluent, upper-middle class family. Tatewin’s mother, Peggy was divorced, and they
lived a lower-middle class lifestyle. During the time I knew them they lived in a low end apartment for several years,
and then moved to a small rental house in the blue collar working class section of town.
Nancy’s mother, Dorothy, who is described below, was a slender, older, middle-aged woman who was still
reasonably attractive for her middle age. She was only a high school graduate who really had no use for college and
thought it a waste of time and money for any girl to attend college. (She changed her mind after Nancy finally
graduated from the University quite a few years later.) Being as her husband, Clifford, earned an income that was
more than twice the national average annual family income, Dorothy was able to enjoy the luxury of staying home and
being a full-time housewife.
What if Nancy had been born a boy or if she would have had a brother, would her mother, Dorothy, have
treated him any differently than she treated Nancy? I think she would have. It appears that Dorothy viewed “girls” as
an undesirable byproduct of many marriages and she happened to be unfortunate enough to have had one. She was a
“minimalist” when it came to investing parental time, energy, emotional support, and finances into her daughter, Nancy,
but any son would have grown into a tall, handsome, macho man like his father, Clifford, and would have needed
significant athletic involvement throughout his formative years, and college later to fully prepare him for a commanding
adult role and a successful career. She kept Nancy well groomed but that was about the extent of her extra investment
in her. Nancy always had the nicest clothes of any girl in high school and always looked impeccable. It appears that
Dorothy was more interested in getting Nancy married off to some high status, high income man shortly after she
graduated from high school than in investing further in Nancy’s future by sending her to college. Nancy personally
told me in May of 1962 that her mother wanted her to start meeting other single young men from families with high
social standing in the community and to start thinking about marriage rather than college. This lack of parental
emotional support and encouragement for Nancy’s going to college likely was a contributing factor to her dropping
out of college at the end of her first year at the age of 18; and her emphasis on Nancy’s getting married likely
contributed to her hasty marriage decisions (the first one being on Easter Sunday, April 18, 1965 at that age of 20 to
Robert George Griesel) and to her working on her third marriage by the time she was 25 years old. I have never
known of any mother of an exceptionally gifted daughter in the United States during the period of the 1950’s to today
who was as non-supportive and discouraging, and who likely had as strong a double standard between raising sons
and daughters as Dorothy. I am just very surprised that Nancy’s father, Clifford, never stepped in and intervened.
There were four kids in Clifford’s family, two boys and two girls. His mother, Freda Gertrude Bryant, sent
all four of them to college on the family income of a laborer or maybe her husband, John, was a prison guard by that
time. At any rate, Freda appears to have been a super-mom based on her having sent all four of her kids on to college
during the height of the Great Depression of the 1930’s at a time when very few kids (as a percent of the total
population) went on to college. She continued to provide financial support and encouragement to them until three of
the four finally graduated. Oh, I know. Some of them would have told you that they had to work, at least during the
summers, and earn some of their college expenses. So what? That is still quite an accomplishment on their meager
laborer’s salary with four kids. Since Clifford Aden had a super-mom and since he saw what super-parenting had
done for his two sisters, I am just so surprised that he didn’t insist on the same quality of parenting for his own
daughter and only child, especially since he was far more affluent than his own parents were and had only the one
child whereas they had four children.

Characteristics
Gifted daughter Nancy Tatewin
Name of mother Dorothy Peggy
Education: high school diploma graduated college
Career housewife public school councilor
Lifestyle upper middle class lower middle class
Home Rented a nice home while Rented a low end apartment for
Nancy was in high school several years then rented a low end,
then purchased a nice small house for several more years. Never
brick ranch-style home. owned a home during the six years that I
knew her.

My Failures as a Super-parent: No, Beth did not get pregnant nor did she get an abortion around the time of her
nineteenth birthday – or at any other time. My failures as a parent were not as dramatic as that. When Beth was very
young, I set certain objectives that I wanted to accomplish as part of being a super-parent, but some of them never were
accomplished. They include the following:

- I could never teach her how to jump rope. As I near seventy years of age, I can still jump rope better
than she ever could. And I am still lighter on my feet than she is when she walks across the floor!
- I could never get her to jog a mile in a respectable time.
- I could never teach her to consistently bowl a score above 100.
- I could never teach her to throw, bat, and catch a baseball (or softball) well – nor a football either for that
matter. And I did not teach her how to “shoot baskets” with a good percentage.
- I could never teach her the love of the outdoors. When we would go hiking, it was I who would always
spot the fawn in the woods, see the eagle swoop down over a lake and pick up a fish, or understand the
story that the various signs of nature have to tell.
- I could never teach her how to waterski even though she can snow ski very well.
- I could never get her interested in gardening – neither vegetables nor flowers.
- There were many kitchen skills and cooking skills that I wanted to teach her, but failed; not because I did
not try, but because as she got older, she figured she knew more than I did and there was nothing more that
I could show her or that she needed to learn from me.
- And there were other similar failures on my part as a parent as well. But I tried!!!

To get the children interested and competent, these are activities that the whole family must be enthusiastic, supportive,
and excited about and actively participate in. If one person begs off and says he/she is not interested in participating,
then the children will quickly follow suit, and those precious learning moments will be forever lost as will the
likelihood of your every being or becoming a “true super-parent”. That is why it is so very important to marry a
spouse who possesses the same strong beliefs, convictions, and ideals about parenting and super-parenting as you do.

Nancy’s Parents: One day I asked Nancy how her Mother and Father had met. She told me that “her mother had
lived in a small, remote, rural town in the state of Washington and her father had just been hired as a motorcycle
patrolman by the Washington State Patrol and assigned to the field detachment there after his graduation from college.
Good jobs were difficult to find during the Great Depression, so landing that job was a fortuitous and lucky event for
him. Nancy’s mother, Dorothy, had been engaged to marry some local guy from her hometown, but when Clifford
saw her, he immediately fell in love with her, and sweet talked and charmed her out of marrying the other guy and into
marrying him.”
(item 8 – 4 paragraphs)

More Genetics and the Family Tree: If you see a woman with a butt that is four feet wide and who weighs
more than 400 pounds, you can be virtually certain that her mother, sisters, and daughters probably all look much the
same. And that same characteristic will go back in time and forward in time and will be reflected in various branches
of her family tree for hundreds and perhaps thousands of years across the span of many generations. But bad
characteristics are not the only genetic characteristics that are reflected in family trees. Super good characteristics also
flow through family trees since people tend to marry others with similar characteristics and to pass them on to
their children – relatively intact, unchanged, and unaltered.
 And now I had a chance to explore that. Clifford had an IQ of about 140. IQ is largely inherited and should
show up for many generations back in his family tree. The same goes for his height, good looks, athletic ability, super
cardiovascular system, leadership skills, and Nancy’s rare, super-hourglass figure. Thus, if I were to do their family
tree, I would expect to find direct or indirect evidence of these characteristics in greater abundance than normal among
some of their ancestors. I would expect that they would show up as a higher number of highly successful and / or
famous ancestors and members of their families in the past, and in many of the descendants of those ancestors. So I
started working on their family tree with Nancy, Clifford, and their various relatives. I explained to them the basics of
what I was doing. I quickly discovered that I could never sit down with anyone and discuss their genealogy for more
than just a few minutes because they always had other things to do, so I got use to asking only one or two genealogical
questions at a time, then letting them go, and moving on.
As I started doing this family tree, I quickly discovered that Dorothy’s family tree was mildly interesting, but
nothing special. The family tree of Clifford’s father, John Ennen Aden, ran out of steam after only a few generations,
and there was little in the way of narrative descriptions and stories about his family that I could use in testing my
sociological hypothesis, theory, and predictions. But I did determine that his great height came from his father,
Johann Ennen Aden, who stood 6’- 6½ inches tall, and his side of the family. He is also known to have been very
smart – had a high IQ. His wife, Freda Gertrude Bryant, was taller than average and tall enough so she did not
genetically reduce John’s height genes that he passed onto his children by more than only a small amount. Clifford,
the tallest of the four Aden siblings, was always disappointed that he could not grow that final half inch so he could be
at least as tall as his father. Clifford’s grandfather, Enne Hinrichs Aden, who immigrated to the United States from
Germany, is said to have stood over 6 feet tall, been slender, and to have been very smart (had a high IQ).

Nancy’s Family Tree: The magic ancestor turned out to be Nancy’s grandmother on her father’s side, Freda
Gertrude Bryant. She married John Ennen Aden. Freda opened the door to a magic kingdom and jackpot in genealogy.
Her genealogy is heavily sprinkled with European nobility and royalty, and at least one famous American general in
the Revolutionary War. Her direct ancestor, Sarah Cassandra Boone, is the sister of the great American explorer and
frontiersman, Daniel Boone. Her rich genealogy quickly branched off into many branches, especially once you got
into the ancestors of Daniel Boone, who were also her ancestors, so I picked what I thought was the most interesting
and controversial single branch to explore and pursue using “The Genealogy of Queen Elizabeth II”
(http://www.geocities.com/newworldorder_themovie/graphics ) as a roadmap showing me how to get to where I wanted to go,
entering that family tree roadmap at “Charlemagne the Great” (747- 813). Nancy’s ancestor at this entry point was
one of the many sons of Charlemagne, King Peppin Carloman, King of Italy and Lombardy. His mother was the
eighth woman and fourth wife of Charlemagne, Hildegard de Aachen of Swabia, Countess of Linzgau. The ancestor
of Queen Elizabeth at this point was Charlemagne’s daughter, Hildegarde. I left the many other branches of Nancy’s
family tree for other people to work on and explore.
Most of that research on the Boone ancestry had already been accomplished by many others so it was just a
matter of collecting and assembling that information into a master family tree going back in time as far as they want.
Anyone who undertakes that task will quickly discover that the size and scope of such an undertaking will quickly
become overwhelming since it would be listing most living White people on earth within about a thousand years back
in time, with many duplicate names appearing all across the family tree. Yet if such an undertaking were done using a
well-designed computer program where you could specify certain parameters or conditions that would signify errors or
points of interest to check, then have the computer set flags when certain error conditions appeared, you would be
receiving alarm flags for duplicate names of the same person appearing in different locations, for close relatives
intermarrying, and for couples having children when one or both were outside a specified age range (indicating that
one or more of their dates were very likely wrong). You might also set the program to flag alarms for girls getting
married under the age of 16, giving birth to their first children less than eight months after their wedding, fathers dying
before the age of 20, and other items of interest. It will not tell you about certain genealogical errors like children born
from other than the two listed married adults or other unrecorded or shady circumstances or genealogical skeletons in
the closets.
One agonizing piece of information that occurs when you get deep enough into any genealogy, is that when
you start examining the entries closely, you begin to suspect that some individuals may be duplicates of other
individuals elsewhere in the family tree. But rarely is matching such entries, one against the other, an easy task with
an obvious solution. One entry will have a name while the other entry will have only initials, or maybe it will only
say, “the son of Jones”. And the dates of birth and death will not match. Are they the same person or two different
people? Which set of data is correct? If you are lucky, the parents and grandparents of the two individuals might be
very similar and suggest a match.
John Ennen Aden was very tall and slender, standing 6’- 6½ inches, and Freda was of above average height.
Since smart kids came from smart parents, and Clifford, his brother, Carlin, and both sisters were all intellectually
gifted, that could only mean that both John and Freda had near genius level IQ’s, even if they were not well educated.
They only prove that while education and IQ are usually closely correlated, there are exceptions of brilliant people
who are not well educated. Freda was exceptionally beautiful and had a natural hourglass figure when she was young.
And most of her ancestors were from the more successful pioneer families of the early American frontier. Remember
what I said about beautiful and successful people usually being concentrated in upper-middle-class, more successful,
more affluent families? I had found exactly what I had expected to find – famous and highly successful ancestors
from affluent families. Just how far do these characteristics run in a family line?
Well, I can trace the family line of Freda Gertrude Bryant back to the family of Daniel Boone, then on back
further to European nobility, then on back to European Kings and royal families, then back to the Holy Roman
Emperor, Charlemagne, then back to Jesus Christ and his royal family and messianic lineage of Jewish kings (and
king designates), then on back to Adam and Eve. Is that far enough?

Freda Gertrude Bryant is the lady from whom all of the magic in this family tree originates. When she was
young, she was tall and had a genetically inherited “hourglass figure”, was exceptionally beautiful, and was very
brilliant with an exceptionally high IQ. It would take an expert genealogist to figure out what she was in terms of her
mix of many nationalities. She was more than 25 percent German with the first 25 percent coming from her
grandfather Rohn. But as for the rest, she was descended from all of the early royal families of Europe and the Middle
East, and from the early Egyptian Pharaohs. She had the blood of Julius Caesar, Jesus Christ, and Charlemagne flowing
through her veins. She was a “super-mom” who successfully sent three of her four children through college and
graduation during the Great Depression on the salary of a “blue collar laborer”. Freda knew both of her parents and
both of her grandfathers. But both of her grandmothers had already died before she was born. She was a great lady
whom we would all have wanted to have met and known.
 Source: Ancestry.com Originally prepared by Carlin Bryant Aden
Contact: T. Sheldon at imzhunter@yahoo.com ( A “nom de plume” for Wanda (Aden) Sutich)
(The above link is no longer active due to her having passed away – last active in 2005 / Other links remain valid)

/UNKNOWN ADEN++ b: 1799 Germany

/Ennen Hinrichs ADEN** b: 1844 in Aurich, Germany m. 06 Feb 1875 Linn, Woodford Co, Ill
/ \ d: 1937Immigrated to US from Germany Stood over 6 ft tall.

↓ \Theodora 'Dora' RETHMEIER b: c.1824 Germany

/Johann (John) Ennen ADEN b: 26 Mar 1882 Woodford County, Illinois, d: 27 Dec 1969 Walla Walla, WA
| ↑ ∟ stood 6’-6 1/2” tall / (A) Nikolaus Claas BEENDERS b: 1755 ---┐
| | / Evert Claasen BEENDERS b: 16 Feb 1796 (3) |
| | | \Anna Margaretha WILDTS b: c.1760 -------┐
| | /Johannes Everts 'John' BEENDERS b: 2 Feb 1822, married his half first cousin. |
| | | \Hiske (GEESCHE) JANSSEN b: c.1801 | |
| \Hiskia Johanna (BEENDER) SCHOMERUS b: 1845 d: 1884 same |
| {↑--Immigrated to US from Germany, m. 1875 in Linn, Woodford County, Illinois person |
| Ennen Aden is her second husband. She had a daughter & one son, Nick, by her first husband who died.)|
|
| Schomerus was the name of.Hiskia’s first husband who died, then she later remarried.
| |
| | | |
| | / (A) Nikolaus Claas BEENDERS b: 1755 -┘ |
100% German | /Wilt Claasen BEENDERS b: 13 Dec 1784 (3) sisters?
| | | \Elsche Maria WILTS b: 1759 ------------┘
| \Elsche Wilts BEENDERS b: 12 Mar 1827, married her half first cousin
| | /UNKNOWN BEHRENDS
| \Janna BEHRENDS
|  There is a problem with Hiskia’s genealogy of “too many Beenders”. How are they all related? 
↓
Clifford Ennen ADEN b: 07 Apr 1914 m. 11 Nov 1938 d: 03 Jul 2001
↑ ∟ stood 6’-6” tall
| {Carlin Aden believed that one of these listed below may have
| had a Cherokee Indian ancestor, most likely a Cherokee wife.}
| /William BRYANT b: 1750 d: c1834
| /Thomas BRYANT b: 1795 d: 1845
| | | /John Wilcoxson b. 1720
English, Welch, Cherokee(?), Jewish | \Rachel WILCOXSON (f) b: c1754 d: c1842
Italian, Syrian, Egyptian, Danish | |^^ 9 kids ^^
German, Saxon, Norman, Viking +++ | \Sarah Cassandra BOONE (f)
Except, for J.J. Rohn and his parents, all of | (sister of Daniel Boone)
the rest listed below were born in the. | b. 07 June 1724 d. 1815
United States. | m: 25 May 1742  2 wks before turning 18 *
| | (↑-- This family branch is traceable back
| | more than 4,000 years to Adam and Eve .)
| |
| /Joshua BRYANT b: 9 Mar 1823 d: 18 Mar 1907
| | \-Mary 'Polly' BENNETT b: 1797 d: @1857  8 Kids
| /(5)Thomas Jay BRYANT b: 1865 d: 1912
| | | /-Maxfield HUNTER b: 1800
| | \Angeline HUNTER b: 25 Oct 1834 m: 27 Sep 1848 at 13.9 years of age 
| | \ d: 1871  English or Welch
| | \Jane (Smart) ALLEN b: 18 May 1799, m #2
| |
\Freda Gertrude BRYANT (f) b: 28 Apr 1893 m. 30 Apr 1911 d: 08 Sep 1987
| ( got married just 2 days after her 18th birthday )
|
| /Johann Nikolaus ROHN b: 1780 d: 1847
| /Johann Jacob ROHN b: 1834 d: 1919 Emigrated to US from Germany
100% German -----  / \Katharina Zipf b: 1806 d: 1846
\ ↓
\Nancy Catherine 'Kate' ROHN b: 1867 d: 1954
\Sarah 'Sally' SANDERS b: 1848 d: 1872
* Sarah Cassandra Boone:  Her first child, David, was born full term on Oct 22, just five months following her wedding at 17 years of age.
** Ennen Hinrich Aden appears to have emigrated from Germany sometime between 1860 and 1875 and was probably accompanied by at least one
brother. Speculation: They appear to have been in agreement to shorten their long German last name when they arrived in the United States to its
first two syllables of Aden. That would mean that “Unknown Aden++” clan who remained in Germany could have had a much longer last name.
The brother appears to have been the ancestor of a clan of Adens centered in Texas who share similar genetic characteristics of being taller than
average and having IQ’s that are considerably higher than average. See http://blog.garycaden.com/ and www.garycaden.com . Both Aden clans
would share the same known common matriarchal ancestor, Theodora Reithmeier, b. c 1824 in Germany.
(3) Half-brothers and full cousins. They each had the same father, but their mothers appear to have been full sisters. What a tangled web of
relationships Clifford’s paternal grandmother had!

The names in “highlighted” or “bold” print above show the recent generations of a branch of this family tree that can trace its ancestry back to
“Daniel Boone”, “Charlemagne, the Great”, the family of “Jesus Christ”, and on back to Adam and Eve using numerous patriarchal family lines and
female connections between these family lines.

Genealogy: During the period of December 1961 to about September 1962 when Nancy and I were especially close
and the best of friends and spent about 700 hours together, Nancy, along with her parents, aunts, and uncles, shared
much of her family information and genealogy with me, including the fact that they was descended from the family of
the famous early American frontiersman and explorer, Daniel Boone. Nancy also told me that there were several famous
people in her genealogy. I found all of this to be very interesting and began copying it down and filing it away since I
was interested in learning as much as I could about Nancy and her unique and exceptionally gifted family. I wanted to
discover “what made them “tick”. I acquired additional genealogical information from her father, Clifford, and from
her Uncle Carlin, (Clifford’s brother), her Aunt Wanda (Clifford’s sister), as well as from several other relatives and
other sources. When people discover that you are genuinely and honestly interested in learning about them and their
background and heritage, they are usually more than willing to share their knowledge with you, and that is the way it
was between Nancy and her family, and myself.
The genealogy of Nancy can be traced back to Adam and Eve via the internet – but only through her grandmother,
Freda Gertrud Bryant. The other branches of her family tree quickly evaporate after a couple of hundred years, but the
family line going back to Daniel Boone through her grandmother, Freda Gertrude Bryant, keeps on going. For several
generations before Daniel Boone it is just a single main trunk with short twigs branching off of it, and then it splits into
several, then many major branches. Daniel Boone is descended from the Holy Roman Emperor, Charlemagne from
about the years 747- 813 AD, and Charlemagne is in turn descended from most of the various early European Kings
and Middle Eastern Kings before him, and from the Holy Family of Mary and Joseph of the Christian bible, and from
Julius Caesar.
This genealogical listing that follows traces only one branch of many possible family lines in Nancy’s
genealogy that goes back to ancient times. I selected this specific branch of the family tree because it contains the
Holy Family and as such, is the most interesting as well as the most controversial. The supporting evidence for some
links is unquestionably weak and thin with many contradictory and even some intentionally fabricated false genealogies
to choose from, but the one I have created is a composite of many other existing genealogies and seems to be the best
or strongest from the evidence and sources available without having gone into any great depth and extensive research.
If you are not satisfied with the credibility of some links, there are so many cases of cousins, distant cousins, and other
relatives marrying each other since royal families tended to keep their marriages within royal families, that very often
detour routes can be established around questionable links with new routes that connect back onto this specific branch
of the family tree a few generations sooner or later. So if you do find a questionable link that you don’t like, don’t be
too quick to trash the whole branch of this family tree; just find a detour around the offending portion and keep on going.
One error common to many genealogies that I found was since being king is an inherited position and the
title normally is passed down to the oldest son, many genealogies just listed the succession of Kings as their genealogical
record. They failed to take into consideration the fact that sometimes Kings get deposed or are assassinated or beheaded
by jealous and plotting brothers, uncles, other relatives, rivals, or even people who were totally outside the royal
families. I tried to watch for this and did catch it several times, but I am also likely to have missed a few cases where
it occurred, so anyone who is seriously into genealogy will have to double check my work for this error.
--------------------------------------------------------------------------------------------------------------------…
There is a primary genealogy that was developed by Carlin Bryant Aden and his younger sister, Wanda Aden Sutich in
the late 1900’s listed following this genealogy. It, along with personal conversations with Carlin and Wanda, were
primary sources for information in this genealogy, but this genealogy goes much further back in time than does
Carlin’s. Carlin’s genealogy is listed on Ancestry com at
http://wc.rootsweb.ancestry.com/cgi-bin/igm.cgi?op=SHOW&db=:809710&surname=Aden%2C+Clifford+Ennen .
=======================================================================================..
Let’s talk about religion and genealogy:
Now let’s change the focus on this family tree to the religious aspects. The first and most frequent argument
thrown up against this genealogy being valid and true is that “the bible is written by the hand of God and thus it is
infallible and never wrong. You can find the answer to all of your questions in the bible and if you can’t, then your
question was irrelevant and unimportant. The same is true for Christian church doctrine”. To invalidate this
argument, it is only necessary to prove that the bible and the church have been wrong at least once. That is easy, much
easier than I would have expected, and I am not a bible scholar.
In 1650 the date of Creation was calculated as being 4004 BC by Archbishop James Usher of Armagh in his
Annales Veteris Testament, and was further refined by the Church in 1779 as “God’s work of Creation began on 21
August 4004 BC”. The universe, the earth, and all life upon it were supposedly created in seven sequential 24 hour
periods (Exodus 20:11). Those of us with some understanding of basic physical science (not “creation science” or
“intelligent design”) now know that the universe is about 13.7 billion years old; the earth is about 4.5 billion years old,
dinosaurs were roaming the earth 100 million years ago, and homo sapiens have been walking the earth for about
200,000 years – long before Adam and Eve. At what point do you begin defining Homo sapiens as being humans?
In addition, the following article appeared on page 13b of the “USA Today” for November 05, 2008.

“Female shaman’s grave found in Israel – An ancient grave unearthed in Israel containing 50 tortoise
shells, a human foot, and body parts from numerous animals is likely one of the earliest known shaman
burial sites, archaeologists report. The 12,000 year-old grave of a woman, who died at about age 45, in
the Lower Galilee dates back to the Natufian people, a sedentary group of hunter-gatherers, says a report
in this week’s Proceedings of the National Academy of Sciences. Shamans play an important role in
many cultures, mediating between the human and spiritual worlds and acting as messengers and healers
to serve the community, the archaeologists say. They add that “the burial of the woman is unlike any
burial found in the Natufian or the preceding Paleolithic periods and is consistent with expectations for a
shaman’s grave.”

This finding in Israel predates Adam and Eve, and Biblical Creation by some 6,000 years!!! So Adam and
Eve were definitely not the first human beings on Earth!
This knowledge presents another problem for the Roman church. It means that if Adam and Eve were not the
first humans on earth -- at exactly 4004 BC., then Eve was not created from a rib taken from Adam’s side nor were
they directly created by the hand of God, but instead both Adam and Eve had a set of human parents and they were
both born in a normal, vaginal birth or in breech birth where the mother would have died while having the baby cut
from her womb. And if they were not the first humans, then the Roman Church’s Doctrine of Original Sin is false. It
means that there was no tree of forbidden fruit and no serpent that picked the forbidden fruit and handed it to Eve to
bite into. It means that Adam and Eve did not suddenly discover themselves to be naked in the Garden of Eden and
try to cover themselves up with fig leaves as they were expelled from the Garden of Eden.
While Adam and Eve were not the first human beings on Earth as the bible claims, there is strong evidence
supporting the hypothesis that they were the progenitors of most or all of the royal families all across Europe and the
Middle East, and possibly extending into North Africa. That is, Adam and Eve are very likely the first “first family”
in the recorded history of Western Civilization and the original ancestors of most other royal families in the European
and Middle Eastern region. That is not to say that there could not have been other kings and royal families in very
ancient times before the time of recorded history, but they were “before the time of recorded history”. Royal families
have made a strong effort over time to maintain the highest percentage of bloodlines from Adam and Eve and certain
of their descendants by frequently marrying their descendants and intermarrying with relatives and the children of
other royal families who also carry these same ancient bloodlines. Thus, all of the old royal families of Europe are
closely related to one another and share many of the same ancestors.
Creationism is a major doctrine and tenant of the Roman Church. It makes it very difficult for diehard bible
fanatics to keep defending Creationism when the hard-line fundamentalist’s version of it is regularly being shot full of
holes. I think any religion should give its followers “honest truths” that they can genuinely believe in and defend.
We know that church doctrine has been wrong many times. For many centuries the church believed that the
earth was flat and was the center of the universe, and everything revolved around the earth – the theory of the early
Greek, Ptolemy*. Nicolaus Copernicus (1473-1543) the radical Polish astronomer developed the Copernican system
– Copernicus's heliocentric model , the theory that the planets orbited around the sun (in perfect circular orbits). On
presenting his theory, Copernicus suffered an onslaught of abuse from the Roman Catholic Church, which insisted that
the Earth was the center of the universe, and as a result his work was not published until his death in 1543.
http://www.goldenageproject.org.uk/downloads/CHURCHORIGINS.pdf
 *Ptolemy is the English name for Claudius Ptolemaeus. He was a Greek who probably lived and worked in Alexandria, in Egypt.
He lived from about 85 to 165 A.D. and is famous for his work on astronomy and geography. Very little is known about his personal
life. He was an astronomer, mathematician, and geographer and described in his writing the Greek or geocentric view of the universe.
The Greeks thought that the Earth was the center of the universe. He also thought out and described the apparent motions of the
planets as they were known in his time.

These ideas were very revolutionary and blasphemous ideas at the time and they completely contradicted the
Ptolemaic system (earth being the center of the universe) which the church had supported for about 1,500 years.
Galilei Galileo (1564-1642) was accused of heresy and blasphemy by the Inquisition of the Roman Catholic Church in
1633 for openly disagreeing with the church, and embarrassing the church by proving that it was wrong and that the earth
really did orbit the sun. Johannes Kepler (1571-1630) was a German mathematician who realized that the planets go
around the sun in elliptical orbits with the sun at one of the two foci rather than perfectly circular orbits as had originally
been proposed. He formulated what we now call "Kepler's Three Laws of planetary motion” that mathematically
describe the elliptical orbits of celestial objects. All three of these astronomers and planetary scientists paid a heavy
price that was imposed upon them by the Roman Catholic Church for their scientific work.
This is sufficient to prove that both the bible and the church can be wrong and have been wrong in the past
and that neither is infallible. This negates any arguments by radical church extremists who argue otherwise in reference
to this genealogy. I am sure that true bible scholars could find hundreds and perhaps thousands more errors in both
the bible and church doctrine. When I searched the internet for “errors in the Bible”, I got 62,500 results!!
The next argument that you will find is the claim that some of the people listed in this genealogy of the
Adens and Daniel Boone are fictional, myths, legends, fables, and fairytales. This argument will take a little more
time and quite a bit of work to refute. You cannot just go to the internet and look up “Jesus” and expect to get an
answer. It won’t work! You have to start with someone in this genealogy whom you accept and believe to have been
a real person. Let’s say you start with Charlemagne the Great. If Charlemagne was a real person, then he had to have
had a real mother and a real father. So you start researching Charlemagne in several reliable sources such as
Encyclopedia Britannica, cross referencing one source against another, and determine to your satisfaction who his
biological parents were. They should match those listed in this genealogy for him. If his parents were real people,
then they too must have had real parents, and so you research them after first checking with this genealogy to determine
which branches of his ancestry you want to follow and who you are looking for. And ever so slowly you work your
way back up through the one branch and its various twigs and offshoots of this genealogy until you get to Jesus Christ
and to his brother, James. About 90 percent of the time you will be following the patriarchal branch of the family tree
and about 10 percent of the time you will follow the matriarchal branch. The males determine “the family lines” in
ancient genealogy and the females are the bridges between family lines that link and often unite different family lines.
As you near the time of Christ, you will run into ever increasing numbers of intentionally falsified documents
and fabricated genealogies claiming that some of these people who are listed in this genealogy are only myths and
fairytales, but if you have done your homework properly and researched the way I have suggested above, then you
will feel comfortable discarding these genealogies that you will discover as fabricated falsehoods.
I was shocked by the huge volume of intentionally fabricated and falsified documents and genealogies that I
ran across in this genealogical research, especially as I neared and got to within ± 100 years of Jesus Christ. It was
like a virtual Japanese Kamikaze blitz of World War II, a real blizzard! It is like the religious extremists are trying
desperately to perpetuate a lie or hide a truth. I have always thought that any religion should be transparent, open,
honest, and true, but my probing into Christianity has shown me that it is in real need of some serious repair, revision,
reform, and updating, like any good science textbook after it gets old and out of date.
To start with, among the things I learned were the following: Jesus was a Jew. His parents were Jews. His
relatives were Jews. His ancestors for at least a thousand years back were Jews. Most of the important historical
figures in the bible were Jews. There were no Christians around until shortly before the time of the crucifixion because
Christianity had not been created and did not exist prior to that time. Jesus was not teaching and preaching Christianity.
He was sharing his Jewish God and his Jewish faith and religion with non-Jews. So prior to a few years before the
crucifixion, everything we know about Jesus had to have been passed along to us by the Jews, and perhaps a few
gentiles and others who were literate and who left behind some scrolls where they recorded the life and teachings of
Jesus. Now this is important, real important. If a given piece of information or data about the early life of Jesus or
other historical or religious figures found in the Old or New Testament of the bible or put forth by the Roman Church
or Roman Catholic Church for the period is not of Jewish origin and in the Jewish achieves, or the work of a non-Jew
who lived at that time, then you can assume that it isn’t true and didn’t happen. I do not buy into the concepts of
“Devine Revelations” and “Sacred Visions”, or “the Lord revealed His Holy Truth only unto me in a dream” long after
and even many centuries after these events occurred.
 Jesus was part of the messianic, Jewish, royal family, descended from Judah and King David (but only if he
was the direct, genetic, biological son of Joseph, and not the biological Son of God). The title of messianic king of the
Jews was inherited and had been passed down from generation to generation by each Jewish messianic father and king
or king-designate to his eldest son or second eldest son for more than a thousand years. Even though each messiah in
this patriarchal family line was a king-designate, none had been officially crowned as king since 586 BC when King
Nebuchadnezzar of Babylon (modern day Iraq) ended the Kingdom of Judah and exiled the Jews to Babylonia. Since
that time there has never been another king of Israel or king of the Jews. Jesus was never officially recognized or
crowned as King of the Jews, nor was he widely accepted by the Jews as their Holy Messiah since he was not descended
from the House of Levi along that patriarchal family line; that was John, the Baptist.
So to investigate Jesus and his early life, we have to close the bible and put it down. And we have to tell any
Christian scholars or bible scholars who want to help us (and to protect their Christian turf) to go home. We don’t
need them and don’t want them. Instead, since all of the early life of Jesus was a Jewish thing, we need to seek our
answers from some expert Jewish scholars who are unbiased and who do not carry a chip on their shoulder or feel that
they need to prove anything or protect any religious turf and who are willing to share their Jewish knowledge with us.
My first question to them might be, “Was there anything strange or unusual going on when Mary, the mother
of Jesus, conceived and became pregnant, or when she delivered?” If the Jewish God or the Jewish Holy Spirit had
made Mary pregnant, then the Jews would have known about it because they would have been the ones who would
have passed that information along to the fledgling Christians some 40 or more years later. Remember – Christianity
did not exist at the time of the birth of Jesus and during most of his life. There were no Christians!! There was no
Christian God – only a Jewish God!! So what would the Jewish scholars say??? This question is the very core of
Christianity. But this question is even more important than it looks. Joseph was a messianic Jew in the line of
inheritance of the title of King of the Jews from King David. This messianic Jewish line had special rules that they
had to follow, and any Jewish woman who married a Jewish messianic crown prince or a messianic King designate,
such as Joseph, knew who they were marrying and what the Jewish rules and obligations were for any messianic
family. Among the Jewish rules, they had to have and limit all of their sex to only during the month of December so
any children would be born during the month of September, the most holy of Jewish months. And they had to produce
at least two sons (the heir to the throne or title and a spare) in the line of succession to inherit the messianic throne as
the king-designate of the Jews (but not necessarily king of Israel). The first and oldest son would become the crown
prince and king designate, and the second son (the spare) would be given the designation of the “Joseph of
Arimathea”, usually when he turned 16. The “Joseph” would take over if his older brother, the crown prince, for any
reason was unable to fulfill his mission, perform his duties, or failed to produce a male heir, (or was killed or had a
Holy curse put on him and his descendants).
If the Jewish Mary, mother of Jesus, had wanted to stay a virgin as the bible and the Catholic Church say,
then she would have been in violation of the Jewish laws for the messianic families and would have been no more
than a house maid and servant to Joseph. If such were the case, it is likely that he would have found himself another
Jewish wife who would have been willing to fulfill her obligations as a Jewish messianic wife and bear him two sons.
It turns out that Jesus appears to have been born in the month of March, so Mary conceived and became pregnant
almost exactly six months wrong from when she should have been. The bible says she was impregnated by God (or
the Holy Spirit). But it was not a Christian God who made Mary pregnant, it was a Jewish God. Remember, Christianity
had not been created and did not exist until long after that time, so there was no such thing as a Christian God, only a
Jewish God. Did that Jewish God make a big and obvious mistake in choosing the date to make Mary pregnant??? I
thought Gods were infallible and did not make mistakes!!! So either the Jewish God made a big mistake on the date
to get Mary pregnant OR Jesus is not the literal, genetic Son of God, but instead is fully human – as is required for this
genealogy to be true!! The Jews, and the “Nazarene Christians” and Cathars of southern France all say that Jesus was
fully human and that he was only an agent and prophet of God’s. Now you stop for a moment and think about what
the Nicene and Apostles Creeds say. Also, think back for a moment now about Adam and Eve and the very strong
possibility that they were both born by means of a standard vaginal birth from human mothers and not directly created
by the hand of God as the bible says.
For this genealogy to work, Jesus must be fully human. It would not be fitting for my friend, Nancy, to be
able to walk around bragging “My genealogy shows that I am descended from the holy Son of God and thereby from
God himself, sent here to live amongst you mere mortals”.
Some people say that Joseph could not be the biological father of Jesus because he was away on a business
trip at that time of conception and the bible says that when he returned home, he was approached by an angel who
explained the situation. Hey, if Joseph was not the biological father of Jesus, then that means that Mary was unfaithful
and had an affair. I personally prefer to think that Joseph was the biological father of Jesus, and then drop the argument
at that point before we dig ourselves deeper into a religious hole where we do not want to go.
 When Jesus was born, he would have had Jewish midwives in attendance. Again, my question, “What do the
Jews say about the birth of Jesus? What information do they have? Who was present at his birth? When and where
did it occur?” Anything more than what the Jewish scholars can tell us would have had to have been made up and
fabricated by the Roman Church to embellish the story. Let’s just stick with the basic facts and truths without any
embellishment.
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The Three Wise Men or Magi: One interesting sidelight about the three wise men or Magi. The bible says they
“came from the East”. I found that most scholars think they came from either Iran or southern Iraq (Mesopotamia).
They would have had to have traveled by camel across the desserts. If they had lots of camels available, they might
have ridden them or they might have used all of the available animals to carry their supplies and water, and would
have walked beside their animals much of the time. They would have had to carry a lot of supplies, tents, food, and
water, etc. as well as money or money equivalents to purchase or barter for additional supplies along the way at any
wayside oasis they came to. Usually you did not have three people traveling alone more than 900 km (560 mi) across
the desert, but instead they most likely would have been part of a larger caravan of numerous people for their personal
safety against desert bandits. A larger caravan would have taken longer to form up and organize. It would have taken
them quite a few weeks to have traveled slowly across the desert from Iran or Iraq to Israel so it would not have been
a trip that they would have undertaken lightly nor on the spur of the moment. They would not have traveled there to
witness the birth of Jesus because Mary could have given birth to a girl or could have had a still birth or other problems,
and it is doubtful that they would have known the exact date when Mary was expecting, so they would most likely
have waited until they had received news that Mary had already given birth to a healthy baby son, then began planning
and preparing for their long and arduous journey. I think Mary and Joseph had to report to Bethlehem during a specific
week or time period for the purpose of a Roman population census, and the three Magi knew that being there at that
time would be their best chance of finding the holy family.
The bible says the Magi followed the Star of Bethlehem. That means that they were traveling across the deserts
during the hot summer season when daytime temperatures routinely reached 120º F or more in the shade, and much
more in the sun, with the hot, scorching sun also reflecting brightly off of the hot, dry, desert sands. So they would
have traveled at night and set up their tents for shade, and slept during the day to conserve and use less water. Since
Jesus was already born, this implies that Jesus was born in the spring; the Jews say he was born in March, which is six
months away from September when he was supposed to be born.
Oh, you are asking “What about December 25th, Christmas, the day that we traditionally celebrate as the birth
date of Jesus”? In 314 AD Roman Emperor Constantine the Great arbitrarily declared that the birthday of Jesus
Christ shall be celebrated on December 25 to coincide with the pagan holiday of the “Sun Festival” and it has been
celebrated on that day ever since. The official Jewish dynastic birth date of Jesus was set by the Essens, a liberal
Jewish sect, in accordance with the strict messianic laws as September 15, the holiest of Jewish months.
Let’s get back to the Magi and their traveling at night. The route from Iran or Iraq to Israel is west-
southwest. The sun, the moon, the planets, and all of the stars in the ecliptic (the band of stars that is generally overhead
and above or near the equator) rise in the east and set in the west – the direction in which the Magi had to travel.
There is no star overhead that just “hangs in the sky above Bethlehem”, but the “Star of Bethlehem” might have been
two or three planets that were close to each other or “in conjunction”. They too would have moved with the rest of the
stars – rising in the east and setting in the west. The Magi were skilled astrologers and very knowledgeable with the
astronomy of their day. To travel west-southwest to Israel, all they had to do was to follow the setting moon, stars,
and planets overhead and above their left shoulders. They would have seen the North Star, Polaris, low on the horizon
to their right. It would have always been there and never set. It would not have made any sense for them to have
chosen to follow some very faint, dim, and barely visible star. Since every bright planet, moon, and star overhead all
set in the west, all they had to do was to follow whatever bright objects were in the sky overhead. They were all
moving westward and setting on the western horizon. If there had been a bright comet with a highly visible tail
overhead at that time that would have given them something akin to a path indicated by a heavenly event that they
could have followed and defined as their “Star of Bethlehem”.
We know that December 25, Christmas, has nothing to do with the birth of Jesus. It was just made up. So
now you need to determine when the story of the “Star of Bethlehem” came into existence. If it originated long after
the birth of Jesus and is not part of the Jewish historical account of Jesus, then it too is fictitious and was just made up
by the Roman Church.
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 What does “Virgin” mean in “the Virgin Mary”? The precise meaning of “virgin” is important in this
genealogy because for this genealogy to be valid, it must violate the definition of “virgin” as defined by the Catholic
Church and several other religious denominations. Different church denominations use different definitions of what
“virgin” means in “The Virgin Mary”. One definition of “a virgin” I found in Webster’s Dictionary says, “A person
who has not had sexual intercourse.” Some churches say that it means that she remained “intact” when Jesus was born.
First, we would have to ask the Jewish scholars if the Jewish midwives reported anything “strange” or unusual about
Mary when she conceived or when she gave birth to Jesus. I doubt if they did and would have likely reported that it
was a normal vaginal birth without complications. They had not yet developed successful cesarean sections where the
mother could survive, and since Mary remained alive following the birth of Jesus, we know that she had to have had a
standard vaginal birth. Anything else would have required “supernatural magic”. As any woman who has given birth
knows, “no woman remains “intact” following a vaginal birth”. Now, let’s just call it a normal vaginal birth, and not call
it a “miracle” birth and claim something magic happened that you cannot explain -- IF it was not reported as such by
the Jewish midwives who were there at the time. And there were no Christians at that time to report on the birth!!
I have a question in this regards. Nadya Suleman, the Octomom who gave birth via cesarean section to eight
babies on January 26, 2009, says that all of her pregnancies and children were the result of invetro fertilization (IVF)
and they were all born via cesarean section. This implies that she has never been penetrated by a male sex organ. Now
that means that it is possible that she may never have had sexual intercourse with any man; and because all of her 14
children were delivered by cesarean section, it is conceivable that she might still be “intact”, at least to the extent
allowed by the IVF medical procedures and process. Now does that make her “the Virgin Nadya” with the right to go
around using that title? Why not if it meets the physical requirements used for calling the Virgin Mary “Virgin”?
Some churches say that “Virgin” means that Mary never had sex with Joseph. I have already discussed this.
Joseph had the Jewish messianic obligation to sire two sons, “an heir and a spare”, and Mary would not be a proper wife
to a Jewish messianic heir if she refused to have sex with him as is required in the bible between a man and his wife.
So can we say that “Mary was a virgin at the time of her betrothal to Joseph” and leave it at that? But some girls are
still virgins at the time of their betrothal or engagement and some are even virgin on the day of their wedding, so that
hardly justifies Mary as being labeled and honored as “The Virgin Mary” or that she was “more virgin that similar
other girls at their time of engagement or marriage. Can the modern day women who are still virgins on the day of
their wedding be nicknamed—“The Virgin Jennifer”, “The Virgin Nicole”, or “The Virgin Susan”? Why not?
There is another problem with the Virgin Mary. In 692 AD the Ecumenical Council of Trullo (also called the
Quinisext Council) of the Roman Catholic Church established the concept that Mary was “Ever Virgin” without ever
having had her body or bones exhumed and examined by a qualified forensic pathologist. I don’t know if a pathologist
could even tell if a middle aged woman had been a virgin when she died some 650 years earlier – especially a pathologist
of that time period? Do we really need a bunch of religious grey-haired and balding old men sitting around a table
from time to time making up and fabricating more stories to add to the bible? Let’s just stick with the basic truths that
existed at the time of Christ, as the Jews told us, and not embellish them. Remember, there were no Christians at the
time of the birth of Jesus.
We also have some other problems that are related to this genealogy. A woman cannot get pregnant if she has
sex with a guerilla or any other mammal except for a human male. Jesus bled on the cross and I think it can be
assumed that his blood was red. Chances are pretty good that his blood contained red and white blood cells and that it
contained 100% human DNA. Now if God or the Holy Spirit had made Mary pregnant, he could only have done so
using sperm that would pass Mary’s immune system as being human and containing human cells and human DNA –
or with “Supernatural Magic”. If we want to say that half of the DNA of Jesus came from Mary, then the other half
would have to have come from a human male since Jesus needed a “Y” chromosome, even if it was implanted by
God. Whose human male DNA and “Y” chromosome was it? This question is important in this genealogy. If it is
God’s sperm and DNA in human form, then the genealogy of Jesus ends with his biological father, God, and he is
not descended from David. In Jewish tradition of the time, descent is only through the biological father, not through
the mother. So Mary’s genealogy is irrelevant in determining Jesus’ right to ascend to the Jewish throne of David, and
since God does not have a genealogy, it does not pass through King David as required by Jewish Messianic law.
Suppose Queen Elizabeth adopted a little Black orphan boy from central Africa. She might tell him that with
the signing of his adoption papers, all of her ancestors automatically become his ancestors, so now he is descended
from all of the royal White families of Europe. But he would only have to look at the color of his skin to know that
those royal White families are not his ancestors. His ancestors are all still back in Africa.
This same principle holds true with Jesus. If he is the son of God or the Holy Spirit, then God and Mary are
his ancestors, and if Joseph is his stepfather, then Joseph’s ancestry is not the biological ancestry of Jesus. Joseph was
a messianic heir and a direct descendent of King David, but if Jesus is not a direct DNA, blood, and biological
descendant of Joseph through the patriarchal line of descent, then he is not an heir to the throne of David and had no
right to claim such title, even if he was born of Mary, the wife of Joseph. Instead, his younger brother, James, would
have been that rightful heir to the Throne of David as King-designate of the Jews.
This genealogy assumes that there was a minimum of “Supernatural Magic” involved in the conception and
birth of Jesus, that he had a standard vaginal birth since Mary survived the birth; that he was fully human with human
DNA, and that he was the full biological son and direct descendant of both Mary and Joseph. It further assumes that
Jesus was the oldest son of Mary and Joseph and that Mary was a virgin up to the time of conception of Jesus by standard
means with Joseph. And it assumes that, as the bible says, Jesus had several siblings – both brothers and sisters, and
that James was the second eldest son and full brother of Jesus. Such a family would have fulfilled Mary’s messianic
obligation as a Jew to sire at least two sons, an heir and a spare, for Joseph.
For further discussion on this topic, see the Church of Christ discussion, “The Development of Mariology” at
http://www.nkcofc.com/Tracts/DevelopmentOfMariology.htm . I am not in full agreement with these discussions, but
they do shed some light on the religious meaning of “Virgin”.
Some Jewish reports say that Jesus was sent from Israel to Siluria (Wales in western Great Britain) as a young
boy where he was educated at a highly rated primary and secondary school run by the Druids until the age of 14 at
which time he returned to his family home to Israel. The Druids in Britain had a reputation of having much better and
higher quality schools with more advanced scholastic books and materials than those in Israel at the time, being
especially strong in mathematics, science, astronomy, and medicine. They were said to have been far ahead of Israel
in their knowledge of medicine. Initially, this sounds like a strange, foreign, and preposterous notion, but careful
research gives it a pretty good measure of credibility.
To start with, after Jesus and his extended family were run out of Israel and fled into exile following the
crucifixion, they first settled in southern Gaul (France) then some of them later migrated to Siluria (Wales in western
Great Britain). But the clincher is that if you will look carefully at this genealogy, you will notice that Anna, the
daughter of James, the brother of Jesus, married a Prince, Bran the Blessed, the son of the King of Siluria, and the
High Arch Druid priest of Siluria. And their daughter, Penardun, married King Marius of Siluria. Now stop and think
about it. Just what chance would any girl in North America have of traveling to England and marrying Prince Harry
or Prince William? Absolutely Zero!!! (if you will kindly ignore Camilla Parker Bowls and Prince Charles in recent
times, and British King Edward VIII and American divorcee Mrs. Wallace Simpson on Dec 10, 1936) Yet the niece of
Jesus pulled it off. It is obvious that both Jesus and his younger brother, James, had to have had some prior contact
and a lot of pull and influence with the royal families in France (Gaul), England, Scotland, and Wales (Siluria). And
further, within a couple of generations later, the descendants of Jesus and his brother, James were intermarrying with
the descendants of the Roman emperors. And further, since these families only marry other royalty with few exceptions,
it is obvious that they regarded the messianic Jewish family of Jesus as Israeli royalty and treated them as such. Not
even the Jews of Israel held the extended messianic family of Jesus, Mary, and Joseph in such high esteem. It means
that after the holy family was exiled and driven out of Israel, their genetics and holy descendants sprang up in Gaul
and the British Aisles. And this would have been a huge and most irritating and unacceptable thorn in the side of the
new Roman Church!!!
Thus, if you closely examine the early history and genealogy of these regions, and throw out the bogus and
falsified histories and genealogies, you cannot help but believe that there is a pretty good chance that Jesus was a real
human being and that he continued to loyally and faithfully follow the Jewish messianic traditions for the remainder
of his life, even after his family left Israel.
The other item that leads me to believe that this could be true is the great number of errors, falsehoods, and
lies and sometimes intentionally fabricated falsehoods that I have encountered in the bible and church doctrine. If the
Church and the bible had never been wrong, then it would be difficult for me to say that “they are wrong now and this
is the very first time they have ever been wrong”. But such is not the case. I believe that there is a good chance that
this genealogy has merit and should be seriously evaluated by genealogical scholars who are not trying to protect any
religious turf.
Oh yes, it appears that Jesus survived the crucifixion as a human being. The story of the resurrection appears
to have been fabricated and added to Mark 16 as verses 9 through 20 by the Council of Carthage in 397 AD while other
verses of Mark were deleted by that Council. There were no stories of the resurrection in the original versions of the
early gospels.

The Bible:
The bible was my primary reference for the early genealogy, but I found so many mistakes, problems, and errors in it
that I finally had to research its origins and call for its revision and updating. If I could magically have my say and
way in revising and updating the bible, this is what I would do.
For the Old Testament.
I would precisely follow the actions of the Roman Catholic Church’s Council of Hippo (393 AD), the
Council of Carthage (397 AD), and Pope Innocent I (405 AD) and stick with the same original 46 books of the
Jewish Septuagint that the Roman Catholic Church has listed as being divinely inspired – except I would throw out
the part about them being divinely inspired and just say their wise and learned Jewish human authors felt divinely
inspired to write these documents, books, and scriptures. The Catholic, Greek, Russian, and other Orthodox Old
Testaments are all based on this same Jewish Septuagint.
But today I would have my imaginary team of Jewish religious scholars translate these original source
documents and manuscripts anew into modern English (and other modern languages of the world) from photocopies
of their original documents and writings in their original language or as they were originally written in the Jewish
Septuagint, without regards to translating to satisfy the wishes and desires of any religious denomination – and leaving
wide margins along the outer edges of the pages for notes. I would have those Jewish scholars translate those original
writings exactly as they were written (but into proper English grammatically) and let the chips fall where they may,
regardless of who was pleased or displeased by the results. There would be no editing, additions, deletions, or changes of
any kind to the original text other than translating it into proper, modern, correct, understandable English.
The current translations of the bible, including the King James versions, are dramatically watered down
translations of the Roman Catholic translations and interpretations of these original documents in an effort to make
them acceptable to and to appeal to and appease both the Roman Catholic Church and the Protestant Churches, and to
not offend either denomination. To create the official Authorized Version of the King James Bible, King James I of
England appointed 54 of the best religious scholars in all of England to revise the Roman Catholic “Bishop's Bible”.
It took them seven years. Notice that they started with an existing Roman Catholic Bible as their original source and
not with the original documents of the Jewish Septuagint and the original works of the authors of the New Testament.
That means that they were already incorporating the errors, bias translations, and misinformation that were in the original
Bishop’s Bible.
The English authorities authorized this translation. This new King James Version of the bible had enormous
influence on the minds of people, and on English literature. The New Testament in the King James translation was
taken, with few exceptions, from the Catholic Douay Rheims translation, which had been completed 29 years previously.
Like all translations, the King James translation contained numerous errors and mistakes. In the last century, Protestant
Scripture scholars met to come up with a better translation because bible scholars had already discovered several
thousand errors in the existing official King James translation.
This is to be expected since the 54 best religious scholars in England started with the Roman Catholic’s
Bishop’s Bible which had already been intentionally changed, edited, and altered by the Roman Catholic Church to
reflect its views and doctrines from the original source documents and manuscripts that were mostly Jewish in origin,
at least those in the Old Testament.
Many of these errors crept into the bible when the original translators were trying to appease and please certain
specific readers or religious denominations out of fear of losing their heads if their readers were not pleased with their
work, and when various church councils ordered that changes be made. My orders to the imaginary Jewish religious
scholars and translators would be to translate the original documents into modern English, exactly as you see them,
without any concern, regard, or worry about who the eventual readers might be and if they will be pleased. Since they
would not be in any danger of losing their heads or of being boiled in oil in our modern times, they need not fear any
consequences of an accurate translation. It is time now for religious and translation accuracy in the bible to take precedence.
In the wide margins I would have those same Jewish scholars write their notes and explanations in blue,
maroon, or green ink in fine print, explaining or identifying the context in which they were originally written, the
slang, fine shades of meaning of the ancient grammar and language, idioms, code words, buzz words, the allegories,
and symbolism that were used, metaphors, simile, sectarian definitions, pseudonyms, etc. I would also have them
explain to us what is supposed to be factual and true, and what is supposed to be stories, lessons, parables, etc. They
could also add notes and dates about certain important historical events and figures that are mentioned in the scriptures.
Sometimes they might have to say that the author wrote what he believed to be the truth to the best of his knowledge
but today we have better information and know that it is not true. Hey, there is no harm done in admitting that some
guy did the best he could some 2500 years ago, but today we know that he was wrong. And Christians just might
appreciate a new frankness and honesty in the Holy Scriptures.
One change I would make to both the old and new testaments is at the beginning of each gospel or book, I
would add a brief biographical sketch, perhaps a couple of paragraphs or perhaps an entire page, about the original
author. I would include the answers to the questions of: who he/she was, why he was relevant to the bible and its history,
when and where he lived, what his qualifications were, what events in his life made the author important to us, and
how he fits into the genealogy of the Holy Family and/or the important figures of the time. We should know a little
something about each major contributor to a book as important to Christianity as is the bible.
Since most of the main characters of the Old Testament appear to all be related, I would want the Jewish
scholars to create and include an official genealogical chart and family tree showing these relationships and include
their best estimates of the dates of birth and death and list the primary or important wives, spouses, concubines, and
wayward women who bore important religious figures. It should also show where they lived and worked, and their
nationalities or tribes, and it should show the Holy family moving to France and on to Glastonbury. Such a chart can
be found at http://www.complete-bible-genealogy.com/family_tree/solomon_677.htm but it appears to be too inclusive and is
difficult to read and follow. Also, it does not include dates and spouses. If you look at this chart, you must do so
carefully and with caution. It shows Adam is created by God, and Jesus as having four brothers, but leaves out his
three sisters, and does not show Jesus marrying or his children. Such a chart would need to include two to four
generations beyond Jesus.
My research shows that it is very likely that as a loyal and faithful Jew and messianic heir, Jesus followed
and fulfilled his messianic obligations and traditions that had been followed by his ancestors, dating back more than
one thousand years to the time of King David. Jesus most likely got married, and had children including his required
two sons (an heir to the throne or title and a spare) to succeed him as messianic heir. It is also most likely that Mary,
the Mother of Jesus, also followed the messianic obligations and traditions that were placed upon her when she married
Joseph, and had children including the required two sons, the heir and a spare, to succeed Joseph as the messianic heir.
Such a genealogical chart that could be developed by the Jewish scholars would show this, and would also show the
descendants of Jesus and the Holy Family for at least a hundred to a hundred and fifty years after Christ.

The New Testament: (QQQQ = needs a little more work)

One of the first steps in revising the New Testament would be to determine which scriptures of the New
Testament were originally authored by Jews who lived during the time of Christ and which were authored, or edited
and altered by non-Jews. This is important because the Jews should have copies of the original works, document,
manuscripts, and scriptures that were first authored by Jews and should be able to provide the world with unaltered
and unedited translations of them into modern English and other modern languages. Revising, overhauling, and
updating of the New Testament presents considerably greater difficulty since parts of it were written by the Roman
Church and the Roman Catholic Church long after Christ died, allowing them to write the rules and procedures of the
new Christianity, to craft and shape Christianity in their own image and to their liking as they desired, and to insert
their own beliefs and doctrines without the benefit of any Jewish input and influence as had prevailed in the Old
Testament, independent of what Jesus had taught, and independent of any input from the descendants and followers of
the Holy Family. Thus, we would start by throwing out all of the Church doctrines, scriptures, writings, edicts of the
various Popes and church councils, etc. that were created by the Church or any other source more than, say, fifty years
after the crucifixion of Christ and begin anew. For our team of expert religious scholars, I would again use the same
expert Jewish scholars, but this time I might also bring on board a few expert Christian scholars if you could find any
who were genuinely unbiased, and more interested in accurate and honest religious and genealogical scholarship than
in protecting their own religious turf and beliefs. The New Testament was originally put together between roughly
350 and 400 AD by the Roman Catholic Church from letters, epistles, books, and manuscripts that had been previously
written. Their first criteria was they only had so many pages available and they did not want it to become encyclopedic
in length requiring many volumes, so they had to limit the total volume of their material and pick only the most
relevant writings. I strongly concur with this first requirement.
But they also had very strong vested secular and spiritual interests and picked only those scriptures and
documents that supported the emerging doctrines and policies of the new Roman Catholic Church that had been
established by St. Peter and St. Paul following their hostile separation and the severance of their ties from the Holy
Family and Judaism, and their takeover coup of the fledgling Christian movement. Any hint of support for the Jewish
Holy Family and their descendants, the Jewish messianic traditions and the idea that the head of the church was the
messianic heir, women’s rights and equality, the rights of women to hold positions such as high priestess within the
church, and especially the idea that Jesus was human or that his miracles did not happen as instantly and magically as
the church wanted - all disqualified a writing or scripture for consideration for inclusion into the new testament. A few
scriptures had the offending passages edited out, deleted, or changed by the Catholic Church. This I disagree with.
For example, 12 verses were fabricated by the Catholic Church and added to Mark about the Resurrection which had
not been part of the original document while other sections of Mark were entirely deleted and removed from the public
version. Thus, there exists two versions of the Gospels of Mark – the rewritten canonical version that you see in your
bible, and “The Secret Gospels of Mark that are kept locked in the archives of the Vatican in Rome.
http://www.maplenet.net/~trowbridge/secmark.htm
 First, the religious scholars would need to select the manuscripts and scriptures that should comprise the new
testament of the bible. We would no longer be controlled and constrained by the edicts and whims of the Catholic
Church to select only scriptures that supported the beliefs, teachings. and doctrines of the new and emerging Catholic
Church, but instead would look for writings that proclaimed the teachings of Jesus, the history and events of the Christian
and Jewish religions, and that glorified God. We need to accurately translate the selected scriptures and other
manuscripts for my imaginary revised and updated new testament, as they were originally written, without
embellishment or editing, or regard as to whether or not they support a specific church belief, doctrine, or point of
view, and just translate them as accurately as possible from their original text, unaltered and unedited, into modern
English as specified above, with commentary, notes, and explanations in the side margins. The scriptures should
include the works of eleven of the twelve disciples ( I don’t think that we would want to include the scriptures of
Judas). It should also include the works of Mary and Joseph, the literate and educated parents of Jesus; James, the
brother of Jesus; the unedited and unabridged “Gospel according to Mary” Magdalene, the wife of Jesus; and the
gospels of the high priest, Simon Magus (also known as Simon Zelots, Zebedee, and “The Father”), and his wife,
Salome (Helena), a Jewish Priestess. Simon and Salome were the parents of the apostles James and John. And I am
sure that the bible scholars would find several other worthy works that they would recommend also be included as part
of a revised and updated New Testament. I would seriously question the inclusion of any works that were penned
more than thirty to fifty years after the death of Jesus. They would all be from second hand knowledge. The scholars
could then put many of the other translated works that they chose not to include in the New Testament into encyclopedic
volumes and make them available worldwide for reference and research. Currently and for nearly two thousand years,
those unused works have been labeled as “heresy” by the Roman Catholic Church and destroyed whenever and
wherever they have been found.
At the time the New Testament was assembled, it was meant to be used exclusively as a teaching tool by the
Catholic clergy and not as a book for the common layman. The biggest goal of the Roman Catholic Church at that
time was to convert the heathens, pagans, and barbaric tribes on the outer reaches of the Roman Empire to
Christianity, and to do that they needed a God who was perceived to be even more powerful than their pagan gods, so
they gave Jesus and God many magical, mystical, and miraculous supernatural powers. I think that in the 21 st century
it is time to strip away these added embellishments and have a Christianity of truth and honesty, not deception,
mythology, and lies. If we ended up with a human Jesus, the Great Prophet, as is required by this genealogy and as his
descendants claim that he was, would that really be so terrible?
The Roman Catholic version of the story of Jesus and his family ends a few weeks following the crucifixion.
This is not surprising since the contents of the New Testament were strictly controlled and sometimes even changed,
revised, edited, and new material fabricated by the Roman Catholic Church. The Roman Catholic Church was the
successor of the Roman Church started by St. Peter and St. Paul following their hostile coup and separation from the
Jewish Holy Family, and their usurping and taking over leadership and command of the fledgling religious movement
that had been started by Jesus. Their first monumental change was in their unilaterally declaring that the messianic
linage of inherited Jewish kings and priestly messiahs that was started by King David more than a thousand years
earlier was now ended and dead with Jesus having been the final and last messiah, and that they were taking over and
setting up a new system called “Apostolic Succession” where heads of the new church would now be elected by a
select group of their own senior ordained peers, and each would be succeeded by a fellow apostle and not by patriarchal
inheritance. But in reality, these renegade Jews and non-Jews had no say in how the Jewish high priests and rabbis
chose to run their own religious shop.
Actually, Jesus, as a loyal and practicing Jew, did continue to follow the Jewish messianic rules of
succession. His oldest son, Prince Jesus II, ( b. 37 AD in Jerusalem ) became the next Messianic heir and king-
designate of the Jews. Jesus had been unilaterally given the role and title as “the Priestly Messiah” by his Jewish
supporter, the high priest, Simon Magus who was sympathetic to Jesus and his movement, after the cousin of Jesus,
John, the Baptist, lost his head (was executed). But since Jesus was not descended from the linage of Levi as was
required of any priestly messiah, many Jews and Jewish denominations did not accept that unilateral proclamation.
But the Jews did not appear to be any too excited about continuing with their messianic traditions. Jesus had
been an irritant to the conservative Jews who comprised the Sanhedrin. In the end, Jesus, his brother, James, and
Lazarus were all excommunicated as Jews. The excommunication of Jesus as a Jew was rescinded after he had hung
on the cross for a period of many hours after which he was “raised from the spiritual dead” (which is different than
being “physically dead”) by his friend and supporter, the high Jewish priest, Simon Magus, who was friendly and
sympathetic to him. But he appears not to have had his priestly status and duties returned. Jesus, his family, and a
few of those who were close to him were hounded and exiled out of Israel. Others choose to leave with him of their
own free will, fleeing by boat first to southern Gaul (France) and shortly thereafter some of them went on to Siluria
(Wales in western Britain).
 The fact that the immediate descendants of Jesus and his brother James swiftly married into royal Druid families
and the high Druid society of France and Britain shows that they were already well known, respected, and highly
regarded as royalty themselves in Gaul and Siluria, and that they had prior connections among those royal families.
This is important because it strongly suggests that Jesus’ father, Joseph, had probably traveled to these countries and
met with the royal families to conduct business at least once and probably several times when Jesus was still a child.
Regardless of whether you are talking about more than 2,000 years ago or today, humble carpenters just do not
conduct business directly with royal families in Europe and send their children out of country to boarding school.
Jesus continued with the messianic lineage and traditions for one or two more generations, but it appears that
most of his descendants married into royalty and nobility outside the Jewish faith, ending their Jewish status which is
determined through marriage to a Jewish wife. The Jewish messianic lineage probably also ended at about this time
since I rather doubt if the Jews of Israel would accept or take kindly to having a Christian King of the Jews. I would
like to have the Jewish scholars or whomever might know add a small passage to the new testament about what
happened to Jesus and his messianic family and descendants after they left Israel. I realize that having Jesus survive
the crucifixion and then to have been banished from Israel with his Holy family would wreak havoc with the Roman
Christian concept of the resurrection and his having “descended into Hell and on the third day he rose again and
ascended into Heaven and is seated at the right hand of the Father” (Simon Magus – “the Father” e.g. Father
Simon Magus?).
I for one would love to see a modern, revised bible that was accurately retranslated and put together in an
honest and truthful fashion the way I recommend; in such a way that it tells the full and complete story. I think
Christianity could withstand the shock of some honestly and perhaps even come out stronger for the effort. At least it
would be easier for the bible fanatics to defend the truth than it is now where they are often left hanging out in the
wind trying to defend indefensible lies.

Optional extra work for the Jewish and Christian bible scholars:
1. Address and explain the problems and un-truths contained in the current Bible: One of the problems with the
bible now is that it contains many errors and un-truths, both intentional and unintentional, such as the idea
that the entire universe, the earth, and all life upon it were created in seven 24-hour days in the year 4004
B.C., and that Adam was created from a handful of dust and Eve was created from a rib taken from Adam’s
side. We know that homo sapiens have been on earth for at least 200,000 years and that there were at least
100,000 people living in the Middle East at the time of Adam and Eve. Therefore, we also know that Adam
and Eve were not the first human beings on earth but instead each had a human mother and father, and were
born vaginally just like everybody else of that era, or one or both had a breech birth and the mother(s) died. I
have already discussed some of these errors and there are many more. I would like to see these bible scholars
address these and many other errors and issues in the bible and church doctrine so that the result would be a
neat, clean, and honest bible and explanations of the bible that Christians all over the world and of every
denomination would feel comfortable working with – if they are willing to accept new truths. It is likely that
many of these problems could be explained as being parables or stories with a moral and were never meant to
be taken as the literal Gospel truth. Christians should not be forced to have to live with and defend as true
those falsehoods or stories in the bible that are known not to be true, but instead were meant to be used as
parables or lessons.
2. Jewish culture and history of the era. Messianic lineage: Explain the Jewish laws regarding the kingly and
priestly descendants of King David, Judah, and Levi. Explain other Jewish laws and customs related to the
bible and the Old Testament so that we can better understand the prevailing culture of the times.
3. Polygamy: Many of the Jewish kings and nobles between Adam and Eve and Jesus Christ had multiple
wives and concubines, which made them unfaithful polygamists. Further some of them also had children by
their concubines, maids, and servants which made them unfaithful to their marriage vows. Why should we
uphold them as being holy and saintly role models for the rest of us to follow and emulate?
4. Church wrongs – crusades and inquisitions: The scholars need to address some of the major actions and
decisions of the Christian church following the crucifixion. Why were the Christian crusades and inquisitions
with the killing and burning of thousands who had been labeled as heretics because they did not agree with
the Catholic Church a good thing and when Hitler did that, he was labeled as terrible and evil?
5. Genealogy: There exists a very narrow lineage consisting of only a few patriarchal family lines from Adam
and Eve to Jesus with many intermarriages between close relatives and cousins. These family lines usually
consisted of the oldest and second oldest sons with the rest of the children of each generation (with the
exception of a few daughters who married into one of these family lines) sent out into the world to make their
own way and never heard from again and their names never recorded. I would like to see an accurate
 genealogy with family trees complete with details, known or best estimated dates, and bibliographies for the
family lines of important biblical characters showing the individuals that are mentioned in the bible so we
can understand how everyone is related and how narrow and exclusive these family lines of bible characters
really are. For missing dates, we can interpolate to arrive at “most likely or reasonable estimated dates” as I
have done in this genealogy, listing or showing them as interpolated guesstimates. This “official” genealogy
should extend from Adam and Eve to at least 150 AD. Three of the family lines whose genealogies should be
developed include the Royal Davidic Lineage of Judah where Jesus came from, the Royal Hasmonaean
Lineage of Israel where Mary Magdalene came from, and the Royal Davidic Lineage of Levi and Aaron
where John the Baptist came from. Such a chart can be found at http://www.complete-bible-
genealogy.com/family_tree/solomon_677.htm but it appears to be too inclusive and is difficult to read and follow.
Also, it does not include dates and spouses.

Christianity and the church after 065 AD – about 30-35 years after the crucifixion:
I chose this date since most of those who had known Jesus first hand would have had time to write their
memoirs, scriptures; and letters; and anything else written after that date, plus or minus a few years, and added to the
bible, would be second hand information, hear-say, or embellishment of the facts and truths. If we could magically
strip every Christian denomination of everything they have added to the bible and Christianity after 065 AD, we
would be left with a bunch of ministers dressed in plain clothes, holding a copy of the old testament in their hands,
and preaching in the middle of a cow pasture to a bunch of people standing or sitting in the grass. Of course, away
from the equator, we need buildings to protect us from the weather. If we could magically discuss with Jesus what the
proper kind of building or temple should be for worship, what would he likely say? I doubt if he would approve of the
mega-million dollar giant cathedrals that tower far into the sky and are the most expensive, impressive, and magnificent
structures anywhere in the region for miles around in every direction. I suspect Jesus might say that a proper place of
worship should be at least as nice as the homes of the worshipers who live in the nearby region, but the temple should
not be so grandiose as to become an item of worship in itself, or to bankrupt the worshipers.
When I see some churches where the ceremony, pageantry, and choreography associated with each service
rivals the opening ceremonies of an Olympic games, I am forced to wonder if the emphasis is being placed on the
teachings and lessons of Jesus about God prior to his crucifixion, or on the liturgy, process, and procedures that have
been added in the years and centuries since 065 AD.
What would Jesus say about some churches collecting vast sums of wealth, more than the total net worth of
some of the poorer nations? Or about some of the heads of the various churches who are living a rich and lavish life style?
Doing this genealogy has forced me to see that for many of the Roman Churches and some of their descendant
churches of various denominations, the collecting of great wealth, the doctrines and liturgies, their great architecture,
and their pageantry and ceremony are more important than the original teaching and lessons of Jesus. The procedures
and the “how things get done” have become more important than the “what is getting done”.

What I have learned from doing this genealogy project and from Nancy and her family, and how I
have applied it as a husband and father to my own family:
The thing I have learned is that while having super genetics like Nancy has its importance, outstanding
parenting is even more important, and that is something that we can all do for our children regardless of our genetics,
ancestry, wealth, or social status. While genetics determines our maximum potential, that is rarely a limiting factor in
our development and preparation for life and in determining our life’s achievements. Parenting guides us in the
development of that potential, and because genuine super parenting rarely occurs, few of us ever reach or push the
boundaries of our genetic potential. But more than our genetics and ancestry, raising children to become highly
successful and productive adults requires the efforts of more than just their two parents. It requires the combined
efforts and influence of their extended family - their grandparents, siblings, and relatives, as well as their friends,
neighbors, the church, and many other adults who serve as role models, coaches, teachers, mentors, volunteers, etc.,
as well as the entire community. We made it a point to try to be super parents to our daughter and to help out with the
parenting, carpooling, and activities of her friends, many of whom were also academically gifted.
We attended church every Sunday morning when we were home. We have owned a golden retriever dog for
many years for our daughter, Beth. We started Beth out with activities almost as soon as she was born. In her first
year we enrolled her in the Red Cross or YMCA “water activities for babies”. By three years of age she was taking
Kindermusik, ballet, and gymnastics. By five or six we added alpine (downhill) snow skiing and piano lessons. She
took swimming lessons and progressed from “guppy” up through “shark”, then did swim racing for a couple of years
until repeated and frequent ear infections forced her to quit. She continued both ballet and gymnastics for about seven
years – until we moved out of the city. Beth won a state wide beauty pageant when she was younger and has a three foot
tall trophy and some other stuff along with many happy memories to show for it. She has participated and danced in
major Indian powwows on the Blackfoot Indian Reservation in north-central Montana and in Indian powwows in South
Dakota. She continued in music, playing first the piano until about the eighth grade. She took up the clarinet in the
fifth grade and continued that into her first year of college. She took private clarinet lessons for many years and was
the first chair clarinetist in her junior high and high school symphony band and symphony orchestra during most of the
years from seventh through twelfth grades. She also played in the regional youth symphony orchestra outside of school.
It was composed of the best student musicians for many miles around. She attended about ten formal school dances
with some of her male classmates as her dates, between her ninth and twelfth grades. She did alpine ski racing in high
school and through her first year of college. She did some advertising modeling briefly and had her photos shown in
several magazine advertisements. And while in college, she competed in intercollegiate ballroom dancing contests.

University of Michigan Ballroom Dance Team

“Couple 283: Beth Olson and Ferdinand Rivers

Beth is proud of her unique multi-ethnic heritage; she is half Ilocano Filipino, one quarter Swedish, and equal parts Dutch and
Irish. She began salsa by attending free lessons and salsa clubs while attending the University of Michigan in Ann Arbor in 2006.
She then added social and competitive ballroom to her repertoire. She has been dancing competitively for two years with her
partner, Ferdinand, with the University of Michigan Ballroom Dance Team under Susan and Steven Mcferran, but has never lost
her love of salsa. She enjoys going to salsa clubs and experimenting with new moves and styles.

Venezuelan born Ferdinand has been dancing for the last two years. Although he was initially drawn to the dance floor by the
rhythm of salsa, his style has expanded to include both American and International ballroom. It was here where he met his current
partner Beth, with whom he has had the pleasure to share the dance floor with for over a year.”

Beth Olson in 2007-2009 The right-most photo shows her paying rapt attention and enthralled in a lecture class at the University of Michigan

We would go camping and fishing. Sometimes we would sleep under the stars in the entrance of our family
tent, with our sleeping bags half in and half out of the tent, and lay on our backs and watch the meteors shoot across
the sky, sometimes leaving sparkling trails of fireworks behind them. Occasionally we would even see a satellite creep
ever so slowly overhead as it made its way across the sky. Sometimes we would feed peanuts to the wild gophers and
chipmunks in a national park. We rode horses. We went riding our bicycles together, a couple of times it was on paved
trails that were flooded with 2-4 inches of water from an adjacent stream – laughing and splashing all the way and
would get home with our pants and shoes all wet. And we went hiking together on AVA recommended ten-kilometer
hikes. (AVA is the American Volkssport Association found at www.ava.org .) We went out of town to a designated
rural area and shot our 20-gage shotgun and 22-caliber rifle. With practice Beth became proficient enough that she
was able to hit the round bottom of a Pepsi can at 60 feet (20 meters) about nine out of ten times with the 22. We went
scuba diving in the Bahamas and in the South China Sea, and river rafting down the white-water rapids on the south
side of Glacier National Park in Montana. We made kites then flew them. We took Beth flying in gliders and hot air
balloons. We took field microscopes and magnifying glasses with us on hikes in the mountains and examined rocks,
minerals, crystals, plants, insects, leaves, flowers, and anything else of interest that we found along the way. We broke
some of the rocks open with a rock hammer and examined the insides. We climbed the mountain carving of Crazy
Horse in South Dakota twice and walked out on his outstretched arm. One time we got down on our hands and knees
on the lawn in our back yard and followed ants through the grass, sticking toothpicks into the ground every few feet
where they had been to see their paths through the grass and to determine where they were going. One autumn we
made a bouquet of bright red, yellow, orange, and green autumn leaves and twigs from various trees and bushes and
presented it to her mother when she was about five years old.
Another time in the autumn when Beth was in junior high school, we went to a fixed-in-place astronomical
observatory with a domed roof and a large telescope to see what we could see. We were smart on that trip. When the
astronomers open the dome of the observatory, any heat that was inside all flies out through the open roof, so the
temperature inside of the observatory is exactly the same as the outdoor temperature. Knowing that, we both put on
long underwear, heavy, warm socks, and our cold weather ski clothes including winter hats, coats, boots, and mittens,
and carried some “chemical hand warmers” with us. Some other “members of the public” who came that evening
were not so well prepared and they left early due to the near-freezing cold. We got to see the rings of Saturn, some of
the other planets, and some interesting star formations, clusters, and galaxies. How many kids ever get the opportunity to
visit a large astronomical observatory and look through the powerful main telescope even once in their lives?
For and on Beth’s 20th birthday, we produced, promoted, sponsored, and put on a major rock concert at
Massey Hall, a fancy, venerable, and majestic old opera house in the heart of Toronto’s cultural and arts district in
Ontario, Canada, ( http://en.wikipedia.org/wiki/Massey_Hall / http://www.masseyhall.com ) with the number one rock singer,
Bamboo, and his band ( http://en.wikipedia.org/wiki/Bamboo_(band) / bamboo.com.ph ) . Beth got to be the master of ceremonies and
announce the singer and his band onstage as well as the two warm-up bands. Afterwards we took the band and our
staff out to a post-midnight supper. That rock concert cost us about $100,000. Since we had the financial help of
some sponsors, we only needed to sell 1200 event tickets to break even. The following year we sponsored and
promoted another rock concert in Toronto with the number two rock band – Parokya ni Edgar
(http://en.wikipedia.org/wiki/Parokya_ni_Edgar / http://www.parokyaband.com ). Given that Michael Felix is/was into “heavy metal”,
I think he would have really enjoyed spending a couple of weeks with us at those times and being part of the rock concert
production and promotion team. Over the years we have done many other things together with Beth as family
activities and going far beyond what is required of us as parents.
We made sure that Beth and some of her closest friends had many enjoyable life experiences and happy
memories, and enjoyed strong parent interaction throughout her formative growing-up years. We let her enjoy growing
up and each stage of her childhood and teenage years, without rushing or pressuring her into more mature or adult
behavior, activities, clothing, or commitments before she was ready for them.
In May 2009 Beth graduated from the University of Michigan (with honors) at 21.4 years of age with her
bachelor’s degree and a 3.50 grade point average (GPA). (She had graduated from high school in June 2005 with a
3.75 out of a possible 4.00 GPA after haven taken one year of each chemistry and physics, and numerous “honors” and
“Advanced Placement” classes, and having SAT scores of 780 on the quantitative (math) portion and 680 on the verbal
portion for a total score of 1460 out of a possible 1600. She did so well on the math section of the SAT because she took
so much math and science in high school and had to constantly apply the advanced math to solve her problems in her
science classes.) She is very proud of both her graduating from the UoM and of her GPA because the UoM is rated as
the third best undergraduate school in the United States in her major. She found it to have been an extremely
competitive four years – and she survived without cheating or plagiarizing, through self-discipline, staying focused on
her important goals in life, and keeping her social life under control!! In 2009 she applied for graduate school at
Harvard, Columbia, and John Hopkins Universities as well as other similarly highly rated schools. She was accepted
and in September 2010 she began work on her master’s degree at Syracuse University in New York. All of her social
relationships and boyfriends were strictly platonic. She was not into having an extreme and wild social life. She did
not have an abortion at about the time of her 19th birthday or at any other time. While she may have drunk socially
with her friends on occasion, she did not smoke or use illegal drugs since she was afraid of damaging her mind or her
genetics, or having someone take advantage of her while she was temporarily mentally impaired. She found that her
having a 125 IQ meant that she was smart enough to be able to do all of the required academic work herself by
exercising proper judgment, self-control, and self-discipline, and behaving much the same and staying on the same
“yellow brick road” as the tens of thousands of other students with similar abilities who have previously graduated
from the UoM or who are attending graduate school at Syracuse University. She is proud that in this era when so
many students think nothing of cheating to get the grades or to get by without having to do the work, she earned all of
her grades honestly without cheating or plagiarizing in any of her university classes. She lived in a university
dormitory for each of her four years – without ever having been “kicked out” or disciplined for any infractions of the
dorm rules. But her dorm room has always been messy – really messy! Hey, she has her faults and is not perfect.
Super parenting is not just about taking care of your own child, but also about helping others. No parent can
be a super parent all by himself in isolation from his parents, relatives, neighbors, friends, and the community, so we
made it a point to include several of Beth’s gifted friends in many of our family activities.
We took them riding in hot air balloons, gliders, and horses with Beth. When she turned 16, we rented a long
limousine and took a gang of her friends to a major rock concert in Detroit – where we purchased and paid for all of
the event tickets and treats. We took some of her friends with us when we went swimming at the giant hot springs
pool in Hot Springs, SD, about an hour’s drive south from Rapid City where we lived. We may not have changed the
course of the lives of her friends, but we certainly put smiles on their faces and left them with some happy childhood
memories on many occasions when they would have otherwise been left sitting at home – bored. And I am sure that
their parents appreciated our help and assistance in “super-parenting” and “making happy memories” for them. It
sometimes takes all of us working together to give a gifted child a lifetime of experiences, learning, and happy,
unforgettable memories. We tried to be part of that by helping not only our own daughter, but also reaching out to
help and include the children of other families in our activities. We also carpooled, taking other kids along with our
own to lessons and activities, and were volunteers with assigned duties and schedules in some of her organized activities.
 Beth summed up the best of her young life in these three favorite photos of hers.

We took Beth to see The Phantom of the Opera at the majestic Pantages Theater in Toronto three times over a period of several years.
We also attended several other operas, ballets, and plays over a span of about fifteen years including Swan Lake, Les Miserables, the Ice Capades,
Disney on Ice, the Passion Play in Spearfish, South Dakota (twice); the Shakespearean plays in Ashland, Oregon; and others. And we attended a
number of big rock concerts too. Sometimes we could only get tickets to sit in the “nosebleed” section and sometimes we were in executive suites.
A few of my many efforts at super-parenting with my own daughter, Beth, and her friends:

1A 1B
We had heard that babies remember the warm watery environment from which they came for about six months after they are born
during which time, they are not afraid of water. Putting them in water is also supposed to help develop their motor skills faster. So we followed
the recommendations of some baby experts – and my wife, an MD. After Beth was born, we waited until her umbilical cord fell off, then waited
a few days longer for her belly button to heal, then another three days for good measure, then we put about three inches of water in the tub between
the temperatures of 88-92ºF and put her in to see what would happen. Fig 1A. She was about ten days old at this time. Normally, all the babies
do at this age is lie on their backs and wiggle their arms and kick their legs. Even though her legs were still in a doubled up, fetal position as shown in
the photo, she began scooting from one end of the tub to the other, back and forth in a rapid but controlled manner. As you can clearly see in the photo, she
was moving rapidly and kept the water all roiled up. She would cry when we would take her out after about an hour in the tub and make happy,
joyous sounds when she would see that we were going to put her back in the water again the next day. I experimented to find the ideal depth of
water, and after about six weeks following her birth, we had the tub full of water, fig 1B, and she was still playing and having a wild time. We
did this for more than a year, one hour at a time, during which time I would sit on the toilet seat lid watching her and not leave for any reason.
During the year, she slipped under water twice, but I rescued her within about two seconds and she went right on playing as if nothing had
happened.

2A 2B 2C
2A. We exposed Beth to different cultures. Here she (the little girl in the red with white shoes in the foreground) dances in a large Indian
powwow. She participated in several Indian powwows including a big one on the Blackfoot Indian Reservation just east of Glacier National Park
in northern Montana.
2B. Beth, peaking over the edge, riding a hot air balloon with her Lakota Sioux Indian friend, Tatewin. We often took Tatewin on day trips with us.
2C. Beth getting up close and personal with an Air Force Thunderbird pilot.

3A 3B 3
C
3A. Beth treated Tatewin like an older sister and often teased her unmercifully. Tatewin is very possibly the most brilliant (highest IQ) Lakota Sioux
Indian who has ever lived. She graduated from Stanford University in California and the last I heard was studying law in Minnesota and received her
law degree from the University of Minnesota. . Our trying to help her mother with her super-parenting may not have changed her life, but I know that
we gave her many happy memories and often put a smile on her face on many occasions when she might otherwise have had a boring day. We tried to
make a difference in her life and perhaps we did.
3B. Beth in front of an AT-6 World War II trainer. My public high school in Lakewood, Washington, had one just like it which was the most
advanced trainer available for students to use. The only difference was the one that belonged to our public high school was painted “road stripe yellow”.
3C. Beth standing in front of the home that her great grandfather and his family lived in more than 100 years ago in eastern South Dakota. Her
grandfather Olson also lived in it as a child for several years in the early 1900’s. The house was well maintained and painted back then and looked
nice; the lawn was mowed with bright, colorful flowers planted around the house. The small, young trees shown in the photo did not exist at the time.
 4A 4B
4A. Beth quickly learned who grandparents are, especially grandmas, and what they are for. Grandmas are older ladies who wrap their arms around
you in a big hug and make you feel safe, secure, and comfortable; and they love to spoil their grandkids by doing things like giving them ice-cream
cones.
4B. Beth attended several motorcycle rallies in Sturgis, South Dakota and enjoyed looking at all of the strange custom motorcycles, but so far she has
never ridden on any motorcycles, neither with any soldiers in uniform nor with any regular bikers or anyone else.

4A 4B 4C
5A. Beth (in the green gown) wins the state beauty pageant in her age group. Her friend, Tatewin, (the tallest one) won the Miss Teen title. Tatewin later
went on to the Miss Teenage America pageant and came in #14 in 1996. Beth’s mother could not be present, so I had her hair done professionally, and since I did
not know anything about makeup, she went without. I was the only father in the dressing room. I buttoned up the back of her dress, gave her a light swat on
the butt, and said, “Go out there and have a good time, kid!!!”. Hey, what do you expect when a father has the duties? All of the mothers picked white; I
picked teal green. It worked, didn’t it? It was times like this when I could have used some feminine advice over the telephone from my friend, Nancy. “Hey
Nancy, I need your help and advice!!! What do you think? What should I do? How should I handle this?”
5B. Petrona Usera, Miss South Dakota, is adjusting the crown on Tatewin’s head as Beth looks on. Try searching “Tatewin” on the Internet.
5C. Winning a state beauty pageant has many benefits like free entry and front row seats to many events.

5A 5B 5C
5A. Beth’s favorite part of winning the beauty pageant was riding on the back of convertibles in parades and throwing salt water taffy to the kids along the
sides of the parade route. We would purchase 2-4 big bags of candy for her to throw prior to each parade.
5B. Beth had a way of getting invited up front in commercial airliners, even if it was against regulations.
5C. A close inspection of an F-117. I never did find where the jet exhaust is located.

6A 6B 6C
6A. We included Beth when we went out to formal dinners.
6B. Beth (wearing the red and dark green dress) was adding to her accomplishments when she participated in this school play.
6C. Did you ever read any “Little House” books by Laura Ingalls Wilder? How many people have ever visited some of the actual sites like this one in De
Smet, South Dakota? Beth has.
 7A 7B 7C
7A. Beth sitting in the cockpit of a B-1B bomber. How many kids ever get to do that while they are growing up, or even once in their lives?
7B. Beth sitting in the carriage (now in a museum) that was used by her grandfather’s older brother to court the woman whom he later married.
7C. Beth fishing with her cousin and uncle. I taught her how to put her own worms on the hook. Fishing is a great way to learn how to relax and
unwind for a couple of hours, even if you don’t catch any fish. We usually did catch our supper for that evening. We would also go out shooting our
22 caliber rifle and a 20 gage shotgun. Beth got to where she could consistently hit the round bottom of a Pepsi or Coke can at 20 meters.

8A 8B 8C
8A. One of the AVA listed 10 km walks is going around Devil’s Tower in Wyoming. It was the main theme in the movie “Close Encounters of
the Third Kind” We camped in a nearby area that was designated for camping for two nights to make this walk. . See http://www.ava.org/ and
http://en.wikipedia.org/wiki/Devils_Tower_National_Monument .
8B. Beth really enjoyed feeding peanuts in the shell to the local prairie dogs and other animals, and learning about them.
8C. As the song goes, “Oh, give me a home, where the buffalo roam, where the deer and the antelope play..”. Well, that might not be our home,
but it is where we went camping sometimes. And we did see lots of deer and antelope playing, and buffalo roaming too -- in other locations.

9A 9B 9C
9A. Doing another 10 km AVA hike. We did not just walk, but frequently paused to look at and discuss anything that caught our interest with our
field microscope, binoculars, magnifying glass, or rock hammer. This made our walks much more interesting and of longer duration, so we
would take a picnic lunch with us and just enjoy ourselves on the outing. The miles seemed to evaporate and we were finished all too soon.
9B. Yet another AVA 10 km hike, this time getting up close and personal with the Crazy Horse memorial carving on the face of the mountain.
How many children ever have a chance to get close enough to a mountain carving like Mount Rushmore or Crazy Horse to kiss them on the lips?
See http://en.wikipedia.org/wiki/Crazy_Horse_Memorial
9C. Beth taking her friend to visit the Custer Battlefield near the Little Bighorn River in southeastern Montana. General Custer’s headstone
marking the spot where he fell in battle is the black one between them. Her friend was the Montana State high school girl’s gymnastics champion
and has qualified to complete in the 2011 collegiate gymnastic nationals in Texas.
See http://en.wikipedia.org/wiki/Custer_Battlefield_National_Monument
 10A 10B 10C
10A, 10B. Another AVA 10 km hike takes you up to Dinosaur Park in Rapid City, South Dakota. Beth enjoyed playing on them, just as I had played
on those same dinosaurs some fourty years earlier when I was a kid. They were constructed during the Great Depression as part of President
Roosevelt’s WPA projects to put unemployed Americans back to work and are still being enjoyed today, many decades and generations later. We had
hiked up the undeveloped hill on the backside and had examined the plants and rocks with our field microscope and magnifying glass.
10C. On Beth’s birthdays we would let her invite her friends and we would take them roller skating, ice skating, bowling, or to a rock concert
following a big birthday dinner with cake and ice-cream

11A 11B 11C

11A. Beth actively participated in many school activities and projects as shown here at her high school. Beth is in the middle in the beige tank top.
11B. Beth in her high school marching band uniform. She played first chair clarinet most of the time from 7th through 12th grades.
11C. A nice photo of Beth in the autumn of her senior year of high school taken against the colorful backdrop of the autumn foliage.

12A 12B 12C

12A. Beth’s cousin, Trina, white water rafting with us. We went on a three hour long trip down the Middle Fork of the Flathead River along the
southwestern boundary of Glacier National Park in northern Montana. We went through John Stevens Canyon where the rapids are rated class II
and III, making it a fun but very wet adventure as the waves frequently splash over the sides and front of the rafts on a very wild ride.
12B. Trina at Glacier National Park with us on the Going to the Sun highway. We also took her to Yellowstone National Park and other places.
We tried to include our young relatives and Beth’s friends in our activities as often as possible. Part of super-parenting is making many happy
and lasting memories with your kids and to include their young cousins and friends as often as possible. It is activities like these that we would
have invited Michael to join us had Nancy and Robert chosen to live in the States.
12C. Trina’s big wedding day and Beth.
 13A 13B 13C
13A. Beth waiting her turn at the starting gate for another fast race down the hill. She did NASTAR slalom and giant slalom ski racing.
13B. Beth and her teammates taking a break together at the bottom of the slope. Beth is the one in the middle with the blue sweater.
13C. Beth riding the chairlift to the top of the mountain for another run.

14 A 14B 14C
14A, 14B. Exploring the insides of some ancient castles in Ireland. In 14B the sign reads in both Gaelic and English, “To Mural Room and Young
Ladies Bedroom”. Beth is sitting on the window ledge of a typical castle window.
14C. Beth wants you to know that she kissed the Blarney Stone located about 5 miles from Cork, Ireland, without actually saying it. August 2004

15A 15B 15C 15D

15A. Beth enjoying a few moments of quiet solitude atop the Giant’s Causeway located in County Antrim in Northern Ireland. According to Irish
legend, the Irish Giant, Fionn MacCumhaill, threw huge stones into the Irish Sea in order to reach his wife in Scotland. The stones are known as the
Giant’s Causeway. Before the trip, Beth said, “No way am I ever going to Northern Ireland.” She had a wonderful time there.
15B, 15C. Beth took up boxing, of all things, during her second year at the University of Michigan. But we did not attend any of her matches. The
last thing we wanted to hear would be a ring-side announcer saying, “And in the near corner, in the white trunks, hailing from the University of
Michigan and weighing 120 pounds – Sweet Baby Beth.” “And in the far corner, in the dark trunks, from the slums of New York City, and weighing
178 pounds – the Brutal Mauler”. We were happy when she gave that up after one year (due to a bone injury in one foot).
15D. Beth and her best friend. They have known each other and have been best friends since September 1997. They are both still maintaining
platonic relationships with their various boyfriends even though they are now both in their early-middle twenties.

16A 16B 16C

16A. For Beth’s 20th birthday, we put on a rock concert at Massey Hall, a fancy and majestic, old opera house in Toronto, and brought in the number
one pop singer of the time, Bamboo, and his band. We had sponsors but still needed to sell about 1200 tickets to break even. Beth got to be the MC
(Master of Ceremonies) and announce Bamboo and his band following the two warm-up bands from the Toronto area. As the promoters, we
intentionally scheduled this rock concert on Beth’s 20th birthday. And what a birthday present it was for Beth!!!
16B. Doing his thing, Bamboo wowed the audience, especially the girls who were all jumping up and down and screaming wildly.
16C. Beth having a post-midnight supper with the famous and popular rock star following the concert. Usually most promoters treat the rock stars and
their bands to a McDonald’s takeout to reduce their overhead costs and expenses, but we were the promoters of this concert, and they felt well treated.
See http://en.wikipedia.org/wiki/Bamboo_(band) and http://en.wikipedia.org/wiki/Massey_Hall . The following year we put on another rock
concert in Toronto, Ontario, Canada with the band, Parokya ni Edgar. http://en.wikipedia.org/wiki/Parokya_ni_Edgar
 17A 17B 17C
17A. Beth informally jamming with one of her friends at the University of Michigan. She has another friend who plays the sax and several who play
the guitar.
17B, 17C. Random photos of Beth

18A 18B 18C

18A. Beth getting a last minute check by the dive-master before taking the plunge in the Bahamas. She also went scuba diving in the South China Sea.
18B. Beth playing Santa and handing out toys and candy at Christmas to children patients at the Children’s Charity Hospital in Manila, Philippines.
18C. Beth and her mother swimming in a freshwater swimming pool at their hotel overlooking Manila Bay in the background.

19A 19B
19A. Beth is receiving some last minute instruction from her flight instructor prior to being towed for takeoff in a glider.
19B. Taking a friend of Beth’s up for a ride. He is now an MD and an anesthesiologist.

20A 20B
20A. A young Irish teen is smitten by the exotic Oriental beauty and charm of our 1/8th Irish daughter, Beth. August 2004
20B. Enjoying some mead and bards by candlelight in an authentic old Irish castle while waiting for our supper to be served. Ireland – Aug 2004
Beth’s form may not be perfect but she is trying. Bamboo and the crew following the concert. Bamboo is in front row
holding the bottle of water. My wife, Alice, is next to him, I am in the
second row in the green ski coat, and Beth in in black in the second row.
 These photographs show but a tiny part of what we did extra for Beth during the all-important formative years of
her childhood in an effort to be super-parents to her and to stimulate the development of her mind and body, as well as to
develop good people skills and friendships, and to instill good religious, moral, and ethical values in her. I have
discovered that to have even one super-parent in the family, you must have the full, complete, unquestioning, and unwavering
support and cooperation of the other spousal parent. If either spouse is dragging his/her feet or trying to go in a different
direction, then much of the effort is compromised and that fleeting and all-important “learning moment” lost. That is why
the best super-parents are often single parents who do not have to worry about an uncooperative or unsupportive spouse,
but who have the support and assistance available from other members of her family, friends, and relatives. This is why
establishing and maintaining a family and community support structure is all-important in super-parenting. Having close
and supportive grandparents living nearby who are always there, ready to take the lead in family activities and outings is
especially important. Grandparents have so much to offer and share with the grandkids and the time to do it during those
years when they are still active and in good health.
Speaking about Irish connections in the photos on the previous pages, Nancy is approximately one half Irish or
very slightly more than half. Her mother, Dorothy, is one hundred percent Irish, (as far as I know), and while the “Aden”
ancestry on her grandfather’s side is German, her grandmother, Freda Gertrude Bryant, is a mix of many European royal
families and is likely to contain a little more Irish.

Nancy
In 1962 when Nancy and I were close and active friends, I recognized that she was at the top of the pecking order in
my theory of sociology, and that if she kept her nose clean, continued on the high road of life as she and the other girls
who graduated in the top ten percent of our class were expected to do, and just continued to follow the “yellow brick road”
that was laid out before her, she would graduate from college, marry exceptionally well, and all of her future kids would
be highly successful in life – unless Nancy or any of her future kids tried really hard to mess up their lives. I also recognized
that she lacked the required super-parenting and the above kinds of activities in her life – activities that should have been
a major part in the shaping of her life – so I intentionally tried to get her involved and interested in some of them by
exposing her to a broad range of activities and sharing a wide variety of experiences with her as shown in the accompanying
photos. This was one of the responsibilities that her parents were not getting done. I took Nancy snow skiing, ice skating,
roller skating, playing tennis, riding our bicycles, swimming, bowling, to the 1962 Seattle World’s Fair, and we did many
other activities and events together. This foretold the kind of father that I would later become to my own children, and
some years later I did treat my own daughter much the same as I had Nancy, and involved her in many of the same
activities that I had previously done with Nancy – and many more. If Nancy ever had any questions about what kind of
father and husband I would later become, she was experiencing it almost every day with me during the first half of 1962.
That is what I would have done with her son, Michael too. Our active friendship was strictly a platonic friendship of two
high school classmates just hanging out together, sharing and enjoying a mutual companionship and comradery.
If Nancy and Robert had not moved (item 9) to New Zealand in the mid 1970’s, many of her friends and relatives
including myself would have been doing these same things that we did with Beth with their highly gifted son, Michael;
and his grandfather, Clifford, would have been leading the way as a super-grandfather in his retirement years. Even if
Nancy and Robert had lived some distance from us in the States, we still would have made Michael a part-time member
of our family and a part of our lives. He could have come over and stayed with us at any time, and our own daughter
could probably have stayed with them in a similar fashion. Her own father, Clifford, had many things, sights, and activities
that he wanted to share with Michael in a father–son fashion. Michael would have been the surrogate son that he never
had. Clifford likely would have realized that he should have been much more actively involved in the life of his daughter
and only child, Nancy, and that there were many things that he should have done with her when she was still young,
living at home, and willing to listen to him and be a responsive daughter. I think that he would have tried to make up for
his earlier deficiencies as a parent by trying to be a super-grandparent to Michael – his one and only grandchild. With
Nancy having moved (Item 10) to New Zealand half way around the world, he never had that opportunity – even if he
did visit them briefly in New Zealand from time to time.
 20A 20B 20C
20A, 20B, Nancy ice skating and having a wonderful time on a frozen pond in Lake City, Washington, January 1962. Her sweater is bright red . and
the trees on the far side of the lake are forest green . ..
20C. Nancy taking a tow rope to the top of the bunny hill. “Hey, Nancy, aren’t you supposed to be wearing a glove on your right hand to keep it warm?
Where is it?” Snoqualmie, Washington Ski Area, February 1962.

 BEST FRIENDS FOR LIFE -- U and Me . Our symbol in high school of our lasting friendship
-- two best friends forever linked together as one in an enduring and lasting, life-long friendship.
“My best friend in high school was the surrogate sister that destiny forgot to give me.”

21A 21B
21A. View from the top of the beginner’s hill at the Snoqualmie Pass Ski area in the Cascade Mountains of Washington State – January 1962.
21B. “Hey Nancy, don’t get discouraged. It happens to all of us. It is all part of learning. That is why I recommended that you join me in
taking ski lessons every weekend during the remainder of the winter and early spring ski season.”

22A 22B
22A. Nancy riding her bicycle (with me) in the spring of 1962. I failed to notice at the time that her seat should have been raised.
22B. Our public high school (Clover Park High School) in Lakewood, Washington had its own fleet of airplanes for the students to fly in the
1950’s and 1960’s. Here Nancy is examining the high school’s airplanes with me. All of our school airplanes were “tail draggers”, and
that made “wheel landings” a real challenge that required the development of a high level of skill on the part of student pilots.
 23A 23B
23A. The high school’s flight line of aircraft on display as viewed from inside the high school’s control tower.
23B. Following an enjoyable afternoon of bike riding, we arrive back at the home of Nancy’s parents.

24A 24B

24A. Nancy gave me this beach towel for my birthday in May 1962 to remember our wonderful and joyous all day trip to the 1962
Seattle World’s Fair earlier that spring. We had a fabulous time there. I still have the towel after almost 50 years but it is getting a little
thin and threadbare now. I gave Nancy a white stuffed (teddy bear) dog with a wide, red ribbon around its neck tied in a big bow at the
top, and a zipper pouch in its belly for her nighties, for her birthday that November 11 th of 1962 on the second floor of an older satellite
library on the northeastern portion of the University of Washington in Seattle. Photo also shows my daughter, Beth, with her boogie
board, taking a break from surfing the waters off Hilton Head, South Carolina. About 2006. (The camera date had not been set, but
Beth is already at her full adult height.)
24B. The famous Ponders Corner overpass over Interstate 5 near Lakewood, Washington. We would take this intersection to go to my
house in Lake City or to American Lake North Public Beach and Park from I-5. People going to North Fort Lewis via the back gate of
Fort Lewis coming from Tacoma via I-5 would also take this intersection. North Fort Lewis was where new, young enlisted army
recruits received their basic infantry training prior to preparing to go to Vietnam in the mid 1960’s. They could get an hour and a half off
on Sunday mornings to attend the white, wooden, military church that was available for them with services for the different
denominations scheduled at different times. That was also when and where families and girlfriends in the local area would meet with
their soldier sons or boyfriends. McChord Air Force Base and the McChord AFB family housing area are in the opposite direction
behind the car.
The “Grandma” of whom Nancy writes so fondly in her letter above is Freda Gertrude (Bryant) Aden, the wonderful and delightful
lady whose ancestry made this genealogy possible. In Nancy’s letter, you can gain some additional insight into just how important and
respected Grandma Freda was within the Aden family as the family matriarch. Notice that Nancy carried on our friendship theme that
ran between us by always signing her correspondence to me as “A Friend Always” as compared to most girls who would have signed
off with “Love”. I have been honoring this commitment of friendship with Nancy for almost 50 years – ever since December 1961
when we formalized our friendship. This letter was written just seven weeks before Nancy graduated from high school and almost
exactly three years before Nancy’s first of three marriages on Easter Sunday, April 18, 1965. “Maureen” is her cousin, Maureen Culley,
daughter of Marion Elpha (Aden) Culley and Charles Herb Culley, farmers near Weston, Oregon.
 In any genetic genealogy, one of the goals is to learn as much as possible in terms of physical and mental
characteristics about as many people in the genealogy as possible in an effort to determine which branches share
common traits and characteristics. One tool to aid in this discovery process is through handwriting analysis or
graphology. Since I am an engineer and am not qualified as a graphologist, I cannot comment on the handwriting.
But since I was so close to the Aden family, I collected about 14 samples of Nancy’s handwriting, one of which is
shown on the previous page, and I have additional samples of handwriting from her mother and from her adopted
cousin, Carla Aden. I have provided this sample of Nancy’s handwriting for any who are interested in the Aden
genealogy and who are also qualified psychologists / graphologists or qualified psychiatrists / graphologists or who
have those experts available. I would be interested in hearing about the results of any such handwriting analysis and
comparing them with the actual facts, which are privately printed in the “long version of this genealogy”. The long
genealogy contains about a hundred additional pages of information that the family considers to be sensitive, private,
and personal. – And you thought this genealogy was long winded!!!
This particular letter was written by Nancy to me just seven weeks before she graduated from high school on
June 07, 1962. Her life began changing at the time she graduated, and changed dramatically in an entirely new
direction just three weeks later during the last week of June 1962. Does the handwriting indicate that this letter is a
harbinger or fore-warning of such an upcoming disruptive change in her lifestyle? Would her handwriting from a
year later likely be noticeably different from her hand writing before her huge transformation in character?

One Big Secret: With my self-developed sociological theory now in place, I now knew a big secret about Nancy and
her family, one that no one else seemed to be aware of. Clifford had been born exceptionally gifted – physically,
intellectually, athletically, and genetically – and he had had a super-mother, Freda Gertrude Bryant, who had seen to it
that those gifts were properly and fully developed in each of her four children – even during the Great Depression.
Nancy was similarly born exceptionally gifted in the same manner although her IQ was not quite as high as her
father’s. But Nancy’s parents did not make any great effort to develop her genetic gifts and attributes. I tried to do
something in the direction of developing her athletic aptitudes and cultural interests by involving her in and exposing
her to many different activities just as I later did with my own daughter, but I was only a personal friend from outside
the family and my influence was extremely limited. My best efforts were too little, too feeble, and too late. I could
not make up for the many years of neglectful parenting that she had already experienced.
(Item 11 2-paragraphs)
While I tried to take what I learned from the Aden family and apply it to being a “super parent” to my own
daughter, I would have to give myself a grade of only a “B+”. I really did a pretty good job, but I was far from being
the perfect or ideal super-parent. Super-parenting really takes the intentional cooperative effort and support of both
parents working together as a well-coordinated, smoothly functioning team, even if only one of the parents is a real
super-parent. One parent cannot do it all alone if the spouse is not fully committed to fully cooperating and partnering.
As I tried to be a super parent, I was surprised by the great number of other parents who thought they were doing an
absolutely fantastic job as parents but whom I would have to give a grade of “D” to if I had to grade their parenting
skills, efforts, and performance by my own standards – and that would only be on a day when I was really feeling
generous. I suspect that I would probably rate less than two percent of the parents as being genuine super-parents
after my having seen them interact with their children and seeing what they are doing with and for their children.
Genuine super-parents are very rare.

A note of interest: Whenever I went to visit Nancy’s parents, Clifford and Dorothy, during their retirement
years, Clifford would always greet me like a long lost friend or relative whom he had not seen in years and would be
exceptionally jubilant to see me – vigorously shaking my hand and giving me the VIP treatment. I was like a breath of
fresh spring air entering his life. From Clifford’s perspective, I represented the very last male friend Nancy ever had
who had known his daughter in a close, meaningful, and respectful, platonic friendship – as a classmate and high
school chum – during that time in life when she was still “Daddy’s sweet little girl”. After she graduated from high
school she grew up and matured. Nancy and I were the closest, tightest, and best of platonic friends during our last year
of high school.
Shortly after I graduated from high school, Clifford had helped me by writing two letters of recommendation
and giving me some encouragement and fatherly advice. Every time I visited him in later years, it was like I was
validating and vindicating his confidence and faith that he had placed in me many years earlier and now I had returned
once again to show my appreciation, gratitude, and respect for all that he had done for me. To him I represented that
rare guy from the wrong side of the tracks who had made good in life against all odds – and it had been on his watch.
He had had a hand in my success. He was always so happy and excited to see me and he would eagerly tell me how I
should write to Nancy and let her know how I have been doing in life, telling me how happy she would be to hear from
me. So I have been following his directives and have been sending Robert and Nancy a Christmas card and letter almost
every year for most of the last fifty years – ever since December 1962. [There is much more to this story but that is one
of the items that I am going to exclude at this time and leave for the long genealogy.] (item 12 1-paragraph)
 I received my greatest boost in life from Nancy when we were both still in high school. Without her
intervention in my life, I would not be where I am today. I told her that I was going to become a commercial airplane
pilot and an engineer. Our public high school offered a commercial pilot course and had its own fleet of light aircraft for
student training. Nancy developed a roadmap of life for / with me to follow and pointed the way when we were in
high school. To show my appreciation and gratitude for her having gone so far out of her way and for having done so
much for me, I promised her that we would remain best friends for life; that I would always be there for her as a
friend, and if she ever needed someone to talk to about anything at any time during her life, she could always call on
me no matter where in the world I might be or the time of day. It has been almost fifty years now, and I am still
keeping that promise of always being available to her as a friend. Nancy became the surrogate sister I never had.
Another promise I made to Nancy when we were in high school was that when I married, I would use her (the
Nancy as I had known her in high school) as my role model and select a girl to marry whom I would be proud to
introduce to her, her family, and to her parents. I fulfilled that promise by marrying an attractive and very brilliant
college graduate. I could not introduce her to Nancy and her family since they were already living in New Zealand, but I
did introduce my wife to her parents, Clifford and Dorothy. My wife and I don’t keep secrets from each other, so she
knows all about Nancy and this story.
Nancy went on to get a bachelor’s degree in physical therapy and a master’s in speech pathology. She (item
13) has been married to the same man now ever since the summer of 1973.
I went on to earn a commercial, multi-engine pilot’s license with an instrument rating, and a degree in
engineering with a master’s degree on top to that. I had planned to get a job with the airlines, but I got drafted into the
military during the Vietnam War because I was in the lower half of my engineering class. I was studying aerospace
engineering at the time at the University of Washington in Seattle and was almost certainly in over my head.
Aerospace engineering requires an IQ that is considerably higher than my limited one, so when I was
discharged from the military I changed to civil engineering which is quite a bit easier, without the very high levels of
advanced, applied mathematics and applied and theoretical physics and engineering mechanics that are required for
aerospace engineering. At about the time I was being discharged, many expertly trained, highly experienced military
pilots with many hours in “heavies” (large, multi-engine, military jet aircraft) were also being discharged so I had no
chance of getting on with the airlines and had to proceed with my backup plan of becoming an engineer.

Flying a Piper Cherokee 180 on a 10,000+ km solo flight from Sumter, South Carolina on the east coast to Victoria, British Columbia,
on the north end of Puget Sound on the Pacific Ocean, and returning through Canada in the summer of 1968. Only a microscopic
percentage of the population have ever flown solo (alone) more than 10,000 km in a single journey in a small, slow, single-engine airplane.
Notice that the wool Cowichan Indian sweater from British Columbia is the same one I wore when I was working in the girls’ dorm.

25A 25B
25A. One of my first jobs as a field engineer and project inspector – the construction of a bridge across a tributary of Lake Tapps in
Pierce County, Washington. Note the hand level in the right shirt pocket and the 6” pocket slide rule for doing rough engineering
calculations in the field in my left shirt pocket. I was able to get this job with the help of a letter of recommendation written by
Nancy’s father, Clifford Aden, who even at that time was one of the highest ranking officials in state government. Middle 1960’s.
25B. I am deliberating on how best to tackle a "regular Irish burger" while holding and keeping it all together in my hands at the same
time at a small Irish restaurant in Belfast, Northern Ireland. I certainly did not have to ask, "Where's the beef?" And I sure was
real glad that I had not ordered a "double" or a "deluxe" burger. August 2004
 By developing my childhood theory of sociology and this genealogy, I discovered that for those who are at
the top of the social pecking order, being at or near the top is largely a matter of inherited family genetics and runs in
family lines for many generations and hundreds of years. The same is true for those who are at the bottom of the
social pecking order. They, like their parents and grandparents, are unable to effectively compete with the bulk of
society for the limited supply of various resources within society. That is a rough pill for many to swallow. The most
common response that I receive on this point is, “You mean that we should just give up on those who are struggling in
society?” The answer is “no, but we need to be realistic with what we can reasonably expect to accomplish and
achieve with those who are at the bottom of the pecking order”. We are not going to make brain surgeons out of those
who are mentally challenged with Down’s syndrome. And we should not be trying to send those people to college.
Society does not need for everyone to be college graduates where we have lowered the academic bar of excellence so
low as to make college degrees as worthless as a piece of toilet paper. We need to have only about 30-50 percent of
society to be college graduates. We still need skilled technicians, skilled craftsmen and tradesmen, people willing to
serve various apprenticeships, heavy equipment operators and truck drivers, and many others in the labor force who
are highly skilled and trained workers but not four-year college graduates.
The remedial classes at my elementary school in the 1950’s had the right idea. They set reasonable and
achievable goals for their students in the remedial classes. Their primary goal was to address the learning deficiencies
of those in the remedial classes and bring them all up to the same academic level as their classmates in the regular
classes - in terms of basic skills and applied basic knowledge in each academic subject. The difference was that the
learning in the regular classes went far deeper than in the remedial classes, and the honors classes went into even
greater depth of academic learning and applied learning.
Since one’s position in the pecking order of life is largely determined by his inherited genetics and to a lesser
extent by his culture and home environment, that means that acquiring the genetics of those at the top of the pecking
order who have highly desirable genetics is highly desirable. The bottom line of this statement is that I would strongly
encourage any males who are tall, handsome, exceptionally athletic, in excellent health, with genius level IQ’s (of 140
or higher) to consider regularly making sperm donations to the local fertility clinics, so that families who are having
trouble conceiving can acquire superior genetics which would otherwise be unavailable to them to solve their problem.
For women with superior genetics, donating their eggs is much more difficult. But if a young woman looks
like a tall, slender, drop-dead gorgeous supermodel with a genius or near-genius level IQ (say an IQ of 125 or higher),
she should seriously consider donating a clutch of eggs through Invetro Fertilization (IVF) to any of her family
members, relatives, or close friends who are themselves unable to produce their own eggs or are unable to
successfully conceive or produce a viable fetus but who could carry to term an IVF fetus.
I hope you will find the single branch of the Aden family tree that follows to be as “interesting” as I have. It
represents many years of effort on my part – at the rate of only a few hours every year – as I would receive new or
additional material from various members of the extended Aden clan. As I get older and retire from my position as a
professional engineer, I realize that I have to make a decision. Either I can take all of this information and everything
I know about the Aden family with me to my grave as many other Americans who have known Nancy and the Aden
family in their lifetimes have already done, or I can try to find and contact Robert and / or Michael Felix in Auckland,
New Zealand, and pass this information on to them. Since I have about a hundred more pages of “confidential”
information and additional family photos, I thought it might be better if I tried to pass it along to someone who might
appreciate them and be able to use them in their own genealogical efforts – and thus I have requested the assistance of
the people of Auckland and Parnell in locating and notifying them.
I telephoned Robert Felix in December of about 2002 to wish him and his family a very Merry Christmas and a
Happy New Year. We had a delightful 40 minute conversation and as it turned out, there was a great deal of information
and history that he did not know about his wife, Nancy, and the Aden family. He is an exceptionally brilliant and well
educated man who has accomplished a great deal in life and who has made many major sacrifices for his wife. I truly
believe that he is and always has been deeply in love with her. I was very pleased to discover that my beautiful and
gifted friend from high school has found such loyalty, faithfulness, devotion, and happiness in her third husband. I
wish both of them all the very best in their remaining years.

Conclusion #1: I started this genealogy in 1962, questioning as to whether I could find or show a genetic linkage of
common personality traits and genetic characteristics between the characteristics that I found in common today (the
early 1960’s) among the extended Aden clan of the Pacific Northwest States and the family of Daniel Boone. I think I
have, at least to my satisfaction. The Aden clan got its imposing height from the Aden side of the family with Clifford
and his father being the giants of the family, both standing at 6’-6” or taller during their tallest years. Daniel, while
above average in height, was no imposing giant. But genetics from both sides of the family contributed significantly
to the brilliance and high IQ’s of the modern Aden descendants, their great athletic abilities, their charming good
looks, their personalities, and their natural leadership skills. These are attributes and characteristics that are also
sometimes found in biographies of Daniel Boone. So with each succeeding generation marrying spouses similar to
themselves, they pretty well preserved these traits and characteristics and passed them down, generation after
generation, with only a slow evolution occurring over time. I think that it is probably fair to say that Daniel Boone
was at or very near the top of his peer pecking order in his day, had an abundance of “the right stuff”, and had strong
leadership skills, just like many of today’s descendants of his family.
But I also discovered that having these genetic characteristics is not enough. They require super-parenting to
fully develop them, and without that super-parenting, the full extent of the gifted qualities of the children rarely
becomes apparent. I tried to apply what I learned by doing this genealogy to the raising and parenting of my own
daughter and helping with her friends.
Doing this genealogy and all the research involved has made me much more cognizant of exceptionally
gifted individuals. The males usually do a pretty good job of sorting themselves out and many gifted girls do too, but
all too many gifted girls seemed to be ashamed of their superior intelligence and enter a state of rebellion against their
families and social expectations of them or try to blend into and pretend that they are part of the mediocre masses.
Over the years this awareness has led me to more strongly encourage many of Beth’s gifted friends and other
gifted girls that I have met along the way to set their sights on the stars and on their greatest dreams because they are
the ones who are the most capable of making those dreams come true -- with lots of hard work on their part.
I often tell them the following story of why we need them to develop their gifted attributes to the highest
level possible. “Hundreds of thousands of years ago, there were a few gifted cavemen who were smarter than the
average caveman. They are the ones who with their brilliant ideas of a better life brought the other cavemen out of the
caves and into the light of day. But it was the mediocre masses of cavemen who put bricks and mortar to the brilliant
ideas of those few gifted cavemen and turned their ideas into reality for the masses. Many of our great inventions and
leaps forward in our civilization have been made by exceptionally gifted individuals with the mediocre masses of
humanity taking those ideas and running with them, developing them, and turning them into reality. Today we are
facing more serious problems than ever before, and we need every bit of high power brain power that highly educated
and gifted individuals can bring to bear on them. That is why I strongly urge every gifted individual to stay on the
high road of life, keep his nose clean and stay out of trouble, and get the highest level of education at the very best
colleges and universities of which he is capable. We now need their talent more than ever before. “

As I re-read this genealogy from time to time, I feel that it is still in draft form and needs considerable revision
and consolidation. There remain some spelling, typing, grammar, and computer corruption errors. Some topics and
sentences are repeated too often throughout this essay and that redundancy needs to be eliminated. There are other
areas where I am not totally satisfied with the development of the specific topic and continue to look for better ways
of expressing my thoughts of long ago or of today as the case may be. As a result, you can expect a slow and gradual
evolution of this genealogical essay, but the reader probably will not be able to detect or notice any changes taking place
as they are primarily minor in nature. This is the “short” version. The long version, which tells many personal stories
about various family members and describes many family events that took place will not be published on the internet,
but instead will be kept private within the family. While it contains several interesting and humorous antidotes, other
topics are delicate and of a personal nature or discuss family feelings and attitudes towards one another.

Conclusion #2: When I first met Nancy and we became best friends in December 1961, I was sure that she was the
girl in our high school of some 2000 students who was most likely to succeed in a big way in her overall life, and would
likely match the successes of her semi-famous and highly successful father and uncle. I did not possess her great
aptitudes and knew that I could not match her success, but I wanted to hop onto her bandwagon and help her reach these
lofty goals that I imagined that she was capable of achieving; and I imagined that when she was in her middle twenties, I
would be presenting her with a bouquet of roses and saying, “Congratulations on a great job well done of preparing for
life”. I might not be capable of doing these things myself, but I certainly was capable of being a good cheerleader,
booster, fan, coach, and mentor. But as time passed and I got to know Nancy even better, I began to realize that even
though she was highly gifted and possessed outstanding aptitudes and physical characteristics, that in most cases, she
was not getting out of the starting blocks of life or was going astray and not following the expected course in life.
But as I later looked around in life, I discovered that all hope of my succeeding at finding someone to coach, mentor,
and cheer for was not dashed or forever lost.
Nancy may have fallen short of my very high expectations for her but closer to home I discovered that it was
my very own daughter, Beth, who was fulfilling the dreams and expectations that I had had for Nancy some fourty
years earlier. They were as follows:
 High School Curriculum: If I would have known Nancy when she was in the eighth grade and
preparing for high school, since she had a high IQ of 125, exactly the same as my daughter, Beth, I
would have recommended that she take all of the toughest science, English, foreign language, and
mathematics classes offered in high school along with any “honors” and “advanced placement” (AP)
classes that were available in preparation for college – as described earlier in this narrative. Instead
Nancy chose to take a standard college preparation curriculum taken by a majority of the college-
bound high school students consisting of some difficult classes and some not so difficult classes.
Beth, on the other hand, took my advice to the fullest and took four years of all of the most difficult
classes and advanced placement (AP) and honors classes offered in high school as described earlier
and still managed to graduate with a 3.75 GPA. NOW that was quite an impressive, eye-opening
accomplishment!!!!

 Activities while in High School and College: The best and most competitive colleges in the nation
are looking for more than students who just took the tough classes, and who had a high GPA and
very high scores on their SAT; they also want students who had a life. While Nancy participated
only minimally in a few high school clubs, Beth was highly involved. She played the clarinet in the
Oakland Youth Orchestra, an orchestra made up of the best student musicians from schools and
home schooling within about fifty miles radius, for three years. During the winters she participated
in NASTAR slalom and giant slalom ski racing, but since she did not have the outstanding natural
athletic abilities and super cardiovascular system that Nancy had, she was never able to finish higher
than the middle third in the regional ski races.
Beth had the heart and tried, but it was Nancy who had the great natural athletic abilities of
her father. She specialized in swimming and could swim long distances at high speed and never get
tired; but she never joined a swim club and never did anything to develop her outstanding athletic
abilities. I have no doubt that if Nancy would have joined a competition swim club when she was
in elementary school or junior high school, and if she would have received top quality coaching and
learned the proper swimming techniques including “flip turns”, she could have made it at least as far
as the Olympic tryout finals in the three Olympics of the 1960’s. But to succeed in any competitive
sport, the participant must have a burning desire and a passion for it. Nancy did not have that desire
and passion and now the world will never know just how good an athlete Nancy might have become.
Beth was also active in some high school clubs and school plays, and did community
volunteer service throughout her high school years. She even sent donations of toys and supplies to
the Children’s Charity Hospital in Manila, then went over there one Christmas to help distribute
them to the young patients.

 Beauty Pageants and Modeling: Nancy was the most attractive girl in our entire high school of
some 2,000 students and had a stunning, shapely, eye-popping, slim figure at 17 years of age. She
was far more attractive than Beth at the same age. I have no doubt that if she would have spent
several years preparing herself and getting the right lessons, coaching, and experience, she could
have won the Miss. Washington beauty pageant and competed in the Miss America pageant. But
she had no interest in pageants, being a parade or prom queen, or in modeling. It was Beth who
eventually won the state-wide beauty pageant and did some advertising modeling. She has her
photo in several advertisements in several magazines. Since Beth did not have Nancy’s great
natural beauty; she had to win her beauty pageants on the basis of her personality, charm, and people
skills. While beauty fades with age, one’s personality, charm, and people skills can last a lifetime
and even improve with age.

 College years and Social Life: It is normal for students who go on to college and who do not have
any academic, financial, or health problems to graduate in four to five years after starting. Beth
finished at the University of Michigan four years after starting and graduated with academic honors.
But Nancy was in a state of youthful rebellion against her parents, relatives, friends, and
everything she had stood for in her past and everyone from her past. She dropped out of college at
the end of her freshman (first) year of college at the University of Washington in Seattle at the age
of 18 and did not return to start her second year of college until two months before her 26th birthday
more than seven years later at which time she moved in with Robert Felix who would later become
her third husband.
 She stunned all of us when she dropped out of college at the end of her first year when
she was only 18 years old. She did not drop out because of her academic grades, which were
satisfactory. Financially, her parents had plenty of money and were paying all of her expenses.
She did have mononucleosis at the end of her first year of college, but that was only a serious
inconvenience, not an excuse to quit college and not return for seven years.
Both Beth and Nancy enjoyed a robust social life following graduation from high school
but in totally different ways. Beth always had boyfriends and attended many school proms and
social functions since the tenth grade; but maintained a strictly platonic relationship with all of
them, up through her graduation from Syracuse University with her master’s degree. By her 24th
birthday, she had never been married and had never cohabitated while Nancy was already beginning
to work on her third marriage.
While in college at the University of Michigan, Beth was involved with intercollegiate kick
boxing for two years and intercollegiate competitive ballroom dancing for three years. She used two
of her spring vacations to do volunteer work with a UoM sponsored group on the Apache Indian
reservation in New Mexico one year, and with a school in Juarez, Mexico during spring break
another year.

 Keeping your nose clean: While most young folks between the ages of 10 and 30 have “enjoying
life” as their primary goal, little do they realize that their “good times” may be jeopardizing or
limiting their future career opportunities. Some careers and jobs, both within government and in the
civilian sector require a security clearance to qualify for them. An example in the civilian sector
might be a defense contractor who wants to sell weapons with a classified capability to foreign
governments. The people who sell these weapons must be familiar with them, familiar with
international business, and have a U.S. Government security clearance.
To obtain such a security clearance, an applicant must have a squeaky clean background: -
no arrests or criminal convictions, a good driving record, no underage drinking nor illegal drug use,
a good reputation, high moral and ethical standards, etc. Within a short time after graduating from
high school, a significant percentage of youths and young adult, including Nancy, have put too much
gusto into enjoying life and are no longer able to qualify for a security clearance should they ever
happen to want or need one for a job or in the furtherance of their careers.
We emphasized to Beth early on the importance of maintaining a good and clean reputation in
case she ever wanted to obtain such a security clearance. I had one as an engineer and let her know
that it allowed me to get into places where other people were not allowed to go and permitted me to
see things that were not available to other people. As she finishes her masters in International
Business, she knows that she has maintained a clean past and is not limited in the careers that she can
select because of her ability to obtain a security clearance. Beth is one of those rare teens who was
willing to heed adult advice about keeping her nose clean.
As it turned out, Beth did accept an internship / job offer for the summer with a corporation
that required a “personal background check” to make sure that her first loyalties were to the United
States and that she had nothing in her past for which she was ashamed or that could make her
subject to blackmail. She could expect to be working with government representatives from
various agencies, representatives from other corporations, and possibly foreign dignitaries. She is
also subject to some travel assignments including foreign travel. In the autumn she will be finishing
up her studies for her master’s degree with classes in Peking, China.
As an engineer for the Department of Defense, I did the foreign travel bit. That is no fun
unless you are a very high ranking official who can travel “first class”. As a working class engineer,
I rode “coach” class. Traveling across any ocean in coach class once a year or less often is tolerable,
but any more often and you quickly begin suffering from “tired and aching butt syndrome”. After
traveling for at least twenty hours or more, and being awake and dressed for several hours prior for
the drive to the airport, the check-in and the security check point hassle, then after the long and
sleepless flight, spending a couple of more hours disembarking from the plane at the airport of entry,
waiting for my luggage, waiting in long, slow lines to get through customs and immigration, then
doing a “bag drag” and making my way from the “international arrivals” terminal all the way across
the terminal area to the domestic terminal to catch a connecting flight to my final destination, checking
my bags in with the domestic airlines and going through the security checks again, then more waiting
at the gate lounge for an hour or more, then finally arriving at the destination airport and taking a
 bus or shuttle ride not to a hotel, but to my meeting .location. To make things even worse, if you are a
government employee at a working class level, you typically arrive at your final destination about a
half hour after the start of the first meeting, if you are lucky, and must carry your luggage with you
and check it in at the “coat check” room. And now being grubby, unshaven, unbathed, stinky, and
still wearing the same soiled, dirty, crumpled clothes that you first put on about 36 hours earlier,
they now expect you to be wide awake and fully alert at any meetings or conferences.
What I always fantasized about was to be able to arrive at my destination hotel at least one
day, 24 hours, ahead of time and being able to get a good night’s sleep, a hot shower and shave, to
be able to put on fresh, clean, ironed clothes, have a couple of good meals, and to have a full day
prior to the first meeting to get over the worst of the jet-lag effects, then to be able to arrive early
before my first meeting, all refreshed, wide awake, and ready to go, get that first cup of coffee, and
have time to check in, meet and greet, and chat with the others for awhile before the start of the meeting.
But in order to cut costs and save money, bottom level workers do not get those benefits. This will
be the challenge that Beth too will face for many years if she has to travel overseas on business.

 My Last Advice to Beth – On Marriage: When you get married, do not choose a man for his money,
social status, power, prestige, or for his being the “life of the party”. Instead, marry for love and
compatibility. You have a graduate degree. If your beau also has a graduate degree and shares
many common interests, beliefs, values, and ethics with you as described earlier, than you should
have an enduring and happy marriage, and sufficient family income to allow you to live comfortably.

Life can be strange sometimes. Nancy finally broke off her friendship with me in September 1962 because
her mother convinced her that since my father was only a “blue collar construction worker” from the lower classes of
society, I would never amount to anything more than a bum and would always be an embarrassment to her and any
future family that she might have. I think I may have been the only person who saw and realized just how gifted
Nancy really was and wanted to be there to assist in her development. I tried, but she did not develop; so I applied my
skills to my own daughter and she fulfilled my dreams and expectations for Nancy. What an ironic twist of fate to
think that Nancy dumped me because she did not consider me to any longer be worthy of her friendship when in
reality, she needed my continued friendship more than she will ever know. I have always been there for her as her
friend! All she had to do was to call or ask.
I have spent my last fifty years looking for a great girl (who was close to and someone special to me). I
thought it would be Nancy, but in the end, I found it was my own daughter. Along the way in my searching, I put
smiles on the faces of Tatewin and several other outstanding and gifted girls by including them in our family activities.
In 1962 I had been expecting Nancy to proceed with her life, going with the flow of other girls who had also
graduated in the top 10 percent of their class, and to accomplish exactly what my own daughter, Beth, later
accomplished. Beth demonstrated to me that my expectations for Nancy were realistic and within her capabilities.
They were not at all unreasonable. Beth had the motivation, passion, drive, interest, and the competitive mental
attitude that were necessary to succeed, and Nancy didn’t. Perhaps my meticulous mentoring was the source of Beth’s
inspiration whereas my six months and 700 hours with Nancy might not have been sufficient time to influence her.
Whereas I had been planning to one day present my congratulatory bouquet of roses to Nancy, I will instead present
them to my own daughter, Beth, some fourty years later, and say,

CONGRATULATIONS, BETH, ON A GREAT JOB WELL DONE OF LIVING AND WISELY USING
YOUR FORMATIVE YEARS OF 13 THROUGH 26 TO PROPERLY PREPARE YOURSELF FOR THE REST OF
YOUR LIFE !!! YOU HAVE AVOIDED LIFE’S MANY PITFALLS AND TRAPS THAT OFTEN CATCH THE
UNWARY, THE CARELESS, AND THE FOOLISH. YOU HAVE SUCCESSFULLY COMPLETED THE
ARDUOUS JOURNEY ALONG THE HIGH ROAD OF LIFE, THE LONG AND WINDING, AND SOMETIMES
DIFFICULT ROAD BETWEEN WHOM YOU THOUGHT YOU WERE AND THE WONDERFUL AND
ACCOMPLISHED YOUNG WOMAN WHOM YOU WERE CAPABLE OF BECOMING. AS YOUR PARENTS,
WE ARE SO VERY PROUD OF YOU AND EVERYTHING THAT YOU HAVE ACCOMPLISHED!!! WE LOVE
YOU SO VERY MUCH!! --- FOR YOU ----
===================================================================.

My request of all of you readers:

If you are an American man or woman in your sixties or seventies who is reading this and happened to have
known or known of “Nancy Aden”, “Nancy Griesel”, “Nancy Jewett”, or “Nancy Felix” during the years of 1962 to
1970 in the Puget Sound area of the State of Washington and would like to share some of your stories, rumors, photos,
memories, or information about her or her family, I would appreciate hearing from you. Genealogies and family
stories are never complete, but instead, there is always more that can be added, updated, revised, or improved. My
email is world_traveler_2@yahoo.com with “underscores ( _ )” in the two spaces.

If any of you in Parnell or Auckland know the Felix family on Laurie Avenue and would like to share any
information about them or photos of them with me, I would be very appreciative. Carlin and Clifford Aden, and their
younger sister, Wanda, have all passed on now, and Dorothy, Nancy’s mother, is in her late nineties now and no longer
exchanges Christmas cards, letters, phone calls, or emails with me. Dorothy quit responding to me in about 2004 due
to old age. I continue to send my annual Christmas card and letter to Robert and Nancy, but they are not into writing
newsy Christmas letters, so my information sources about them have dried up. If you could share any information or
photos of the Felix family and let me know how they are doing, it would be most appreciated. My email is
world_traveler_2@yahoo.com with “underscores” ( _ ) in the two spaces.

Thank you.
Paul Olson
Nancy Lee (Aden)
Felix
November 11, 1944 -- 20??
Port Angeles, Washington, USA New Zealand