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150 about the permit.

Was it Mr. Nathan Martin's expertise to field questions about the Capitol permit?

It's not his expertise, but he had the time.

So is your testimony here today that you put him, Mr. Nathan Martin, on the application so he could field questions from the Capitol Police about the permit?

No. That is not my testimony, and that is not what this piece of evidence says.

I mean, you just said, "I didn't want to put myself on there because I didn't have time to field questions. It is not my expertise," but you put Mr. Nathan Martin on the application to field questions. What is Mr. Nathan Martin fielding questions for?

I said as a general rule for all "stop the steal" activities.

I am talking about this permit.

I know.

Why did you put Mr. Nathan Martin on this application?

I didn't put him on the application.

Why did you instruct Mr. Stephen Brown to put Mr. Nathan Martin on this application?

I don't know that I instructed him to do that.

So it is your testimony here today that you did not instruct Mr. Stephen Brown to put Nathan Martin on the application?

I don't have any recollection of that. And I haven't been presented with any evidence that says that I directed that.

It is a yes or no. Do you recall telling Mr. Nathan Martin—Mr. Stephen Brown to put Nathan Martin on the application?


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 striking forms of nature and of art before the eye of a child; and thus, not merely impart various information (a secondary object) but feed and furnish the earliest developed of the facultiesthe conceptive; and at the same time bring into action the powers of observation and dis-crimination; and all this may be done without, in the slightest degree stimulating or straining the faculties: the brain is not worked in any such amusements.

By the same simple means, the kindly emotions and placid sympathies of a child’s heart may be set a-going, if a mother’s pencil is equal to the task, and it is not a very difficult one, of roughly sketching the employments, incidents, and accidents of common lifethe trades and occupations of men, and the domestic drama, if the phrase may be used, and the mishaps and catastrophes of the soldier, the sailor, the traveller. A folio of such sketches, swelled from year to year by daily additions, would be an invaluable treasure in a family, and might descend to the mammas of several generations; and how much more creditable to the hand that produced it, than the painted albums, and the bristol-board frippery, that so often load a drawing-room table!

If I mention music, only in passing, and in a word, as a capital means of early educationthe education of non-development and of pleasure, it is not because I think little of its importance, but simply that I do not venture to speak in detail, of what I do not practically understand. It must however be confessed that, highly desirable as is music as a means of pleasurable excitement, the full benefit of it is restricted to those whom nature has specially endowed in this behalf, as well with ear as voice, and with the musical soul. There are families, not wanting in other endowments, but who want what art cannot supplyan organic aptitude in relation to melody.

There can be no doubt that poetry is to be employed as

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149 So he's the one fielding questions from the U.S. Capitol Police about the application. Isn't he?

Yes.

So it would be common sense for him to be able to deny WildProtest's affiliation because he is the one speaking to the U.S. Capitol Police. Isn't he?

I don't know. I think—I think it's like a leap and a jump. And I don't know. And I don't recall these conversations.

Do you recall ever texting Mr. Stephen Brown for him to put, in quotes, 50 people on the application?

No, I do not recall that.

And, since Mr. Stephen Brown is talking to the U.S. Capitol Police, if we just flow down to the next message so that he can deny to the Capitol Police Wild Protest's affiliation, he can also deny your affiliation by putting Nathan Martin's name on there. Does that make sense?

No. I don't want my name as any point of contact for any vendor, logistics, anything like that, because people calling me would slow me down. I was concerned about political remedies, legal remedies, and legislative remedies. So it was a question of who handles what things and who—I handle the political things. I had consultants to handle other things. And I couldn't afford to be the point of contact for the JW Marriott or travel arrangements or anything like that.

So, for this, you are saying that because if he would have put your name on there, you would have been the point of contact for the Capitol Police? Is that what you're saying?

Yes. I would have had to be able to field questions. I didn't have time to field questions from anyone. And I don't have the expertise to field those questions


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 frigidly exact, and merely true, does not arouse the mind; and, on the other hand, that which is gorgeously descriptive, and highly coloured, fails entirely to attract a child’s ear. Strange as it may seem, I think it is generally true that children will sooner listen to what is purely didactic, if the sentiment and language be at all within their reach, than to a vivid and elaborate description of natural scenery. The poetry which children choose is that which, with a light descriptive brevity, brings the familiar aspects of the visible world before the fancy; and that also, which is simply and briskly narrative, and which is enlivened by turns of humour, and deepened by just moral sentiments, and especially by touches of pity.

We should by no means lose sight of poetry as the medium for imparting, in the easiest manner, a knowledge of the less colloquial portion of the mother tongue; and particularly of the entire class of epithets and descriptive terms. These, as I shall have occasion hereafter to show, it is very desirable to furnish the mind with in rich abundance, and as a main part of its early culture.

With these objects in view, we cannot wish to see poetry for children broken down into monosyllables, or confined to the range of the nursery vocabulary. The wealth and compass of the mother tougue is to be acquired, not by fingering a dictionary, or by committing definitions of words to memory; but by the gradual and incessant extension of that unconscious inductive process, which goes on when words, in their true and infinitely varied connections, are presented to the mindare heard, a first, a second, and a third time; and not understood until, by little and little, a meaning, more and more precise, clusters about the sound. Some teachers, and intelligent mothers, exhibit a very needless alarm lest, in what a child reads, or commits to memory, there should occur any words to which he attaches no meaning, or a


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 wrong one. But what, we may ask, is the real mischief that ensues in any such instance? Is the circumstance of his not understanding a particular term, which he happens to hear, or to read, any greater harm than his knowing no-thing, at present, of the thousands of words which do not come in his way? or if we think of the single passage in which some such unknown word occurs, it does not always follow that no meaning will be gathered from it, for want of the one unknown word; and besides, the understanding of a sentence, or paragraph, implies much more than the ability to tell what each separate word means; so that the error, or the deficiency, in regard to one or two words, will often be found to bear a small proportion to the general confusion or misapprehension that attaches to the structure of the sentence, or to the dependence of ideas through a paragraph. An unknown word in a sentence is like a deep shadow in a landscape:just on that spot the eye discriminates nothing; but many a sentence, the meaning of every single word of which a child can give you, is all dim as twilight, or absolutely dark as night.

Words learned in the first instance by formal explanation, are found to be peculiarly liable to ambiguities of apprehension, or to be substituted one for another; and they continue to be the last words in the language that promptly and appropriately occur, when wanted in extemporaneous discourse. With a view therefore to an ulterior advantage, it is desirable that the wide wealth of the language should come into the mind in the natural order; that is to say, by a gradual familiarity, first with the mere soundsnot understood; and then with the meaning, by many steps of approximation.

Poetry for children should then be freely sprinkled with long words, and with words of less frequent occurrence. What we have more to guard against than hard words, or than tropes, or bold metaphors (which children often catch with ease and delight) are either sentiments, of a kind with


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148 :BY MR.

We will go back on the record at 3:29 p.m.

Going back to exhibit 34, Mr. Alexander. The second physical page. I just want to make sure we're clear. You say, quote/unquote, "One Nation Under God graphics in case the cops ask for a copy of promo so you can deny Wild Protest being totally affiliated or whatever." In this text, "you can deny" refers to Mr. Stephen Brown, correct?

I'm sorry. I didn't hear the last part of your question.

"You can deny," the "you" in "you can deny" refers to Mr. Stephen Brown? Correct?

I believe so.

So that Mr. Stephen Brown can deny Wild Protest being affiliated with the One Nation Under God event? Is that what this is saying?

I don't know that that's what this is saying.

What other plausible explanation could this be saying?

It could be about him and his persons.

Is Mr. Stephen Brown affiliated with Wild Protest or "stop the steal"?

He's more so affiliated with me. And I think that that's why, when you said, did "stop the steal" hire him, I said I hired him.

Let's use our common sense in the ways of the world. You hired Mr. Stephen Brown to file this application. Correct?

Yes.

And he's the one communicating with the Capitol Police about this application. Right?

Yes.


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 Children are, more or less, alive to wit, as well as to humour and mere drollery; and when genuine wit is compacted in epigrammatic couplets, and is of a sort which they can apprehend, it has a great use in quickening the faculties. Humour and drollery are contrast:wit is analogy, to perceive which is one of the best preparatory exercises of the faculty of abstraction. Intelligent children will often catch a stroke of wit, before they exhibit any relish for humour. They may, indeed, be amused by a sprightly narrative, while the humour that is strung upon the thread of the story entirely escapes their notice. It is thus that John Gilpin is laughed at by children, as a droll adventure; but is not relished on account of the innumerable strokes of good humoured satire with which it is fraught.

We sometimes find children making a more rigid demand for reason and truth, in what is offered to them for their amusement, than we are ourselves accustomed to make, or than we make in what we provide for them; and it is an occurrence that should be avoided, if possible, for a child, after inquiry, to be forced to reject, as sheer nonsense or absurdity, any thing which his teacher had put in his way. This sort of revulsion of the mind really, but insensibly, disparages a teacher’s influence.

It need hardly be said, that satire, when in a form which children can understand, should be absolutely kept out of their sight and hearing: it is addressed directly to the ma-lign sentiments, and can in no case be of happy influence, even when, seemingly, the force of it bears wholly upon some form of vice or folly. Satire is useful (if at all) in dealing with those who, having again and again heard reason, and spurned it, may perhaps be reclaimed by shame. But this is never the condition of childrenor, at least, of well-trained children. There are, however, certain celebrated works, mainly satirical, but yet in so occult a manner, as


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 that this pungent element passes harmless and unnoticed through your minds. Books of this sort, (if otherwise not objectionable,) may be listened to by children as mere entertainment. Such are Don Quixote, Gil Blas, and Gulliver's Travels:the poison is a kernel within a stone.

Some children, apart from task-work, and without cost of infantile hilarity, may, during the period ending at the completion of the seventh or eighth year, have acquired a considerable amount of general information;others may have learned little or nothing. This disparity is, how-ever, not to be cared for by the teacher. Much less should she labour to lessen it by using any stimulating methods with those who lag behind; for this cannot but be injurious. Whether the child of slow apprehension will always remain in the rear of others, or may hereafter over-take and pass his competitors is uncertain:if he does, then our anxiety has been groundlessif not, fruitless; for this backwardness, in such a case, is the indication of an original intellectual deficiency which no efforts of ours can supply.

Infancy, as I have said, is, emphatically, Nature’s sea-son; and parents may be thoroughly contented, so far, who see their children reach the verge that separates infancy from childhood in blooming healthhappy, in habit and in temper; with transparent dispositions, with a curiosity alive, with a moderate command of language; and, if I may be allowed the figure, with a lap full of the blossoms of philosophy, unsorted and plucked as they have come to hand.

One might even say less than this; and yet affirm, that the period of infancy has passed auspiciously, if only the cheek be ruddy, the eye sparkling, the sympathies prompt and kind, and the habit of implicit obedience thoroughly formed. Happy are the parents who are devising the more


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 elaborate processes of education, and are just commencing what may be called the business of instruction, with children of seven and eight years old, of whom as much as has now been stated might be affirmed,and nothing more.

In a word, if the anxious inquiry of some parents, in relation to infancy and early childhood isWhat are the most effectual means of development? the inquiry which I would substitute for such a question is of this sortHow shall we best pass over the same period without any development but what is wholly spontaneous?


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 vigorous exercise of the mind, when it reaches the latest season of its natural perfection.

And it should moreover now be said that, in laying down a plan of regular instruction, as commencing about the eighth year, regard must be had at once to a child’s rate of natural capacity (so far as it can be surmised) and to his probable destination in life. Education is, in fact, of two kinds, broadly distinguishable the one from the other: the first being that method, and that amount of instruction which is practicable in the case of those whose intellectual culture must be concluded in their fourteenth or fifteenth year, and who, thenceforward, are to be occupied with the engagements of common life: the other kind of training is that which is designed to extend a full seven years further; and which includes whatever can serve to give the highest possible advantage to such endowments as nature may have conferred on the individual.

If the former sort of culture be all that can be aimed at, there is then assuredly not much time to be lost within the six or seven years we have in prospect; and the several processes of instruction ought to be advanced at as quick a pace as will consist with a child’s health and cheerfulness.

But in the latter case, the period from the eighth to the twelfth year may be regarded as a second infancy, during which there is still to be a leaning to the side of repression, rather than to that of excitement.

Now inasmuch as it would be a cumbrous method, involving repetitions, to exhibit these two species of mental discipline separately, it must be understood that, in the course of instruction recommended, it is mainly the second, or more perfect scheme which I have in view, and which will require to be so far lowered or abated as may be found in practice necessary, when the shorter term of education is to be calculated upon.


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 The season of early childhood, as compared with the preceding years of infancy, is distinguished, as well in other respects, as by a distinct consciousness of the passage of time; and this simple circumstance renders a different mode of treatment necessary. A child, before its fifth year, and even later, if in perfect health, does not know that the day is long; for the infant mind glides down the stream of moments, conscious only of the present, and altogether without thought of periods, intervals, and measured seasons of duration:the infant mind has no weariness, or disquietude, connected with the slow numbering of hours, days, weeks, months. But at length, and in pro-portion as the mind acquires the habit of pondering upon its own conditionof reflecting, it becomes an occupant of duration, and learns to measure the eras of the day by the periodic changes of its own feelings.

This mental revolution must then be provided for by stated occupations. Deprived of this means of diverting the uneasy consciousness of time, the mind either sinks into inanity, or seeks relief in the devices of a mischievous activity. The listlessness of a child is altogether a different thing from the inapplicable thoughtlessness of an infant; and it is a state of mind which should always be relieved. As soon as Time is felt, the mind and the body have only the alternative of being employed, or idle; and idleness is not a passive, but an active ill.

At the entrance upon childhood, there is therefore needed the forms, at least, if not much of the substance of serious application. There must be school hours, and a certain regard paid to the clock, even in relation to amusements. As to the two, or perhaps three, hours of the day, at twice, which are spent in school, it will be easy to fill them up with a jog-trot application to the mechanical branches of education. But here, a capital distinction between school and home education must be pointed out, and


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 his instructor does for him; and the two, with a good understanding of their several parts, and a firm resolution to overcome all difficulties, ascend the arduous height, hand in hand.

I have said that early childhood is the time for oral instruction, and that, whereas heretofore this was desultory and fortuitous, it must now become in some degree systematic, comprehensive, and precise. Indeed an indication of that natural development of the mind which takes place about the ninth year, and which we may name as the second characteristic of early childhood (a consciousness of time, being the first) is an endeavour to connect and arrange, in some way, its acquired stock of ideas. It is this tendency of the mind toward ORDER, and this desire to grasp consecutively, and in connexion, what it already holds in fragments, that prompts the many questions which are put by an intelligent child, and which are usually prefaced by a statement of facts, seemingly at variance. Parents must have noticed the circumstance that a child whose curiosity is at all intelligent, much less often asks a naked and insulated question, than propounds a difficulty. Now these difficulties are, for the most part, instances of the apparent disagreement of things which, in a child’s view of the whole case, ought to fit; and accordingly he begins in this sort of wayPapa, you said so and so; but how is it then that I see so and so? The very common question, How can it be? indicates a tendency of the mind toward induction, or simplification, or generalization, as the case may be; and we may safely infer, from any such indication of nature, that the process of mental culture should now assume a more systematic form.

It is only a few children of the rarest promise that very eagerly demand this sort of satisfaction; but there are few who seem totally indifferent to it, when placed before them; and the intelligent teacher will be prompt to avail himself


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 of the mind’s first struggles, be they never so feeble, to obtain the comfort of internal order. There is, at this period, a tendency in the mind to crystallization, and the part of the teacher is to promote it, and to guard it from disturbance.

Now the most obvious principles of mental order, are those relating to TIME, PLACE, FORM, and CAUSATION; and there is something which may be done in connexion with each of these principles, for giving consistency to a child’s acquirements and conceptions; as thus:

A child of six years old readily listens to single stories, drawn promiscuously from sacred or profane history, or to descriptions of places and scenes; but he never spontaneously desires to connect any such insulated narrations, one with another; and it must be accounted an ill-judged attempt to impart any thing which the mind feels no want of. You may, if you please, compel a child to commit dates and summaries to memory; but the process antiei-pates the course of nature, and is a drudgery worse than useless:the mind as yet does not grasp either time or space.

A year or two later, however, these very notions begin to be sought after; or when intelligibly presented, are gladly admitted. In addition therefore to the single incidents, or the scattered leaves of history, we may now convey some general conception of the flux of ages, and of the progression of human affairs : and this conception may be mechanically aided by the use of a clear and well constructed chronological chart; the principle of which, if not fully understood at once, may be illustrated by placing before the learner a chart of his personal history, marked off in divisions of months and years. But it need not be said that, in the use of means such as these, our intention is far from being that of enabling a child to tell you, in a twinkling, and to the astonishment of a company, who were the


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151 I don't recall.

And, even though Mr. Stephen Brown says on here, "I also included Nathan's name on it, I kept yours off so you are below anybody's radar," it is your testimony here today that you did not direct him to do that?

That is my testimony, that I am not aware that—his message to me is my message to him.

. Do you have any follow up, ?

. I guess I just want to clarify something. It is not a crime to put a different name on a permit. It's not a crime to necessarily keep your name off of a permit. What is a crime is to sit here in front of us and lie about what happened, about the facts of what happened. So, when we're looking at a text that says from you, "I will have the team make separate One Nation Under God graphics in case the cops ask you for a copy of promo so you can deny WildProtest being totally affiliated whatever," and I ask you, did you put the permit under One Nation Under God so that you could deny Wild Protest being affiliated, and your answer is "no" or "I don't recall," which we cannot—maybe put that one aside. Is your answer—I just want a yes or no to that question. Did you put the permit under One Nation Under God—and I'm literally just going to read this—so that you could deny Wild Protest being affiliated with the event?

Mr. McBride. Ms., I'm sorry. I don't understand the question.

Ms. We have asked lots of questions around this.

Mr. McBride. Sure.

Ms. And I'm literally just asking him.

Mr. McBride. Did he send the message?

Ms. No, no. I think he admitted that he sent the message. I asked him, did he put the permit under—did they, I will say "they," put the permit under One Nation


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 so far as may serve to quicken, without stimulating the active powers.

The power also of entertaining more trains of ideas than one, simultaneously, on which so much of practical efficiency depends, in all walks of life, begins to develop itself about the same time; and must be watched and elicited; but this too is a subject of such importance as to demand separate treatment. Many of the points of contrast between a cultured and an uncultured mindbetween the vulgar and the refined, turn upon the training that may have been bestowed upon this very power.

The moral and the intellectual branches of education are again involved in another characteristic of childhood, as distinguished, on the one side, from infancy, and on the other, from a stage three or four years more advanced. What I mean is that penetrating and instinctive discernment of the character and motives of those around them, which is not often possessed earlier than the fifth year, and which is often lost, or set wrong, about the twelfth. It is true that the youngest infants sometimes exhibit an instinctive complacency, or repugnancy, toward those about them; but it is not generally found that these likings and dislikings have any correspondence with the real dispositions, or merits, of individuals: they seem rather to take their rise from merely accidental peculiarities of the personal appearance.

There is however something far more just and deep in those discriminations of character that are often made by children of seven and nine years old. Not indeed that all children have any such discernment of spirits; but few are totally destitute of it; and more than a few (girls especially, whose perceptions are more acute, and who, from their being much at home, and silent spectators of whatever is to be seen there, become accomplished dissecters of character) seem to dive into the bosom of whoever they have


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152 Under God so that they could deny WildProtest was affiliated? That seems like a very straightforward—

Mr. Kamenar. But he's also testified why he called it One Nation Under God because of the religious coalition aspect. Okay? So that's already—

Ms. That's fine—

He said, to clarify, Mr. Alexander said he put One Nation Under God because he wanted to put the name of the event instead of the name of an organization.

Mr. Kamenar. Right. And he also testified that that is common practice with respect to filling out permit applications, which he did not fill out, but which his consultant filled out.

 * BY :

So I just want to confirm that. It's your testimony here today that putting the event One Nation Under God the event name instead of the organization name was told to you by Mr. Stephen Brown? Is that your testimony here today? Or was consulted or advised or told or informed by Mr. Stephen Brown to put One Nation Under God, the name of the event, instead of the name of the organization on the application?

That's my recollection.

 * BY MS. :

And now I will go back to my question, because what is common is maybe changing names on permits. But what's not common is telling somebody, in the event that you get asked by cops, you can deny an affiliation. So what I am asking you is, did you put the One Nation Under God permit—excuse me, did you put the permit under One Nation Under God so—I'm quoting from your text—in case the cops ask, you can deny WildProtest being affiliated? I'm literally just asking if you were telling the truth


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 its ripened form it constitutes an order of character remote from whatever is lovely and benevolent.

Now, in any such case, instead of preaching charity in a formal manner (proper indeed as such instructions may be in their place and time) one might endeavour to put the keen observing instinct upon another track; and by directing the shrewd eye to those more broad characteristics, partly comic, partly picturesque, which mark callings and modes of life among the laborious classes, give innocent occupation to a faculty that will be sure to find its objects. With the same view, and with still higher advantage, we may turn to the peculiarities of national costume and manners, and go on to fill the imagination, by means of graphic representation and description, with whatever is most striking in the dresses, arms, modes of life, and general exterior of the nations that have figured in history. But of this more presently.

It is certain that, while malevolent or chilling sentiments, almost invariably, connect themselves with a keen sense of personal peculiarities, when this power of discrimination takes its range only within a narrow circle, as upon the individuals of a neighbourhood; on the contrary, bland and kindly feelings, and a disposition to find something good under every form of humanity, is the usual, if not constant accompaniment of the very same faculty when brought to bear upon the wide varieties of human nature, in all classes of society, in all countries, and in all times. I am not now called upon to account for the fact ; but a fact it is, that none are more indulgent toward their fellows, none assimilate more readily with persons and modes new to them, none walk about the world with a broader preparation of comprehensive charity, none are so free from petty jealousies and sour evil surmises, none so exempt from splenetic prejudices, as those who have a quick eye to catch the dramatic and the picturesque in human character, and


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 been not a whit less beneficial to thousands of those who, in their sorrowful school-days, have learned, repeated, and instantly afterwards forgotten it. It is not that the technical parts of the sciences should not be learned, but that they should be kept out of sight until after the mind has become familiar with the visible realities to which they relate.

A description of the earth, combining many topics, separately treated of in five or six sciencesthat is to say, astronomy, geography, geology, hydrography, mineralogy, meteorology, and, to some extent, natural history, affords as good an opportunity as we can any where find for calling the Conceptive Faculty into play, and for en-riching it with splendid ideas. What we want, in the training of this faculty, is, to accustom the mind to stretch out from the boundary of things actually seen, and to give itself a sort of intellectual ubiquity, by the vigorous effort which realizes remote scenes as analogous to surrounding objects, and yet as unlike them. A child is to be tempted on, until he breaks over his horizon; he is to be exercised and informed until he can wing his way, north or south, east or west, and show his teacher, in apt and vivid language, that his imagination has actually taken the leap, and has returnedfrom the tempest-rocked Hebrides, or the ice-bound northern ocean, from the red man’s wilderness of the west, from the steppes of central Asia, from the teeming swamps of the Amazon, from the sirocco deserts of Africa, from the tufted islets of the Pacific, from the heaving flanks of Etna, from the marbled shores of Greece.

By taking up the elements of natural scenery, as found in our own landscapes and climateby the copious use of pictorial representationsby well-selected passages from the most lively of our modern travellers, and, as the master method, by combining the whole in a vivid, condensed, and even florid colloquial stylethe vivâ voce painting that


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 embodies the entire wealth of the language, as to its epithets, by these means, all the rich scenes of this, our planet, may be lodged in the minds of children, and so may become treasures of thought, imparting hereafter, even when least apparent, a copiousness, and a breadth, and a variety, to the style of speaking and of writing, on whatever subject. Need we compare this kind of enrichment of the Conceptive Faculty with the hard acquired ability to tell you, in a moment, the latitude and longitude of fifty towns, or the population"according to the last returns, and the best authorities," of the capitals of Europe?

But besides going through the characteristic scenes of the four continents, as a traveller does, we must take the earth as a whole, or as a planet, and aid the mind in looking at it as from a point of view whence it might be seen, spinning on its axis, cloud-mottled, snow-tipped, with its bulging tide-wave, heading on daily from the equatorial Atlantic, to the northern straits; with its steady mon-soons, and its angry tornados, its fire-spitting craters, its verdant and swarming patches of life, and its red arid expanses of sand. Let the mind be assisted in its efforts to grasp the contrasted simultaneous condition of the several hemispheres; that is to say, the eastern and western, in their daily, and the northern and southern, in their annual changes. The very effort which we wish to make easy to the Conceptive Faculty, is that of leaping from the scene pre-sent before the senses, to the opposite scene, remote from them. The mental effect is different, and a more vigorous grasp of the IDEAL is had, in conceiving, for example, of noon now scorching the plains of Asia, while we are shrouded by night, or of summer, now glowing in South Africa, while we are buried in snow, than as if our own en-suing night, or our own approaching summer, were thought of. The Conceptive Faculty takes a bolder step in


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 realizing what is remote, than what is future, even if the objects be substantially the same.

In connexion with these same subjects, the teacher has an excellent theme before him if he be qualified to picture forth the successive conditions of our planet, as indicated by geological science: and I shall be understood as meaning that what, in this stage of education, he is in quest of, is vivid description of visible and palpable objects; not scientific statements, conducive to the establishment of a theory: these are to come in their time, but not yet; and it is an utter error, in my opinion, to put into the hands of children, or even of young persons, in the first instance, a rudimental book, condensing the abstruse and ratiocinative principles of the sciences.

From the description of the earth, it will be easy to make good our way outward toward the heavens. Whether or not children have yet heard of the signs of the zodiac, or know any thing of declination, equation of the centre, or the syzygies of the moon’s orbit, they may be led on until they can plunge boldly into the abyss of worlds around us, and by the aid of the telescope, and of vivid descriptive discourses, hold a steady flight, from point to point, of the visible universe. How many who have learned all about the celestial globe, and can twirl it to admiration, or even lecture upon the orrery, yet, within two years after they have left school, are not only destiiute of taste for the sublimest of the sciences, but seem not to retain, if ever they have had, any mental correspondence, connecting the technicalities of "the globes," with the wonders revealed to the favoured eye of man in a cloud-less night:for them, a treble tier of vapours might as well have wrapped this ball of ours in perpetual obscurity and ignorance.

It will be far otherwise with young persons who have been intellectually dealt with, and who have obtained an


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 ideal grasp of whatever is, or might be seen in creation. The peculiar circumstance, bearing upon the culture of the conceptive faculty, which attaches to the objects of astronomy is this, namelyThat the heavenly bodies, or let us now confine ourselves to the planets of our own system, are at once, and in different senses, within the range of the eye, and beyond it. A remote country is purely an object of conception; and whether it be Jersey, or Otaheite, it can be present to the mind only in idea. But the moon, or Jupiter and his moons, with the aid of the telescope, is so brought before the eye, as that the mind keeps a fixed hold of it, while it is spoken of; and yet, as to the scenes which may diversify its surface, it is so remote as to demand the most vigorous effort of the conceptive faculty to realize them. Now this circumstance is of the highest significance in relation to the process of culture we are at present treating of.

With the advantage of a clear atmosphere, let the eye be fixed upon a hill side, fifteen or twenty miles distant, and with which, and its objects, the spectator has already become familiarly acquainted, and able therefore to fill up, in all their details, the hazy outlines, and to fancy much more than he can discern of houses, churches, knolls, hedges, and rocky points. Now, in thus bringing the conceptive power to bear upon a cluster of objects, dimly seen it receives a partial aid, which, in a singular manner, enhances the faculty itself, and uses it to a degree of precision and vividness that confers something like ubiquity upon the mind, enabling it to transport itself, with the velocity of light, to any scene which it possesses the materials for imagining. After practising the eye, and the mind, in this conjoined manner, upon a remote object, known by previous and near acquaintance, the next exercise is to direct the eye to a similarly situated eminence which has never been actually visited. This is a different


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153 when you put this text—those are your words, aren't they?

I don't recall this text. And so I don't know—

I'm not asking if you recall. Are you sitting here today saying that is not your text? Because your text says what it says.

The text says what it says. So what I'm telling you, you guys asked me to give my complete answer based off of recollection, and I do not know that this text represents a complete answer so that if I positively affirmed that, that that would be the complete reason why the series of events happened with the permit. So that's why I'm saying I do not recall. And I'm trying to be forthright. I am trying to—maybe I add too much stuff.

There's a lot of reasons why you might think it would be good for somebody to be able to deny Wild Protest being affiliated. There could be a lot of reasons for that. I honestly don't—there's a myriad number of reasons. The why is separate from the question that I'm asking.

Okay.

Which is, in this text, you say, "I'm having them make separate graphics," and the permit ends up under One Nation Under God. Everything is under One Nation Under God, not your name, and not "stop the steal." And you say, "In case the cops ask you, you can deny WildProtest being affiliated." And all I'm asking you is, was it your intent to do that so this individual could deny an affiliation with WildProtest, whatever the reason is for it?

I don't—I don't know.

Mr. Kamenar. Did we establish what Wild Protest, that's in caps, is that the name of a particular—

Mr. Wildprotest.com, and please correct this, Mr. Alexander, refers to


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 kind of effort, and of course is more liable to vagueness of conception: it will however lead the mind on, if frequently repeated, so as shall impart still more intenseness and vivacity to the conceptions of things not seen.

Now it is only an extension of this same habit or power, which we propose to effect in relation to the celestial bodies: and this sort of training, if persevered in, imparts a general activity and energy to the mind, which will make itself manifest in every other intellectual operation; for there is absolutely no process of thought that does not ground itself, more or less remotely, upon the conceptive faculty.

The moon, a day or two short of the full, or as much past it, affords the best opportunity for this sort of exercise. The moon, let it be said, isa mountain, only some-what more distant from the earth than Snowdon is from the Cheviots, or than the Irish coast is from Cader Idris. The moon, seen in her gibbous state, through a good telescope, is readily perceived to be rotund, and the mind has grasped its object the moment when that which had been thought of as a disc, is seen to be a globe. The meridional, orange-like ridges of the moon’s surface aid the eye in this effort. Then, after a familiarizing lecture has been given, embracing all that is known, or well conjectured, concerning the physical condition, or geology of the moon, and drawings, in large, have been shown of its circular or volcanic pits, of its protruded chalky strata, so resplendent at certain points, and of its crescent ridges, the telescope is again resorted to, and the very objects are exhibited that have been spoken of, and represented. If the first beam of sunlight upon a lofty lunar crag is watched for, and the spreading of day adown the mountain side is seen until the cone join the plain whence it rises, the mind, thus aided to a certain extent, and then left to go on by itself, acquireswhat we are now intending, a vigorous mental ubiquitya


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 trajectile force, leaping the voids of the universe, and anticipating in some degree, powers not yet granted to the human spirit.

A further exercise will be, with a careful regard to the facts of the case, and which a moderate acquaintance with science supplies, to carry the young spectator out to the moon, and to aid him, by descriptions and representations, in imagining the magnificent appearance of the EARTH, as thence seenwith her visibly quick revolution, her nebulous streaks, her snowy poles, her sombre ocean expanses, and the blotches that mark her volcanos. This is an exercise essentially differing from that lately spoken of, (p. 205,) in regard to the earth.

The mind has advanced some way beyond its mere perceptions when it has clearly discerned the sun’s globosity, which is a much less apparent fact than that the moon is a sphere. But the telescope, with its stained eye-glass, affords us the aid we need for this purpose, first by shearing the dazzling orb of its superfluous beams, so that it may be steadily looked at; and next, by discovering the spots, which do this, by showing a perspective, as they approach the verge, and by their curvilinear path across the disc, parallel to the sun’s equator, as observed several successive days. By these means the sun’s real figure offers itself, if not to the eye, yet to the mind, and a surprising accession of conceptive power results from so simple an advance as this. In truth the teacher will find, in a hundred instances, that, to embolden the conceptive faculty has the effect, beyond what he might have supposed, of invigorating, not this faculty alone but every other.

The solar spots should, in like manner, be looked into, so as to carry the mind through the phosphorescent atmosphere, or strata of fiery tempests, and land it upon the terra firma, beneath. To aid this operation, let a wooden


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 ball, painted of dark colour, be coated, first with a distempered ochre, and afterwards with a bright yellow: then, with a broad wooden point, let spots of the coloured coatings be taken off, in imitation of the solar spots, then happening to be visible. A ball thus prepared exhibits the actual construction of the atmospheric strata, as indicated by the spots, and will show the three surfacesof the sun’s non-luminous bodyof its reflecting under stratum, and of its resplendent upper stratum.

Now in all this, it is not so much the teaching of astronomy, as the invigoration and replenishment of the prime faculty of the mind, by the aid of astronomical facts, that we intend. An endeavour may be made, with this view, to put the mind into possession of the celestial distances; or at least to impart something better than the vague notion of the heavens as a dome spangled with shining points.

This may be attempted by means of a gradual extension of the sight from nearer to more remote objects, which are at known distances, one from the other, and from the spectator; as thus:The learner is directed, we will say, to look at a farm-house, and a windmill, on the nearer horizon, and three miles apart one from the other. Next, if the locality allows of it, let a three miles be found, marked by two conspicuous objects, and situated on an horizon twenty miles distant; or let the same angular distance be carried from the nearer to the more remote horizon, and the actual interval be ascertained by reference to a county map. If, by these means, a notion has been acquired of the diminution of objects, or intervals, by distance, the question may be putNow, can you imagine, how six hundred miles, measured from the Lizard Point to Pent-land Firth would appear, if you could bring both extremities of the British main at once within view? Hardly. Yet I will show you much more than thisI mean, a full two thousand miles, and rather more, stretched out before


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 you!Where? how?Look at the moon: the measurement from tip to tip of her horns, is 2160 miles. But we may see, at once, much greater distances than this. Just as the sun is setting, look from the point of the horizon where he disappears, to Venus, who is now at her greatest elongation: there then is a distance of sixty-eight millions of miles spread before you! just as the three miles, between the farm-house and the mill, is also extended.

This sort of exercise is easily diversified by reference to the other celestial bodies: and so, by the aid of vivid verbal descriptions, well-constructed drawings, and the telescope, the minds of young persons may be used to the pathways of the heavens, and be made familiar with the scenes of wonder which strict science (fancy apart,) leads us to attribute to the surfaces of Jupiter and of Saturn; and thence, onward, to the stellar systems. We thus, at once, occupy the mind with the stupendous facts of astronomy, before its technical elements are meddled with; we engage the purest tastes, and impart, by use, a vigour to the Conceptive Faculty, such as promotes general mental superiority and intellectual power.

If a good telescope be at command, and if, by frequent and progressive conversations, the minds of children have been prepared to look at what is shown them with a grasp of thought, a sudden view of the Pleiades, or, if the instrument allows it, of some of the stellar nebulæ, will be found to produce a powerful impression on their imaginations. And in conducting this sort of exercise, two purposes are to be kept in view, and to be blended; the first is that of familiarizing a little the stupendous magnitudes and distances of the visible universe; and the other is that of founding, upon such familiarized conceptions, those elevated emotions which favour the religious sentiments. Not only are these two purposes separately important, but


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 they are so as dependent the one upon the other; for there is a vague awe connected with the starry heavens, which, when it comes to be supplanted by scientific notions, is not unlikely, as we find, unhappily, in frequent instances, to be superseded by a feeling absolutely irreligious. But so lamentable a damage to the moral sentiments should be precluded, if possible, by combining, from the very first, precise conceptions with just moral impressions. The atheism of Laplace is not likely to gain admittance along with his theories, if, before these come to be known, the mind has already associated its feelings of devout admiration with the substance of the facts on which those speculations are founded.

To recur to the instance of the Pleiades; or to some of the globular systems of stars:when the telescope has brought before the eye, instead of a confused twinkling, as if of a dozen luminous points, the clear steady splendour of thousands and thousands again, constituting a flaming community of suns, within the range of which there can be no darkness at all, but a perpetual glory, radiating from innumerable sources; when this idea has been vividly realized, and when the actual remoteness of the scene has been lost from the recollection, some such train of thoughts as the following may be suggested:Let us now imagine our-selves the inhabitants of one of those suns, surrounded on every side by ten thousand effulgent globes, and beholding, every where, so much more of life, power, and enjoyment, as may be thought to belong to such a system; and let us then suppose that there were to be described to us some such dim region of the universe as the one we actually occupy, where there is but a single source of light and heat, and this one far remote from us; and where a half of all time is given to darkness and to cold:where life and pleasure are diminished a half by night, and a half by winter; should we not be apt to think of such a system, as


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 if it were thrown beyond the boundary of the Creator’s care, and had been excluded from the circle of his presiding goodness and wisdom? But, now, in contradiction to any such supposition, let us only apply the microscope to the minuter objects of the animal or vegetable kingdom, and contemplate the perfect workmanship, the high finish, and the wise and beneficent contrivances that so conspicuously belong to the very smallest, as well as to the most bulky classes of plants or animals. To the eye of reason, the divine attributes are as surely and as plainly indicated in the physiology of an animalcule, or a lichen, as they could be in the counterpoise and magnificence of a hundred thousand neighbouring suns. The proof is precisely of the same sort, in both instances, and the argument is as good in substance, whencesoever it may have been derived. The gnat born to die in a day, in this wintry world of ours, gives evidence of the very same qualities of the creative mind which are or may be evinced, by the undying energies of the beings of a perennial summer world. Whether he bestows more or less, God, the author of life, is present, and is at work, wherever there is lifewherever there is matter, motion, and form.

The purport of the methods I am now recommending is, to get possession of the mind, first on the side of its conceptive powers; and to establish vivifying associations between the sublime and beautiful in nature, before that which is merely technical, or that which 1s abstruse or ratiocinative, is much, if at all, thought of. The difference is greater between minds, equally intelligent, the one of which has come early into correspondence with whatever in the universe may be conceived of, while the other has conversed only, or chiefly, with the arbitrary and artificial aspects of things. Even in relation to technical learning, the terms and the theorems are much more firmly held, and


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154 your Wild Protest website and an event you were planning on January 6th?

Mr. Kamenar. Okay. I just wanted to make sure that was the name on the website.

Mr. It is affiliated with "stop the steal."

 * BY MR. :

Mr. Alexander, do you recall having a planning call with Congressional Members on January 3rd?

Do I recall having a—

A phone call of some sort with Ms. Wren and Congressional Members on January 3rd?

If that was the—if that was the planning call with all of the speakers, then I recall that that call took place. A call with just Members and Ms. Wren, I do not recall that happening.

So there was a call that happened on January 3rd with all the speakers, and that included Congressional Members?

Did it?

I'm asking you, did it include—you just said, was it a call that included all the speakers—was there a call on January 3rd that included congressional speakers and Ms. Wren and yourself?

I don't—I don't—I don't recall.

You don't recall having this call?

I don't—no, I recall the call taking place. I don't recall who was all in attendance.

So you don't recall there being any Congressional Members in attendance on this call?


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 distinctly understood, when what they relate to has already been clearly understood in its inartificial form.

We now go back to our starting pointthis planet of ours, and take a turn among its organized species. And here again we are to make a choice, as to the method of proceeding. If the mere memory is the first of the faculties to be cultivated, and if then the reason is to be drily exercised, we may go on in the accustomed path of consigning scientific rudiments, nomenclatures, definitions, classifications, to the encumbered brain. But we have supposed a different principle to have been adopted, and that the faculty which nature first sets in movement is the one which education is first to aid, and to furnish with materials.

An initiation in botany and natural history, if adapted to the principle we now recommend, will be purely of a descriptive kind; and not only descriptive in its style, but designedly select, instead of being systematic in its instances: as for example, a systematic method, whatever may be the principle of the system adopted, enjoins that the fixed characteristics of orders, classes, genera, species, should be pointed out, and that the learner, from the commencement, should be qualified to detect them, under all varieties of appearance; and that specimens, in attestation of the principle so assumed, should be collected, irrespectively of any accidental circumstances of the species, which may be adapted to awaken curiosity.

But in place of any such method, I would glean from the vegetable and animated orders, of all climates, whatever recommends itself, the most strongly, by its fitness to fix itself in the imagination. Nor must we lose sight of the fact that the mind is much aided in its individual conceptions by the simple circumstance of the actual juxtaposition of things, and their local concomitance. Thus,


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 for example, to study natural history in its several branches on the principle of bringing together things which really meet the traveller's eye, in the same scenes, imparts far more of vividness to single ideas, and gives much more of richness to the mind in general, than is done by considering objects nakedly and disjunctively, in their scientific relations. Thus I would paint upon the fancy, the natural historyvegetable, animal, and mineral, of Lapland, as a whole, of Siberia, as a whole, and so of Brazil, of India, of Africa. This method vivifies the mind, and is consonant with the laws of its natural development; but to discourse of the whale and of the ape, of man and of the kangaroo, as associated by an abstruse point of analogy, is a process proper indeed toa later era of education, but utterly improper, as I think, to its earlier stages.

The faculties afterwards to be cultured will work with far more readiness, and reach results with vastly greater rapidity, when thus richly furnished with materials, and when all these materials are associated with agreeable impressions. The opposite practice, which has prevailed so much in education, of commencing by the rudiments of the sciences, is to be attributed, in part, to the prejudice, so besetting to limited minds, of paying more regard to logical order, in the conveyance of knowledge, than to the order of nature in opening the faculties ; and partly to the facility of imposing a drudgery of tasks upon the learner, as compared with the animated method which, in rendering the learner’s task more agreeable, requires a little more effort to be made by the teacher. There are some who would rather be at the pains of carrying forward the most rigorous processes of instruction, than find themselves called upon every day, and every hour, to convey various information, in a vivacious manner.

It will be easy to advance from the natural history of countries, to the characteristics and manners of the nations


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159 Some—some couldn't possibly be Lot 8 because if I'm talking or someone else is talking to a comms director or a chief of staff or a Member, then they couldn't possibly. So it's a combination of either/or.

By that point on January—

Mr. This is the 3rd.

Mr. 3rd.

 * BY :

So, on January 3rd, you already knew no Members were going to be appearing at your event on Lot 8?

Yeah, I believe so.

Okay. And that's because of the timing of the event being that it was going

Yes.

to be during the certification vote?

Okay. So, if it—as of January 3rd, you believed you were still organizing the speakers for the Ellipse rally?

I was—yeah. I was still—I was still participating in all of that organizing, and all of these text messages established that.

And so is it that you don't remember the particular Members of Congress that are on or their staff?

I don't recall nearly anyone else who was on this call other than me, and Caroline Wren, because it was a large call. I believe that I invited all the speakers. There were a lot of speakers so I wouldn't be able to do a roll call with you on who attended and who didn't or who sent a surrogate or who didn't.

Of the people in the text message at least, the Members who are there, who are the ones who you had a connect with directly to either them or their staff? And you


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156 Yeah.

And then, at 6:28, Ms. Wren says: Ha, ha, ha, okay, perfect.

So now we're going to go to page 164.

At around 7:33, it appears this is after the call of some sort. I don't know if the time is accurate. I don't know what the time here is. It looks like she says, "Who are the Members of Congress that were on," referring or assuming the call, "who could help lead the coalition," and that's when you respond, "Gosar, Lance Goodman, Lauren B, Marjorie, and maybe Congressman Kelley."

So I don't know that the call is over at this time. I do know that Caroline Wren exited the call after her portion and she was at the front of that call. And I frequently type and am on the phone. I multitask.

So, as you sent the message "Gosar, Lance, Goodman," that's at 7:34. And it looks likes, either 7:34, 7:35, Ms. Wren says, "Great call. Thanks." So, within a minute of you saying it. So it looks like the call was over at this point.

Her portion is most certainly over. I can't testify here today that I know that the call was over.

So let's not talk about whether her portion—do you recall Congressmen being on this call?

No, I don't.

So is your testimony here today that, on January 3rd in a call, it appears with Ms. Caroline Wren, that you were not on a call with Members of Congress—

Mr. Kamenar. He didn't say that.

 * BY :

Okay. Were you on a call with Members of Congress on January 3rd with Caroline Wren?


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 occupying them; but on this ground we want something altogether unlike the dry bonesthe statistics, the colour-less bird’s eye views, usually contained in elementary books, intended for children. There may indeed be works which I have not been so fortunate as to meet with, proper for our purpose; but in default of such, the teacher must rely upon his own knowledge of facts, and his command of language; and instead of requiring children to listen to, or to repeat, what they will forget as soon as they can, and what can do them very little service while they may chance to remember itas that Iceland is 'situated between the 63d and 67th degrees of north latitude, and the 12th and 25th degrees of west longitude; is 280 miles in length, and 180 in width; and that its population, according to the last census, is 53,000;and so forth; instead of this, let the scenes, the occupations, the habiliments, of an Iceland family, during their few summer days, and then during their long wintry months, be graphically described (and with an admixture of humour) and aided by the best pictorial representations that may be at hand. Descriptions of this sort, illuminated by the pencil, and vivified, when the means of doing so are available, by poetic extracts, will never be obliterated from the memory: and if this same method be carried forward, round the globe, the result, especially with children of vivacious minds, will be a general invigoration and enrichment of the faculties, apparent ever after in almost every sentence that is written or uttered.

Whatever might now actually be seen, could we borrow the wings of the morning, is the proper subject-matter of the earlier processes of instruction. To this succeeds, or the two may be attended to simultaneouslywhatever would meet the eye, could we sail up the stream of time, and set foot ashore, where might be contemplated the wonders of ancient Egypt, ancient India, ancient Greece, Rome, Judea; and then, of the European kingdoms, at


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 by that purely spontaneous process which goes on in the mind when certain scenes are presented, embodying such and such elements of our moral nature.

Nothing can be much more stupifying or superfluous than the interlarded solemnities of moral inference which swell some books of history, intended for young persons. The well meant but futile"Hence we should learn," and "how important it is ever to remember," answer no purpose whatever in education, except that of giving the congé to the minds of children, whether as auditors or readers: it is a"now you may go, while I preach." The efficacious mode of instilling moral principles, as suggested by the history of nations, is, at choice moments, and when all minds are seen to be in a state of gentle emotion, and in a plastic mood, to drop the word or two of practical inference, to enounce the single, pithy, well digested sentiment, which, by its natural affinity with the excited feelings, at the moment, shall combine itself with the recollected facts. Nothing more perhaps need be said in reference to the conveyance of moral feeling or principle, than what is implied in the very wordinstilled. Religion and morality, and especially as corroborated by history, are to be instilled, not admmistered in stifling potations, or drenches of wisdom.

Along with so much continuous narrative as may serve to give coherence to children’s ideas, there may, with advantage (in regard to the conceptive faculty) be mingled what may be termed historical portraits, not indeed of individuals, but of classes of men, and of those classes which have had existence through long periods of time, and which are rarely made to figure, in a distinct manner, on the pages of history. Thus we should present, in succession, and actually pictured, as well as verbally describedthe Egyptian Pharaoh, and his magiciansthe Persian Magi, and the Cyrus (the Shah of three thousand years ago);


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155 I don't recall who was on the call, but myself and Caroline Wren who spoke.

Okay. Can you go to page 164 of exhibit 26? That's your text messages.

You said page 164?

Yes. Ms. Wren says to you, "Who are the Members of Congress that were on who can help lead the coalition to organize buses of their colleagues?" To clarify, this is on January 3rd. And you respond, "Gosar, Lance Goodman, Lauren B, Marjorie, and maybe Congressman Kelley at a minimum were on." It appears Mr. Wren loved it.

So I'll ask you again, do you recall Members of Congress being on a call with you and Ms. Wren on January 3rd?

I don't recall. And I think this text message, it's asking about—it's not asking about their presence on the call.

So go then to page 163, the page right before it. The bottom with Ms. Wren. Actually, we can start in the middle. The time of it is January 3rd around 5 p.m. You are all are talking about an 8 p.m. call.

Uh-huh.

Do you see that? It's on January 3rd?

Uh-huh.

Mr. Is that a yes?

The Witness. Yes.

 * BY :

Okay.

And then it looks like Ms. Wren says, "Great." And this is around 6:30. She says: Great, everyone will be muted, but unmute yourself early. I'll credit you with blah, blah, blah. Say don't bug her and say she's here to thank everyone for unity blah, blah, blah. That's what you say.


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 the quality in question is recognized as belonging to something quite familiar, and yet not often thought of, in that point of view, there is excited precisely the sort of agreeable surprise of which good use may be made in awakening the intellect. That the atmosphere is transparent, a child readily grants; but he starts at first hearing the invisible, impalpable air he breathes associated with lead, or with stones.

Or thusWhat substances, which are solid when deprived of heat, do we usually find in a fluid state? Water, yes, andquicksilver. A wooden hoop, thrown aloft, re-bounds several feet from the earth: it is, elastic. But this distended bladder does so too; is bladder elastic? no; but that with which it is filled with is so, namelyair: a hoop, and a steel spring, andthe atmosphere, are then alike in this respect, they are allelastic. The atmosphere therefore isheavy, like lead; transparent, like water; and elastic, like steel. Or again: Some bodies are permanently of one colour; gold is yellow, silver white, a rose-leaf red, an iris blue; but other bodies exhibit changing colours, when seen in different positions; and seem in themselves to be colourless: what are the instances?mother of pearl, drops of rain, or dew, garden cobwebs, soap bubbles, films of oil upon water, and many kinds of crystals.

The sense of RELATION is, in strictness, only the discernment of a sameness, under circumstances of difference; as when a part is seen to be a third, or a fourth, of the whole; the part is thought of as many times over as will make it equal to, or the same as, the whole. The relation of sequence constitutes the principal ground or material of that ulterior and important process of education which bears upon Cause and Effect. And the relation of proportion also, is too intimately connected with mathematical principles, to be easily treated of in this stage of our


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 course; at least the consideration of it would involve some real or apparent repetitions. But we may find an open field in eliciting the sense of ANALOGY; or that more refined discernment of resemblances which embraces general physical laws, identities of principle, or modes of action, the sameness of final causes, and those agreements, or points of harmony, that are discoverable between the material and the spiritual and moral worlds. A very large portion of that sort of incidental exercise of the facultiesthat incessant, intellectual communion, which should be the characteristic of home education, turns upon the diversified methods that are employed in developing the sense of analogy. All courses of mental exertion are opened to the mind that is already alive to this class of perceptions; and it may be said that a keen and active perception of analogy involves every kind of mental power.

Instances adduced just as they present themselves, may serve well enough to illustrate a method of treatment which, in its own nature, must be desultory, and dependent upon occasions, accidentally presented. I do not know that it would be possible, even if it seemed desirable, to follow a prescribed plan, or a logical order, in carrying forward this species of culture.

No instance is more fit for giving exercise to the early developed sense of analogy, or better exemplifies the agreeable emotion which, by the conformation of our minds, attends this perception, than that furnished when we bring the labours, politics, and passions, of some of the insect tribes into comparison with the economy of human life. The insect edifices, the insect police, the insect social sentiments, furnish a lively and stimulating species of instructive entertainment; and the pleasure, and the excitement, in such instances, turn upon this propensity of the human mind to catch, and to please itself with, analogies.


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 In pursuing this sort of intellectual diversion, the teacher’s purpose is favoured by his allowing himself a good deal of license in applying the phrases of common life, and the technical terms of the mechanic arts, as well as all but the more sacred and elevated language of the moral and social economy, to the operations of the insect tribes. He will however observe the line which separates the regions of natural history, strictly considered, from the unfenced common of fable; for children must be left in no uncertainty as to the boundary between the domains of Linnæus, and those of Æsop. The use of the fable, in education, we must return to presently.

If the reader wishes to satisfy himself as to the alleged fact, that the discernment of analogies generates very vivid emotions in the human mind, and that therefore it may be made much use of, as an engine of education, let him try the easy experiment of first describing, to children, the economy of the bee-hive, and of the ant-hill, in terms such as shall indicate the many points of analogy that exist between the wonders of instinct, and the operations of reason: let the mathematical perfection attained by the one class of operatives, be compared with the empirical and scientific performances of the other: let the impulses of the insect actors, and the regulations and dependencies of the microscopic commonwealth, be translated into the language of human life, of history and of political science. The most agreeable excitement will attend such a lecture. But then let a sudden transition be made to those subjects, in natural history, which involve no such analogical relations to human labours, or affairs: a very sensible lowering of the intellectual temperature will give evidence that a potent principle of the mind has ceased to be wrought upon. In thus turning from the natural history of the bee, to that of the moth or common fly; from that of the ant to that of the beetle; or in following our account of the


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 beaver, with an account of the otter; it will be manifest that it is not so much insulated facts, as facts related by some principles of agreement, that awaken the intellect.

The analogies of operation above alluded to, do not fail to attract even the dullest minds; but an exercise more purely intellectual, and of a more substantial quality, is afforded when the many points of analogy which connect animal and vegetable physiology, and again human and comparative anatomy, are adduced. On this ground the teacher finds inexhaustible materials, out of which to construct the very best kind of intellectual exercises; and let me here again press upon his notice the important distinction between the mere conveyance of the facts of natural history, for example; and that employment of natural history, as an instrument of mental culture, which I am now recommending. While using these or any other studies for this latter purpose, the former, and more obvious one, is fully secured; but it is certain that this, namely, the conveyance of mere facts, may be so attended to as scarcely at all to promote the other.

There may be books better adapted to the purpose now in view than Dr. Roget’s Bridgewater Treatise; but I will suppose that the teacher avails himself of this admirable work as his text book, and following the author’s track, with-out always adopting his language, which may not be readily understood by children, he goes through with the several functions of vegetable and animal life, comparing the various modes in which the same, or similar ends, are secured, either by the same, or by dissimilar, yet analogous means.

The obvious and wide unlikeness of a plant and an animal, serves the very purpose intended, of enhancing the feelings of pleasure and surprise excited by discovering points of analogy between the two, in the economy of


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 years, the learner may be led on from those perceptions which are involuntary, intuitive, and pleasurable, to the very highest points of abstruse speculation ; scarcely knowing when he has made an effort to rise :just as a traveller, in certain districts of central Asia, may pursue an easy road from the dead levels of the Caspian steppes, to the most elevated Tartarian table landsoverlooking a continent; and scarcely know that he has been holding an upward path.

Sameness and differencedifferences among things very nearly related; and samenesses connecting things very remote, are the objects of the physical sciences: and it is these same points of contrast, and of harmony, that supply the best incitements to the opening intellectual powers. When, to some considerable extent, the sentient and organized families have been brought forward, first, as to their external resemblances of form; next, as to their habits; and lastly, as to the laws of their internal structure, and vital functions, then comes the time for ascending to another stage, and for advancing towards those principles which involve IDENTITY OF LAW, rather than analogy of principle. This more advanced species of mental culture is afforded by those of the physical sciences that are more or less dependent upon mathematical reasoning. It is therefore now assumed that a moderate proficiency in the mathematics, has been made by the learner. Although strictly speaking, it is not analogy, but identity of principle, that connects the falling of a stone, or its tangential leap from a sling, with the motions of the planetary system, nevertheless, the two classes of facts being immensely remote from each other, as observed by the human eye, and the one being familiar, while the other is shrouded in a sort of mystery, the effect upon the young mind, made by adducing the one, in illustration of the other, is nearly the same as in any instance of a mere analogy; and these


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157 We invited Members of Congress and/or their staffs. I don't know who was in attendance, because I don't believe that there was a roll call. So I don't recall because I don't believe I can recall.

How did you know to send her the names of those Congressional Members?

Those were Members or their offices that we had definitely invited.

Mr. Do you have questions?

 * BY MR

Mr. Alexander, I apologize; I was gone. I think your opening statement says you prepared for 120 hours to testify today. Is that right?

Yes.

Okay. And so, as part of that, I imagine your effort was to try to recall the events around January 6th and the days leading up to it.

I mean, that gets into, you know, what I talked about with my attorneys.

I didn't ask about your attorneys. It is just about the fact that you were trying to recall the events and the day of January 6th and the days leading up.

We've done a lot of documenting. And I've tried to do some recalling, but it was, you know, it's a lot of little details that people expect me to remember that I can't possibly remember 12 months later.

And is it part of your normal course to talk with speakers before an event, I imagine?

Yes.

So it would be in the usual course that you would at least a day or two before the event set up a call to talk about expectations for the event with the speakers?

Either them or their point person.

Fair enough. But the point is they need to know what the event is going to


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 physical principles, whether applied to mechanics, or astronomy, may be made to subserve the same purpose as means of education.

The applicate and the mixed sciencesmechanics, pneumatics, hydraulics, hydrostatics, optics, acoustics, abound with instances, available for the same purpose; and as often as some familiar incident of domestic life can be connected, by means of a word or two of scientific explanation, with philosophical principles, the mind of the learner is carried through a similar process, advancing from what obtrudes itself on the senses, to that which calls the higher faculties into play. Such a circumstance has occurred at a tea-table, as that of the heater of the urn rushing up, impatient of its obseurity, and carrying the lid with it, like a broad brimmed hat, to the ceiling. What could we wish for better than such an incident (if no heads were broken by the descending mass) as an illustration of the principle of the steam-engine? A fit question, when tranquillity was restored, after such an accident, would have beenWhat mechanical contrivance does this explosion put us in mind of? and the wordthe steam-engine, uttered in a moment, and of course, by one of the elder children of the family, would stimulate the curiosity of those next in degree below them.

This kind of incidental exercise, no well-informed teacher can need to have exemplified at length; and the occasions are innumerable in which it may be put in practice. After having, as was recommended in a preceding chapter, gone over the entire ground of the physical sciences in search of such facts as are proper for enriching the ideal faculty; I now suppose that the teacher returns upon his path, and gleans thence another sort of material, that is to say, those allied or analogous facts, such as have been mentioned, which penetrate the mind a little deeper, and arouse it more to action. Conceptuality is passive, or


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 chiefly so; the sense of Resemblance is also a passive perception, yet it leads on to the discernment of analogy, which is more an active sense, and tends to induce a still higher activity.

Chemistry, and its related sciencesmeteorology, mineralogy, electricity, galvanism, magnetism, are all of them rich in instances that may be made subservient to our immediate purpose: and let it be considered how much the future progress of the learner, in rendering himself master of the purely philosophic principles of these sciences must be facilitated, when he has already gone over the ground, twice or thrice, and in that very order which adapts itself to the gradual expansion of the faculties.That is to say, first, in search of visible and striking facts merely, and such as serve to stock the mind with bright images: secondly, in search of those resemblances and analogies which are intuitively recognized, and the recognition of which is attended with a lively emotion of pleasure; and lastly, in the arduous pursuit of abstract generalizations, and recondite laws. How often is this natural method reversed; the most difficult things, and those the least attractive, being first presented; and this merely because logical order demands that they should be placed on the first pages of an elementary book; or perhaps because it is much easier to drive the machine of education on this road, than on the other.

In quest of the instances he wants, the teacher will some-times advance from the most familiar facts, such as the blowing a soap bubble, to the principles it illustrates; and sometimes he will descend from the statement of principles, to the most familiar illustrations; as if, after having talked, with due gravity, of solution, decoction, evaporation, congelation, latent heat, and the radiation of heat; he holds up the cup of tea in his hand, as a combined exemplification of each of these processes.


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158 be about, logistics and that sort of thing. Is that right?

Or their point person will transport them and tell them 5 minutes before they take a mike.

So, given that you had invited people to speak on January 6th at Lot 8, you would at least acknowledge that it would have been part of your practice to set up a call with the invited speakers or their point people?

Yes.

So this text message at least looks like that's what that call was, whether you remember or not, that's what it looks like?

And I'm saying that that's what it was.

It was.

Okay.

And so, when you say you don't recall who was on the call, you at least acknowledge that the call took place?

A call most certainly took place.

And so why did you ask Ms. Wren to be on the call?

She was there as the Trump campaign representative, as much as I understand it, and had details that I did not have about VIP this or that.

Details about what event that you did not have, because your event was Lot 8. Right?

The Ellipse event and the Lot 8 event, so it is the day's events.

Were the Kramers on this call?

Don't believe so. I didn't invite them.

Okay. So we talked about the invited speakers, and I apologize if you covered it, but were these people invited for the Ellipse, Lot 8, or both?


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160 can look at a text, whether you remember them or not, but go through the names. So start with Paul Gosar. I think you talked about that—him. Is that right?

Yes.

So that would have been through his chief of staff Tom Van Flein?

Yes.

Any other names you can remember?

No.

Okay?

I did mention earlier in my testimony that I met a staffer or two in Arizona.

You don't recall the name?

Right.

And I don't see—I mean, you've been through your texts. You don't see any texts with anyone that appears to be—

No, no. Definitely not.

Lance Goodman, do you know?

I don't know him personally. I don't know that we've ever spoken personally.

Who within your orbit would have—you would expect would have reached out?

He has a consultant.

What's the consultant's name?

Alexander Brushwitz (ph).

And so if Representative Goodman was contacted, you would have expected it to be through Mr. Brushwitz (ph)?

Yeah, or it might have been another party like Brushwitz (ph) to his comms


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 soxer) © 19Nov48; G10867. United Brands Company (PWH); 19Nov75; R618181.

R618182.
Indian. By George Francis Gordon. (Chiquita Banana meets Miles Standish) © 19Nov48; G10868. United Brands Company (PWH); 19Nov75; R618182.

R618183.
John Alden. By George Francis Gordon. (Chiquita Banana meets Miles Standish) © 19Nov48; G10869. United Brands Company (PWH); 19Nov75; R618183.

R618184.
Captain Miles Standish. By George Francis Gordon. (Chiquita Banana meets Miles Standish) © 19Nov48; G10870. United Brands Company (PWH); 19Nov75; R618184.

R618185.
Kids in nursery picture. By George Francis Gordon. (Chiquita Banana in the nursery) © 19Nov48; G10871. United Brands Company (PWH); 19Nov75; R618185.

R619019.
Mary, the mother of Christ. By Warner Sallman. © 11Jun48; K16440. Kriebel and Bates, Inc. (formerly Anthony W. Kriebel & Fred M. Bates d.b.a. Kriebel and Bates) (PWH); 5Dec75; R619019.

R619020.
We would see Jesus. By Warner Sallman. © 30Mar48; K15176. Kriebel and Bates, Inc. (formerly Anthony W. Kriebel & Fred M. Bates d.b.a. Kriebel and Bates) (PWH); 5Dec75; R619020.

R619217.
The Tough customer. By George Francis Gordon. (Chiquita Banana's tough customer) © 19Nov48; G10853. United Brands Company (PWH); 15Dec75; R619217.

R619218.
Cinderella (before) By George Francis Gordon. (Chiquita Banana visits Cinderella) © 19Nov48; G10857. United Brands Company (PWH); 15Dec75; 8619218.

R619219.
Waiters. By George Francis Gordon. (Chiquita Banana's tough customer) © 19Nov48; G10864. United Brands Company (PWH); 15Dec75; R619219.

R619220.
Hep' cats. By George Francis Gordon. (Chiquita Banana and the bobby soxer) © 19Nov48; G10865. United Brands Company (PWH); 15Dec75; R619220.

R619565.
Tired housewife (before) By George Francis Gordon. (Chiquita Banana beauty treatment) © 6Aug48; G10084. United Brands Company (PWH); 9Dec75; R619565.

R619964.
Tired housewife (after) By George Francis Gordon. (Chiquita Banana beauty treatment) © 6Aug48; G10083. United Brands Company (PWH); 9Dec75; R619964.

R620650.
This is one season. By Dan Noonan. © 23Nov48; K20545. Metro-Goldwyn-Mayer, Inc. (PWH); 4Dec75; R620650.

R620890.
Brom. 16 poses of cartoon character. © 3Nov48; G10733. Walt Disney Productions (PWH); 8Dec75; R620890.

R620891.
Matilda. 5 poses of cartoon character. © 3Nov48; G10734. Walt Disney Productions (PWH); 8Dec75; R620891.


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R620892.
The Magnificent Mister Toad. 10 poses of cartoon character. © 3Nov48; G10735. Walt Disney Productions (PWH); 8Dec75; R620892.

R620893.
McBadger. 15 poses of cartoon character. © 3Nov48; G10736. Walt Disney Productions (PWH); 8Dec75; R620893.

R620894.
The D.A. 8 poses of cartoon character. © 3Nov48; G10737. Walt Disney Productions (PWH); 8Dec75; R620894.

R620895.
Ratty. 19 poses of cartoon character. © 3Nov48; G10738. Walt Disney Productions (PWH); 8Dec75; R620895.

R620896.
Winkie. 4 poses of cartoon character. © 3Nov48; G10739. Walt Disney Productions (PWH); 8Dec75; R620896.

R620897.
Ichabod. 12 poses of cartoon character. © 3Nov48; G10740. Walt Disney Productions (PWH); 8Dec75; R620897.

R620898.
Cyril. 16 poses of cartoon character. © 3Nov48; G10741. Walt Disney Productions (PWH); 8Dec75; R620898.

R620899.
Moley. 13 poses of cartoon character. © 3Nov48; G10742. Walt Disney Productions (PWH); 8Dec75; R620899.

R620900.
Katrina. 8 poses of cartoon character. © 3Nov48; G10743. Walt Disney Productions (PWH); 8Dec75; R620900.

R621042.
Sacro occipital therapy. By Major Bertrand De Jarnette. Add. ti: Decalcomania label. © 31Dec47; K13357. Major Bertrand De Jarnette (A); 15Dec75; R621042.

R621151.
Franklin Delano Roosevelt, showing large head with cape on shoulder as Commander in Chief. By David Immerman. © 30Dec47; G7866. David Immerman (A); 17Dec75; R621151.

R621152.
Franklin Delano Roosevelt; with microphones, showing large head with cape on shoulders, as Commander-in-Chief. By David Immerman. © 24Dec47; H962. David Immerman (A); 17Dec75; R621152.

R621153.
Franklin Delano Roosevelt; with microphones, indicating fireside chat & showing flags in background. By David Immerman. © 24Dec47; H963. David Immerman (A); 17Dec75; R621153.

R621154.
Franklin Delano Roosevelt; with microphones, indicating fireside chat. By David Immerman. © 24Dec47; H964. David Immerman (A); 17Dec75; R621154.

R621172.
Hannah Penn; a figurine based on the personality of this historic character. By Prescott W. Baston. © 19Jan48; G7806. Prescott W. Baston (A); 18Dec75; R621172.

R621173.
Democratic victory; a figurine with a Democratic donkey sitting on a Republican elephant. By Prescott W. Baston.


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 © 19Jan48; G7807. Prescott W. Baston (A); 18Dec75; R621173.

R621174.
Pocahontas; a figurine based on the personality of this historic character. By Prescott W. Baston. © 19Jan48; G7808. Prescott W. Baston (A); 18Dec75; R621174.

R621175.
William Penn; a figurine based on the personality of this historic character. By Prescott W. Baston. © 19Jan48; G7809. Prescott W. Baston (A); 18Dec75; R621175.

R621176.
Annie Oakley; a figurine based on the personality of this historic character. By Prescott W. Baston. © 19Jan48; G7810. Prescott W. Baston (A); 18Dec75; R621176.

R621177.
Captain John Smith; a figurine based on the personality of this historic character. By Prescott W. Baston. © 19Jan48; G7811. Prescott W. Baston (A); 18Dec75; R621177.

R621178.
Sitzmark; a figurine of a skier picking herself up after a fall in the snow. By Prescott W. Baston. © 5Jan48; G7879. Prescott W. Baston (A); 18Dec75; R621178.

R621179.
1948; a figurine of the GOP elephant holding down the Democratic donkey. By Prescott W. Baston. © 23Jan48; G7880. Prescott W. Baston (A); 18Dec75; R621179.

R621180.
Slalom; a figurine of a skier performing a parallel Christiania turn in a downhill race. By Prescott W. Baston. © 5Jan48; G7881. Prescott W. Baston (A); 18Dec75; R621180.

R621181.
Mister Rittenhouse Square, a caricature of a substantial Philadelphia citizen surrounded by boxes and cases of scrapple. By Prescott Woodbury Baston. © 1Mar48; G8062. Prescott W. Baston (A); 18Dec75; R621181.

R621182.
Thomas Sheraton; a figurine in costume of 1790 with a background of a Sheraton bookcase. By Prescott W. Baston. © 1Mar48; G8063. Prescott W. Baston (A); 18Dec75; R621182.

R621183.
Mrs. Rittenhouse Square, a Philadelphia matron examining a bust of Benjamin Franklin. By Prescott W. Baston. © 1Mar48; G8064. Prescott W. Baston (A); 18Dec75; R621183.

R621184.
Saint Francis and some animals on a plague. By Prescott W. Baston. © 17Apr48; G8696. Prescott W. Baston (A); 18Dec75; R621184.

R621185.
Mary Lyon, founder of Mount Holyoke College, delivering one of her famous appeals. By Prescott W. Baston. © 4Jun48; G9661. Prescott W. Baston (A); 18Dec75; R621185.

R621186.
Harvey Girl, serving a meal in one of the Harvey restaurants. By Prescott W. Baston. © 4Jun48; G9662. Prescott W. Baston (A); 18Dec75; R621186.


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R621187.
James Monroe, one of the early Presidents of the U.S. By Prescott W. Baston. © 10Jun48; G9706. Prescott W. Baston (A); 18Dec75; R621187.

R621188.
Elizabeth Monroe, wife of President James Monroe. By Prescott W. Baston. © 10Jun48; G9707. Prescott W. Baston (A); 18Dec75; R621188.

R621189.
The Spirit of '76; a figurine modeled after the painting, The Spirit of '76. By Prescott W. Baston. © 29Jun48; G9852. Prescott W. Baston (A); 18Dec75; R621189.

R621190.
Nathaniel Hawthorne, a figure of the author seated at his desk. By Prescott W. Baston. © 24Jul48; G10027. Prescott W. Baston (A); 18Dec75; R621190.

R621191.
House of Seven Gables, a model of the House of Seven Gables. By Prescott W. Baston. © 29Jul48; G10043. Prescott W. Baston (A); 18Dec75; R621191.

R621192.
A Swedish boy from the Dalarna Province of Sweden. By Prescott W. Baston. © 22Oct48; G10721. Prescott W. Baston (A); 18Dec75; R621192.

R621193.
A Swedish girl from the Dalarna Province of Sweden. By Prescott W. Baston. © 22Oct48; G10745. Prescott W. Baston (A); 18Dec75; R621193.

R621194.
Jim: Jim the colored man is on a raft, leaning on the steering gear. By Prescott W. Baston. © 17Dec48; G11083. Prescott W. Baston (A); 18Dec75; R621194.

R621195.
Judge Thatcher: Judge Thatcher is standing with a Bible in his hand ready to present it to Tom. By Prescott W. Baston. © 17Dec48; G11084. Prescott W. Baston (A); 18Dec75; R621195.

R621196.
Becky Thatcher: Becky Thatcher is standing beside her desk reciting her lesson. By Prescott W. Baston. © 17Dec48; G11085. Prescott W. Baston (A); 18Dec75; R621196.

R621197.
Aunt Polly: Tom Sawyer's aunt is briskly sweeping the room. By Prescott W. Baston. © 17Dec48; G11086. Prescott W. Baston (A); 18Dec75; R621197.

R621198.
Tom Sawyer: Tom is contemplating painting a fence, a cat is on the fence behind him. By Prescott W. Baston. © 17Dec48; G11087. Prescott W. Baston (A); 18Dec75; R621198.

R621199.
Huckleberry Finn: Huck is leaning against a tree fast asleep, with a fish line between his toes. By Prescott W. Baston. © 17Dec48; G11088. Prescott W. Baston (A); 18Dec75; R621199.

R622185.
The Book of Omar Khayam. Oil painting by Hovsep Pushman. © 17Feb48; G7882. Arsene Pushman & Armand Pushman (C); 30Dec75; R622185.

R622186.
Journey to joy. Oil painting by Hovsep Pushman. © 17Feb48; G7884. Arsene


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 R622186 (con.) Pushman & Armand Pushman (C); 30Dec75; R622186.

R622187.
This breathless pace. Oil painting by Hovsep Pushman. © 17Feb48; G7885. Arsene Pushman & Armand Pushman (C); 30Dec75; R622187.

R622188.
Eternal twilight. Oil painting by Hovsep Pushman. © 1Mar48; G8014. Arsene Pushman & Armand Pushman (C); 30Dec75; R622188.

R622189.
Austere solitude. Oil painting by Hovsep Pushman. © 1Mar48; G8015. Arsene Pushman & Armand Pushman (C); 30Dec75; R622189.

R622190.
Life's loosened page. Oil painting by Hovsep Pushman. © 1Mar48; G8016. Arsene Pushman & Armand Pushman (C); 30Dec75; R622190.

R622191.
My guardian spirit. Oil painting by Hovsep Pushman. © 1Mar48; G8017. Arsene Pushman & Armand Pushman (C); 30Dec75; R622191.

R622192.
Radiant grace. Oil painting by Hovsep Pushman. © 1Mar48; G8018. Arsene Pushman & Armand Pushman (C); 30Dec75; R622192.

R622193.
The Famished heart. Oil painting by Hovsep Pushman. © 1Mar48; G8019. Arsene Pushman & Armand Pushman (C); 30Dec75; R622193.

R622194.
Everlasting benediction. Oil painting by Hovsep Pushman. © 1Mar48; G8020. Arsene Pushman & Armand Pushman (C); 30Dec75; R622194.

R622195.
Radiant tidings. Oil painting by Hovsep Pushman. © 25Mar48; G8312. Arsene Pushman & Armand Pushman (C); 30Dec75; R622195.

R622196.
My past dreams. Oil painting by Hovsep Pushman. © 25Mar48; G8313. Arsene Pushman & Armand Pushman (C); 30Dec75; R622196.

R622197.
The Prince. Oil painting by Hovsep Pushman. © 25Mar48; G8314. Arsene Pushman & Armand Pushman (C); 30Dec75; R622197.

R622198.
Celestial solitude. Oil painting by Hovsep Pushman. © 25Mar48; G8315. Arsene Pushman & Armand Pushman (C); 30Dec75; R622198.

R622199.
My yesterdays. Oil painting by Hovsep Pushman. © 28Apr48; G8842. Arsene Pushman & Armand Pushman (C); 30Dec75; R622199.

R622200.
Summer twilight. Oil painting by Hovsep Pushman. Add. ti: Out of the mist. © 30Jun48; G9884. Arsene Pushman & Armand Pushman (C); 30Dec75; R622200.


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161 director or something like that. That's my expectation.

Do you know how to spell Brushwitz (ph)?

Mr. We can follow up.

Ms. Common spelling.

 * BY MR. :

All right. So then Lauren B within the text message, I read that as Representative Boebert. Do you as well?

I think so. And I don't remember if that was a contact with Alexander or with someone else.

But not yours?

No. I don't think I've ever exchanged two words with her.

You say Marjorie is the next name. Is that right?

Yes.

Who is that?

Congresswoman Greene.

Do you have any direct contact with her?

I don't believe so. I know that we've, you know—I think we've, you know, once at the Trump Hotels exchanged pleasantries or an introduction.

Enough that you were on a first name basis with her?

No. I just think that she's awesome.

That's fair. But you refer to her in the first name as just shorthand?

Yeah.

Did you have any contact with any staffer of hers or campaign?

Alexander was her consultant.

Understood. And then Congressman Kelly. Did you have any direct


text:
Genius

 * The "Genius" (1915), a novel by Theodore Dreiser
 * "Genius" (1911), an essay by Edmund Clarence Stedman
 * The Genius (1796), a Joseph Trapp translation of Carl Grosse's Der Genius

title: Genius


text:
The Genius of America

 * "The Genius of America" (1923), an essay by Stuart Pratt Sherman
 * The Genius of America (1923), an essay collection by Stuart Pratt Sherman

title: The Genius of America


text:
Page:The Grey Fairy Book.djvu/143

, a countryman, and a blacksmith were once wandering through the world together. One day they lost their way in a thick, dark forest, and were thankful when they saw, in the distance, the walls of a house, where they hoped they might obtain refuge for the night. When they got close to the house they found that it was an old deserted castle, fast falling into ruins, but with some of the rooms in it still habitable. As they were homeless they determined to take up their abode in the castle, and they arranged that one of them should always stay at home and keep house, while the other two went out into the world to seek their fortunes.

The lot of remaining at home fell first to the nun, and when the countryman and the blacksmith had gone out into the wood, she set to work, tidied up the house, and prepared all the food for the day. As her companions did not come home for their mid-day meal, she ate up her own portion and put the rest in the oven to keep warm. Just as she was sitting down to sew, the door opened and a little gray man came in, and, standing before her, said: ‘Oh! how cold I am!’

The nun was very sorry for him, and said at once: ‘Sit down by the fire and warm yourself.’

The little man did as he was told, and soon called out: ‘Oh! how hungry I am!’

The nun answered: ‘There is food in the oven, help yourself.’

title: Page:The Grey Fairy Book.djvu/143