Integrating Technology into the 21st Century Classroom

By Dr. Pelham Mead ED.D.

Integrating instructional technology into the 21st Century Classroom

1- The changing role of the teacher
a. The one room school house generalist
b. The specialist teacher in the 20th and 21 century
c. The adjunct Medical Doctor instructor
Changing the Pedagogy of Medical College Faculty in Lectures
By Dr. Pelham Mead, Director of Faculty Development at NYiT, College of Osteopathic Medicine, Old Westbury, L.I., N.Y.

The problem in most medical colleges is their over-dependence on the lecture method of instruction to get across information to first, and second year medical students. The pedagogy of “lecture and leave,” is out of date and ineffective. The pedagogy for faculty for the 21st century is to engage the students in the process of analytical thinking so that it becomes natural in the real-life profession of medicine.

There has been a growing trend since the late 1990’s to move from large lectures to small groups at most Osteopathic, and Allopathic medical colleges across the United States. (Cite) Lectures are convenient and require less space in terms of many classrooms vs. one large lecture hall. Using lectures only allows a medical school to have a smaller faculty since it takes more faculty members to facilitate many classrooms than it does to have one person lecturing to a large body of students at one time. The pedagogy of the instructor has to change from lecturing and depending 100% on Powerpoint to engaging students with case study scenarios, motivating medical students to read and prepare the assignments in advance of the group discussion class. As the class gets larger the distance of the instructor from the back of the class increases. An effective instructor will move away from the podium and use a remote clicker for Powerpoint and walk down the aisles to communicate with the students at the back and the middle of the room. What an instructor can do with a class of 30 students, they can do with 200 or 300. The same rules apply. Engage the student in discussion. Wait for their answer. Allow them to consult with a student on either side of where they are sitting as they do on the show “Millionaire,” “Consult an Expert.”

Even the way a professor speaks to a medical student makes a difference. “Student Physician Smith, can you tell me the solution is to this case and how you determined that solution?” By using the term student Physician or student doctor the instructor has given the medical student some power and pride. This style of teaching is the pedagogy of medical education for the 21st century. It is used at Univ. of Texas Osteopathic School of Medicine, at NYCOM and many other medical schools. Treating medical students with respect and giving them the responsibility to solve case studies empowers them and gives them the motivation to perform better.

Another method of student empowerment is to get the students to assess the classes, labs, and lectures as well as the faculty teaching. At NYCOM we adapted an approach used by Mayo Medical School in randomly assigning teams of students to each course and have them compile a professionally written Executive report on the course in two pages. Likewise, one to two pages summarized briefly regarding the faculty and their performance. The Executive report is first made to the end of course round table with the Director of the course; thread coordinators, and faculty who taught the course. The student assessment group of CFA (class/faculty assessment) team selects a few representatives to give their recommendations regarding the course to the faculty at the round table. After discussion, the recommendations that are approved by the round table are then presented to the NYCOM Curriculum Committee for a brief 5-minute presentation regarding just the course recommendations. The faculty recommendations are kept confidential and are reported to the Associate Dean of Academic affairs, which in turn follow up on the positive and negative reports on faculty by sharing the information with the appropriate Department Chairperson.

At the NY College of Osteopathic Medicine, streaming video has been provided for almost a decade. It first replaced television broadcasts, and was a unique tool in learning. Eventually by 2008, it became so good that is threatened to leave the lecture halls empty. The administration struggled to find a solution to the attendance problem without removing streaming. Attendance was mandatory and the administration was not about to change this policy.

In addition to computer streaming of lectures, the NY College of Osteopathic Medicine provided all first and second year medical students with notes on Moodle, outlined in advance. The notes and Powerpoint presentations were printed out and put in all students’ mailboxes. On the surface this seemed like a great sup portative idea to provide the students with all the study aids possible to improve learning and test scores. In reality, however, students took the notes into the lecture and yellow highlighted all the facts deemed necessary. Little real learning was going on and as research has shown they only remembered 20-30% of the whole lecture after they left the lecture hall.

Quizzes and test scores seemed to indicate a lack of comprehension on the student’s behalf. Professors were teaching rote when they should have been teaching concepts through case studies. One case study was presented each week and not covered in the lectures as a rule, even thought it was supposed to be included.

The top down mandate from the College administration that lecture attendance be mandatory did not work. Students were doing what ever they wanted to do without consequences. The administration felt attendance should be mandatory because the students needed to interact with the faculty. The interaction did not exist except for one or two professors. Many adjunct faculty as well as full time faculty did not understand how to teach an interactive lecture and felt comfortable rather than just repeating what the Powerpoint slide had on it.

Solution.

That lecture/discussion approach had become a big problem in terms of fluctuating attendance by the fall of 2008. The problem of the student’s poor attendance, lack of professionalism, punctuality, and student engagement was becoming a problem that needed a solution.

In the fall of 2008 change was needed. A strategy was developed to approach the lecture/discussion aspect of the medical student education.

Strategy for Change
  1. Get the full-time faculty and visiting lecturers to buy into establishing a new approach to lectures.
  2. Survey all faculty opinions as to what works in lectures and what doesn’t work.
  3. Compare previous quiz and test scores from the previous three years with any change pilot program to see if student test scores improve.
  4. Survey student satisfaction before any pilot program is initiated and after a pilot is introduced to the lecture program.
  5. Interview and bring on-board the most outstanding interactive Professors on the staff and encourage them to help change in the lecture program by modeling correct approaches to lecturing. Video these presentations and make them available in streaming and podcast format to all faculty.
  6. Provide a new form of Faculty evaluation that only looks at the pedagogy of the professor in utilizing an interactive lecture approach with collaborative student learning groups.
  7. Attempt to recruit 3rd year and 4th year clinical students to come back to help part-time as discussion group leaders after lectures for first and second year medical students.
  8. In exchange for working as group discussion leaders the medical students would be given a tuition rebate.
  9. The Lecture schedule would be modified to allow for a 60-minute discussion group session immediately following the lecture.
  10. Some lectures would involve a lecture facilitator and Collaborative Learning Groups. Note: the same groups as the discussion groups.
  11. The new Interactive Lecture approach would not be implemented until the fall of 2009 to phase in the change with the first year medical students only.
  12. In the fall of 2010 the second cohort of first year medical students would get the Interactive Lecture approach as well as the second year medical students who were introduced to this approach the year before.

Faculties who know how to model an interactive lecture were chosen to be filmed for a podcast for the other faculty to see. A faculty party was planned in which to gather opinions, and comments from adjunct faculty and full-time faculty. The social aspect of the party drew a lot of adjunct professors who were a great part of the problem. Comments were sought how to best improve the lectures. These comments were recorded and then sent out after the party for all faculty to review and make additional suggestions. From these suggestions some pilot studies were planned having the best interactive pedagogical faculty on the staff taking the lead. Students were evaluated before interactive lectures were used for the same professor and after he or she utilized academic games, demonstrations, collaborative learning, walking down the isle asking questions, and installation of 6 microphones for students to ask questions during a lecture also.

The design of the lecture hall with 350 fixed seats bolted into the ground and swing out lecture arm style was not conducive to collaborative learning groups. No change could be made immediately as to the seating arrangement, but it was recommended to the Dean of the College to have the chairs removed next year and replaced with round tables and free standing chairs that would enable collaborative learning groups to sit around each table and have a discussion on the lecture of the day.

The officers of the first year medical students and the second year medical students met with the Director of Faculty Development to voice their opinions. Their suggestions were taken into consideration. They were informed as to what planned changes would occur after the faculty was surveyed for their opinions.

The next step was to phase out the streaming to get the students to come to the lectures or change the mandated attendance policy. Since the Virtual Medical Center pulled groups of students from lectures a backup such as streaming was necessary. This access could be limited to those students who missed a lecture due to being pulled from the lecture to attend Virtual Medical Center sessions. Podcasts could be a more practical approach rather than streaming lectures. Podcasts can be edited down to represent a portion of the lecture but not the entire lecture. Eventually NYCOM administration will need to address this problem and move forward to new educational outcomes.

d. Adjunct technical instructors
2- The changing role of the student
a. The students of yesterday
b. The students of today 21st century
i. Surrounded by media, technology, laptops, ipods, cell phones
3- The generational conflict
a. Education is always a generation behind the trends
b. Textbooks vs, experience
4- The fear of technology and change
a. The fear of computers, ipods, iphones, ipads, new tools
b. The comfortable teacher
c. Being open to change
5- Technology tools in the 21st Century Classroom
a. Blackboard
b. Electronic Whiteboards
c. Manual and auto podcasting
d. Streaming
e. Student response systems

  1. Clickers
  2. remotes
    f. Laptops in the classroom
  3. Empowering the student
  4. Using laptops as part of a lecture
  5. The evils of laptops
    g. Smart Classrooms
    i. Trends past and present
    ii. Keeping up with the trends
    iii. Do they really work?
    6- Solutions to large and small classrooms
    a. Large lecture hall solutions
    b. Small classroom solutions
    c. Online courses
    7- Engaging students in lectures
    a. Getting out from behind the lectern
    b. The “Phil Donahue” approach
    c. Setting up collaborative groups
    d. Projects within the lecture hall
    e. Student participation
    8- Embracing Technology tools
    a. Student clicker response programs
    b. Electronic Whiteboards for student interactive lectures
    c. Wireless access in classrooms and lecture halls
    d. PowerPoint that blows the students out of their chairs
    e. Sound effects that can be heard clearly in all corners of a lecture hall
    f. Blackboard as a backup support system
    g. WEBsites or Blogs to keep up the narrative between teacher and students or students and students.
    h. Using group e-mail to alert your students as to reminders, homework due, reading preparation
    i. Provide a study guide for each reading or homework assignment with questions to be answered
    j. Give Quickie 1 minute quizzes using PowerPoint to keep students preparing, to check attendance, instant feed back, assessment as to whether students are keeping up with the assignments and lectures.
    k. Another assessment technique. Give 10 slides and a one question quiz after relating to the ten slides just given.
    l. Have students come up to the Electronic Whiteboard and write answers
    m. Have students give PowerPoint slide presentations on Project or Research assignments.
    n. Move around the classroom with a wireless microphone and ask students questions on the fly. Bring in group discussion
    o. Divide the class into collaborative learning groups and give each group the same assignment in class to do or different assignments. Walk around the room and join in listening to their research and discussion process. Encourage the use of laptop computers in class to do these projects. Wireless printers provide within 50 ft. range to print out project results.
    p. Live demos using a document camera
    q. Live microscope hooked up to a computer demonstrations
    r. Introduce 3D graphics into presentations
    s. Streaming or podcasting of lectures
    t. Storing lectures on Blackboard
    u. Using an iPad or iTouch hooked up to a digital HD large 60”+ TV for display
    v. Create your own manual podcast clips in video and or audio or both. Store online.
    w. Use cloud to syn all your computers with the same files
    x. Introduce music as a background to lectures; keep it soft and low unless you want an upbeat response with a pop song.
    y. Don’t ever post a Facebook page and communicate with students on a personal basis. It may backfire on you.
    z. Never post blogs expressing your political or personal views. Keep the blogs focused on course content only.
    aa. Don’t tweet personal comments to students
    bb. Use Second Life if you are familiar with it and have taken time to buy land.
    cc. Educate your students in Second Life. Use it as an out of class instructional tool.
    dd. Use Second Life to drop in on worldwide conferences to learn what is happening in other countries.
    ee. Create online clinics as information centers for basic medical knowledge.
    ff. Give a quiz using 3×5 cards with student name and the quiz answers on it.
    gg. Try different approaches such as small skits using students as actors; debate teams, dividing the class in half and have one side play checkers on an electronic white board by answering course content questions created by the students; Play Jeopardy
    9- Technology drives Education and Education trains for Technology
    10- Writing Syllabi for Faculty development
    a. CMSV curriculum
    College of Mount St. Vincent
    Teacher Learner Center
    TLC Course (45 hrs.) Syllabus-Year One- 2001
    Developed by Dr. Pelham Mead

Tentative fall 2001- TLC Syllabus

I-Making Teaching even easier with the third arm of Education; Technology
• Computer Basics, CPU speed, Ram speed, Storage peripherals (zip disk, cd-rw, internet)
• Scanners, digital cameras, monitor projectors, DVD and DVD-rom.

II- File and Folder basics for Teachers (MAC or PC)
• Using My Computer and the old Explorer programs to read disks, hard drives and cd-roms.
• Making folders, copying, cutting, deleting and pasting files and folders.
• Saveas vs save features
• Making backups on cd-rom-rw, zip disks and Internet.

III-e-mail and electronic communication for teachers
• Types of e-mail programs
• Using the e-mail at CMSV.
• Making an attachment.
• Requiring a receipt
• Sending free e-mail notes and greeting cards http://www.bluemountain.com
• Making a class group mailing list.
• Using the group mailing list in http://www.blackboard.com.
• IMing in AOL- INSTANT MESSENGING.
• Across the Internet IMing.
• Bulleting Boards
• Newsgroups
• Cookies and databases on the Internet

IV- The Internet and the Teacher/Professor of the 21st Century
• As the expression says, “time is money.” Everything about software today and computers is about “speed.” Speed in Internet access time, speed in cup computer time, and speed in RAM memory time, speed in printer page per minute time, speed in Internet download time. This coupled with the framework of a one, two or three hour class makes technology in the classroom not only possible but also desirable.
• Access time is everything on the Internet.
• Instant information access and printout. Printing out information rapidly is a great backup for Professor lecture or discussions.
• Textbooks can be replaced by using “live” information off the Internet.
• CNBC, Yahoo, MSNBC, CBS, ABC, CNN are all on the Internet with instant news information for courses using current news information. CNN offers a news download at 3:00 in the morning each day for Channel One viewers that might also be available for anyone else with TV cable access.
• Consider a generation entertained by multi-media vs. traditional lecturing:
o TV Games- Station Playstation;
o DVD and Video children’s movies start from infancy as an entertainment medium. The new babysitter is the video recorder and all the children’s videos. By Junior High and High school students are mesmerized by TVs and video recorders and multi-media is all that garners attention in College today.
o Research has shown the in lecturing only 30% is retained upon exit from the class and the retention rate drops lower the next day. Slow learners cannot keep up with notes with fast speaking lecturers.
o Lecturing is an easy method of communication for a Professor, not the student.
o Lecturing assumes all students are highly motivated
o Lecturing throws the material out there but does not want feedback.
o Lecturing does not meet the needs of students with special needs, language barriers, learning disabilities, unclassified learning disabilities, slow students,
• We (Professors) become the facilitators rather than lecturers in the 21st Century in using partnering learning, collaborative learning, cooperative learning, group projects especially with laptops in the classroom or using a computer Lab as a classroom.
• It is never too late to change a “teaching style” or the pedagogy of teaching.
• Change is inevitable (chalk-less classrooms, smart classrooms, multi-media surround sound theaters, cabled TV sets with videos and DVD, and multi-media computer carts with printer and computer LAN accessed and LCD projector connection)

V -Teaching Students How to Access information on the Internet
Internet Drivers Test-
• Metaphor of an auto driving tests, including Parallel parking, U-turn, Getting the signals right, speeding, etc.
• Get a digital copy of the form from Dr. Mead

VI- The battle of Microsoft Explorer Browser and Netscape.
• Search engines. Project in collecting the top 10 Search engines and documenting their strengths and weaknesses.
• Portals-mega size sell everything, offer everything, shopping, search engines, bots, etc. all in one
• Bots and specialty search engines

VII- How to research properly and quickly.
• Knowing when to change the search.
• Saving pictures from the internet: Right button, Save Picture as..
• Looking at source code on the internet
• Saving Text from the Internet: several approaches, Save the entire website in .html or highlight the text, copy and paste into Word and Save.

• The new emphasis in Office 2000 and XP version suite programs emphasize hyper-linking within a document to the Internet. XP Office 2000 will take that Internet access even further.

VIII- Web Publishing in about an hour for Professors (MAC or PC)

• Why Web Publishing for Professors?

To allow slower learners, students with learning disabilities and or language barriers such as Hispanic students, Chinese and other foreign born to have another source to get class notes or materials. Web Sites can be a great form of communication and course support for students.

• Using Microsoft Publisher 2000/XP (XP has been released, but is due for an update in the fall of 2001) it is possible to create a Web Site using the Web Wizard in five minutes. The harder part is putting in the content for students and the most difficult part in less than an hour is to ftp (file transfer protocol) publishing to the Internet. Uploading a web site folder to a host ISP on the Internet.

IX- Free HOST ISPs on the Internet:

Update this section
X- Hosting on the Blackboard.cmsv.edu system.

• Blackboard.cmsv.edu offers a Web Course design alternative to publishing a Web Page. The difference is the Blackboard program is menu controlled and designed. Blackboard is not the same as posting your own web page. It is a proprietary system that is already on the Internet.
• Blackboard offers additional support for students who may or may not need it.
• Blackboard increases communication in new venues (e-mail, bulletin board discussion, chat rooms, downloading additional readings and helpful files.
• Blackboard offers a display showcase for each Professor’s course for students to review as a guest for possible future enrollment.

XI-Using an inexpensive commercial Host ISP.

• When using Frontpage (no longer produced by Microsoft), MS Publisher or Dreamweaver, the extensions making publishing to the Internet difficult. Few free sites can handle the .htm extension or the special components in dhtml found in Frontpage.
• When you want to remove any ads and the hassle of contacting a web site to ftp a file or files a commercial site for only $7.95 a month is available.
• A small program called “Coffee Cup,” is a neat web site software program but it not free.
http://www.addr.com and many other low cost dependable host sites are available.
• Many other low cost sites are also available.

XII- Getting Started with MS Publisher

What works for Professors is a program that can develop a web site quickly and easily. Publisher 2000/XP is perfect for that reason. It provides web templates, walks you through an easy wizard program and creates 1-5 pages in just a few minutes.

XIII- Web Publishing in about an hour approach

  1. Speed through the Publisher Web Wizard to establish 3-5 pages.
  2. Edit the content
  3. Link the navigation buttons
  4. Saveas
  5. Saveas Web site (default directory will be C:\publish
  6. Use and easy ftp program or AOL built in ftp
  7. Ftp each file or the entire folder to an ISP host.
  8. For AOL ….http://members.aol.com/your screen name

XIV-Using the MS Publisher

Skills to learn:
• Adding or changing colors, adding sound, adding a form, choices of templates and automatic navigation links.
• Editing the content first
• Activating the navigation links to each page and back to the main page. Save.
• Save as a WEB site in .html.
• Open the Web Publish Program and ftp the folder up to the Internet.
• Two page Web-converting from Professor’s Notes
• Five page Web-Converting from Professor’s Notes, Feedback form, URL link page and course outline page.
• Adding features: Web Page Counter http://www.bravenet.com to keep track of the number of visitors. Frames for Text.
• Shadow effects
• Graphics, clipart and pictures

XV-Hyper-linking pages, bookmark or anchoring, e-mail, outside links and other links.

• Highlight the word or phrase to link and click the Icon that shows the globe with a chain link. The menu for linking will come up and you have the following choices:
o Link to another page
o Link to an external internet URL
o Link to an anchor or the same word further down the screen
o Link to an e-mail
o Link to a file to allow downloading
• When the link is established the word or phrase become underlined and change to blue or some other color other than black.

XV1 Publishing to the Internet Easily with Blogs
Best free blogs
http://www.wordpress.com the basic Blog templates are free but WordPress will want you to buy the expensive advanced templates which are not necessary. The basic template allow you to copy and paste your text and pictures. They even provide small apps that track your blogs activity.
http://www.blogger.com Has been around for a while and provides free templates for a blog. You can create more than one blog if you wish.

XVII- MS Word for the Professor (MAC and PC)

Alternative instructional techniques using Word.

• A Professor who can type fast it is conceivable to actually type the notes while talking on a computer and project the notes on the movie screen.

• Another useful technique is to print out the notes for the class using Word and hand them out before the class to help students who are having learning difficulties, language barriers or who are slow in note taking.

• A hyper-link to a web site right in the notes allows a Professor to divert off to an information site on the Internet as part of the class instruction.

• Word basics that are helpful in note typing, letters, syllabus and curriculum materials.

• Use of Word Tables for definitions, words, menus, listings

• Graphics in Word, Inserting clipart and pictures.

• Word Art for headings and special effect such as the Marcella technique.
• Templates for Word
• Macros for Word.
• How to make a hyper-link in Word or e-mail link.
• When done with the document saveas a Web Site. This converts the Word document to .html format so it can be uploaded to the Internet. If one page only the name of the document must be renamed to index.html in order for the Internet browsers to be able to read the .html document. An index file in a web site is the control and index to all other pages or images in the web site.

XVIII- Powerpoint Beginner to Advanced

Jump Start Powerpoint

The Powerpoint Auto Wizard

Slide Sorter View

Change the background

Change the template

Edit the content

Add the whipped cream

Kozaisho

KOZAISHO-URAGIRI
(Concubine betrayal of Taira No Masakado, Samurai)

Written by Dr. Pelham Mead

Based on the real life of Samurai Taira No Masakado

December 2020, Copy-write Western Writers Association

KOZAISHO-URAGIRI
(Concubine betrayal of Taira No Masakado, Samurai, 940 CE) By Dr. Pelham Mead

The Flag of the Tiara No Masakado clan. The butterfly.

The year is 940 CE on the 10th day of the third month of the Japanese calendar in the first century. The scene opens with a young Japanese woman wrapped in several layers of cloth freezing in the wilderness of Mount Tsukuba in the Northern Hitachi providence. Blood is running down her pale white face from biting her lip. Her long black hair is in disarray, and her eyes are blood shot red. Her kimono is dirty, and torn

and her hands and face are full of dirt. She has a worn fur pulled over her kimono to keep warm. She has a knife in her hand.

FADE IN:
Note: Kozaisho is a beautiful young woman, the daughter of a farmer, and a peasant who worked for Masakado’s Uncle Kunika before Masakado burned down all of Uncle Kunika’s farms in 936 CE. She is pale white, short and thin with a beautiful face. She is wearing a beautiful red silk flowered kimono.
Masakado took Kozaisho in exchange for not burning down her father’s farm.

FADE OUT.

1 ACT ONE- FLEEING TAIRA NO SADAMORI. 1
2 SCENE 1-EXT.-NIGHT-THE WILDERNESS OF MOUNT SUKUBA, HITACHI 2
PROVIDENCE 940 CE.
FADE IN:

Note: A shadowy figure crouches over a small fire in a wooden grove on a mountain side. The wind whistles outside the cave in the dark moonless night. Snow is on the ground, and the trees around the outside of the cave are frozen white.

3 3

KOZAISHO, 19, CONCUBINE OF TAIRA NO MASAKADO
(Crying) Lord Masakado forgive me for I have betrayed you. Here I am miserable, and cold crying out in the wilderness of Mount Tsukuba.
Taira No Sadamori is hunting down the son, and daughter and concubines of my master Masakado. I escaped early on thanks to my lover Hidesato, who warned me the battle was turning in his favor against Taira No Masakado.
I wanted to kill my self after my master was killed because of my foolish emotion in falling in love with the great warrior Fujiwara No Hidesato. He said he loved me, and that he would free me from my master Masakado. That promise was never kept. Oh my god I grieve for my lover, and master Masakado. He was such a big, and strong man standing six feet five inches tall with two pupils in his left eye. I use to tease him by telling him he could see with three eyes more than anyone else. Now the enemies of my master Taira No Sadamori seek to kill me, and all of master Masakado’s family. See, I have bitten my lip, and it is bleeding down my chin. Forgive me master, I was deceived, and betrayed by Fujiwara No Hidesato who posed as your fiend, only to betray you. My master told me everything about his life when he made love to me. His wife Taira No Katsumi lived with her father Taira No Yoshikane, and brought up the children at his home rather than Lord Masakado’a home.
(MORE)

KOZAISHO, 19, CONCUBINE OF TAIRA NO
When my Master Masakado wanted to make love, I was his favorite woman since traveling to see his wife Katsumi would mean interacting with his father in law, Yoshikane who hated my master. My master was a kind man and a great lover. He took me from my father who was a poor farmer that paid taxes to Taira No Kunika, and instead of burning down my father’s crops and home, he took me in trade five years ago to spare the crops and home after burning hundreds of other farms that belong to Kunika, Masakado’s Uncle. Once when we were making love, my master Masakado told me how when he was a boy of fourteen he got in trouble with a slave girl, Ezohayi. I must kill myself now, and end this pain but I am a coward.

FADE OUT. FADE IN:

4 FLASHBACK: 4

5 SCENE 2-INT- DAY- THE MASAKADO HOME.

5
FADE IN:

Note: Kojro is Masakado’s childhood name. He is a tall child for his age of 14, and thin. Already facial hairs are appearing in the form of a light mustache on Kojro’s thin face. His left eye had two pupils and his right eye a normal one pupil.
Yoshimochi his father is a tall over-weight man with a bald head and his hair tied in a pony-tail at the back of his head. His face is deeply wrinkled and round with a permanent frown in his forehead.

TAIRA NO YOSHIMOCHI, 50, FATHER OF SOMA NO KOJRO AKA MASAKADO.
Kojro make sure the horse are well fed today. A storm is coming and will make feeding the horses difficult.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
Yes father I will see to it.

AGATA NO INUKAI, 40, MOTHER OF SOMA NO KOJRO.
Go easy on the boy husband.

taira no yoshimochi, 50, father of soma no kojro aka masakado)
Two of our sons have died, and Kojro is my oldest son who will inherit my estate. I am only trying to make him a man. Perhaps he should be assigned to a rich mentor in the Emperor’s court.

AGATA NO INUKAI, 40, MOTHER OF SOMA NO KOJRO.
I do not want him to leave our home. He is all that I have left.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
Outside the house a slave girl piles up wood for the fireplaces as Kojro passes by to the horses barn.

FADE OUT.
Note: Ezohayi is a short thin pale white slave girl with dark black hair down to her waist. She is dressed in layers of rags with a cloth tying her hair back. Her eyes are dark brown with large pupils. She was captured as a child in a raid against an enemy of the Taira Clan.

FADE IN:
EZOHAYI, 16, SLAVE GIRL
Kojro you look so handsome Kojro.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
Shhhhh, meet me in the barn.
EZOHAYI, 16, SLAVE GIRL
Yes, master.

FADE OUT.
Note: Minutes later Soma No Kojro is in the barn feeding the horses in stalls as the slave girl Ezohayi enters. The sun reflects off her tanned face, and backlights her thin legs covered by rags. Their is a strange beauty under the rags she

wears.

FADE IN: EZOHAYI, 16, SLAVE GIRL (CONT’D)
Kojro where are you?

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
Back here in the horse stall. Come here, and we will play.

EZOHAYI, 16, SLAVE GIRL
Oh, Kojro you are so cute.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
Ezohayi you make my blood boil, and I love to see you naked. Take off your clothes.

EZOHAYI, 16, SLAVE GIRL
You like my naked body master?

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
Yes, I do. Come and lay down with me on the hay.

EZOHAYI, 16, SLAVE GIRL
What ever you command master. How do you like to look at me? Shall I disrobe for you?

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
By all means, but do not tell anyone.

FADE OUT.
Note: Kojro and Ezohayi had sex in the hay stack and were completely naked when one of the horse attendants accidentally opened the door to the horse corral. Kenjo the horse attendant is a young man, the son of a farmer loyal to the Taira clan. He is short and dark skinned with long black hair tied in a knot.

KENJO, 25, HORSE ATTENDANT
Master, what are you doing? (He runs away to the Masakado house)

FADE IN:

FADE OUT.

Minutes late the House steward arrives in the horse corral with Kenjo the Horse attendant with him.

FADE IN:
KENJO
They were lying naked in the horse corral Lord.

HUMASA, 50, HOUSE STEWARD
Is this true master Kojro?

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
I am sorry Humasa.
HUMASA, 50, HOUSE STEWARD
She is a slave and not fit to have relations with the Masters son.
Slave you will receive 30 lashes for having sexual relations with the son of Master Yoshimochi. Take her away Kenjo, and have her whipped in the courtyard.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
No Master Humasa, please don’t do that. I was my fault.

FADE OUT.
Note: Later that day Ezohayi the slave girl is tied to a tree in the family courtyard and her shirt is ripped off to her waist and she is whipped by Humasa the house steward.

FADE IN:

HUMASA, 50, HOUSE STEWARD
Let this be a lesson to you whore.
30 lashes.(He Takes a leather whip and swings it ripping into Ezohayi’s back. Blood spurts everywhere as the leather eats into the skin. (Gashes open across the slave’s back).

EZOHAYI, 16, SLAVE GIRL
Ahhh, please stop the pain is too great. Please stop. Ahh, I am going to faint.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
Father make them stop. You are killing her.

TAIRA NO YOSHIMOCHI, 50, FATHER OF SOMA NO KOJRO AKA MASAKADO.
She is but a slave Kojro and you defiled her. She must pay.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
I will never talk to you again father.

TAIRA NO YOSHIMOCHI, 50, FATHER OF SOMA NO KOJRO AKA MASAKADO.
Be that as it may. I have spoken.

Note: Ezohayi is unconscious and bleeding badly when servants take her done after the whipping. She is carried to the servants quarters, and dumped on the steps. No one goes to her aid for fear of displeasing the master Yoshimochi.

FADE TO BLACK.

6 SCENE 3-INT.-DAY- YOSHIMOCHI TEA ROOM.

6

FADE IN:

Note: In the dining quarters of the Taira compound, Yoshimochi, and Inuki sit drinking teas.

YOCHIMOCHI, FATHER
(Talking to his wife) Your son was caught having sex with a slave girl in the barn today wife.

INUKI, MOTHER
He is coming of age husband. Suddenly, he has noticed that there are women and girls in the world.

YOCHIMOCHI, FATHER
I am sending him to serve at the Emperor’s court which is looking better everyday. I will contact Fujiwara No Tadahira, and see if he will allow Kojro to serve under him.
(MORE)

YOCHIMOCHI, FATHER (CONT’D)
He will make a man out of him, and hopefully he will achieve some rank in the Imperial court?

FADE OUT.

7 SCENE 4-INT.-DAY-KYOTO IMPERIAL COURT.

7

FADE IN:

Note: Several months later At Tadahira’s home in the Kyoto Emperor’s court. A messenger on a white horse arrived in the courtyard of Fujiwara No Tadahira in the Imperial city of Kyoto.

FADE IN:
YOCHIMOCHI MESSENGER (20)
I have a message from my master Taira No Yochimochi for Fujiwara No Tadahira.
Note: A large fat and short man appears in the parlor with a bald head, and side hair and a top knot so typical of Samurai at the time.

FUJIWARE NO TADAHIRE (60)
Yes, I am Tadahira. Thank you.
YOCHIMOCHI MESSENGER.
I was told to wait for a return message.

FUJIWARE NO TADAHIRE
Ah yes, my friend Yochimochi seeks to have his son Kojro serve in the Emperor’s court. Tell your master Yochimochi that I would be glad to accept his son Kojro to come, and train under my tutelage. I will write down an invitation to come to my home. Wait here for a minute.

YOCHIMOCHI MESSENGER.
Thank you Lord Tadahire.

FADE TO BLACK.

8 SCENE 5-EXT.-DAY- KOJRO DEPARTS FOR THE CAPITOL.

8

FADE IN:

Note: A week later Kojro leaves for Kyoto with a small escort.

Flashback: The present on a cold rainy day in the Hitachi mountains with concubine Kozaisho.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
Lord Masakado told me he was sad when he had to leave his mother’s home at age 14 to travel to a city called Kyoto, that he had never seen before. He said he was afraid, but he did not want his father to see his fear so he kept a stiff bace when leaving. His horse was packed, and he hugged his mother and said good by to his brothers and sisters. Soon he would be in the Emperor’s court in Kyoto, never to see his mother again. He said when he arrived in Kyoto he was assigned a room with the servants of Tadahira’s family. He was homesick at first, until he had an opportunity to serve in the Palace guard for the Emperor’s summer villa.
Flashback Kojro is lying down on a straw tick bed writing with a brush and ink on a scroll.

SOMA NO KOJRO, 14, AKA MASAKADO AS A BOY.
(Writing a letter in his room with brush and ink). Dear Mother, I am settling in with my mentor Fujiwara no Tadahira. I am being assigned to the Imperial guard for the Emperor’s summer residence. They are teaching me how to use a sword, Bow, and arrows, knife and spear. I am enjoying learning how to defend myself, and at the same time serve the Emperor. I miss you, and hope you will come to Kyoto to visit me soon. Love Kojro.

FADE OUT.

9 SCENE 6-EXT.-DAY- EMPEROR’S SUMMER HOME COURTYARD. 9
FADE IN:
Note: Imperial Guards in training stand at attention in the
courtyard of the Emperor’s Summer Home. A tall man dressed in

full military clothing is addressing the Imperial Guard trainees of which Kojro is one. All of the trainees are dressed in red and white uniforms holding flag poles with red and white flags flying in the wind. Kojro stands out among the trainees because of his height of six feet five inches.

SOCKI OMORRO, CAPTAIN OF THE IMPERIAL GUARD (30)
(Talking directly to Kojro who is standing at attention in line). So you are Soma No Kojro, the little second child. We must change that name in time. You will learn that by hard work you will succeed, for there are no shortcuts. You are tall for your age, and that is good. You will be able to hold a full body shield better. Today we will begin with Bojutsu or Kendo. You will master sword play after you learn the art of Kendo with bamboo sticks. Now go over to the rack and get a bamboo stick, and let us begin with the forms.
For hours in the boiling sun a dozen young Japanese men trained the forms in Kendu until their hands developed blisters. Socki Omorro was a relentless teacher and warrior.

FADE OUT.

10 SCENE 7-INT.-DAY-TADAHIRE’S LIVING ROOM.

FUJIWARE NO TADAHIRE
How is the new boy, Soma No Kojro, doing captain?

10

FADE IN:

Note: Massayma is a short thin man with a mustache and hair tied in a pony tail. His hair is thinning on top already. He talks with a deep base voice.

MASSAYMA, CAPTAIN OF IMPERIAL GUARD (30)
He is a big boy and a fast learner Lord. He will make a strong soldier for the Emperor’s Imperial Guard and bring great honor to our clan.

FUJIWARE NO TADAHIRE
See to it that he receives full armor and a strong horse to train with.

MASSAYMA, CAPTAIN OF IMPERIAL GUARD
As you command Lord Tadahire

FADE TO BLACK.
Days and month went by and Kojro became a tall guard with strong arms and legs. He became one of the best archers in the imperial guard, and was well know for his horsemanship.

FADE TO BLACK.

11 ACT TWO- THE AMBUSH 11

12 SCENE 1- EXT.-DAY- SHIMOSA PROVINCE.

12
FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
I remember when we were making love one night my Master soon fell asleep. Later that night he awakened shouting. What is it Master I called out.

TAIRA NO MASAKADO
I had a bad dream.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
What was the dream about Master?
TAIRA NO MASAKADO
I was remembering when Minamoto’s son’s ambushed me in Shimosa province several years before in 935.

I was returning to my home in Shimosa province after the sudden death of my father. Unbeknown to me my Taira Cousins, and Uncles were afraid they will miss an opportunity to steal away my father, Taira No Yoshimochi’s estate, and hundreds of imperial horses. They plotted to ambush me when I returned from Imperial service in Kyoto.

FADE IN:

13 SCENE 2-INT.-DAY-FLASHBACK-TAIRA NO MAMORU’S HOME. 13
FADE IN:
Taira No Mamoru is a short fat man with short black hair and a dark skinned face. He walks with a limp and has several scars on his face from sword fighting when he was a younger man.

TAIRA NO MAMORU (60), UNCLE OF MASAKADO
My sons, my brother Yoshimochi has died suddenly, and his eldest son Masakado is returning from Kyoto to assume the rights as the eldest son to inherit his father’s estate and horses. We must stop him before he reaches Shimosa. It is our right as members of the Taira clan to claim the Yochimochi pastures and horses. If we allow Masakado to return home we will not be able to take Yochimochi’s pastures and horses from him.
Tasuku is a tall thin man with a mustache and long black hair with piercing green eyes. He is the eldest son and wise in his ways and a considerable swordsman.

TASUKU, SON OF MAMORU (28)
My brothers and I will assemble one hundred men, and we will ambush Masakado. He will never know what hit him.
Takashi is the shortest of the Manoru brothers who is thin and has a large nose and retreating forehead of hair. He speaks with a high pitched voice and carries two swords to indicate he is a samurai.

TAKASHI, SON OF MANORU (22)
Good idea brother. Let us saddle up quickly so we can get to Shimosa before Masakado.
Shiberu is the youngest son, short and heavy set and less athletic than his brothers. He is the follower of his older brothers. His thin slim body shows little muscle development and his face is pale white with long black hair tied in a knot.

SHIGERU (19) YOUNGEST SON OF MANORU
I will join you my brothers. Mount up and let us be on our way brothers.
Note: A day later the Manoru brothers lay in wait near the Kinu river on the border of Hitachi and Shimosa province.

Tsuneaki is in full Samurai battle dress with a bow slung over his shoulder and two Samurai swords at his waist. He sits on a jet black horse called Thunder. He is accompanying Masakado from Kyoto to guard against any bandits.
Tsuneaki is a seasoned Samurai, having fought in many clan battles and now serving Masakado. He is completely bald with a short mustache and round face. He is short compared to his Master Masakado.

TAJI TSUNEAKI (33) MASAKADO LIEUTENANT
Master, Nomoto village is up ahead. Shall we stop and rest the horses there?

TAIRA NO MASAKADO
Yes, we shall stop and rest at Nomoto village.

Suddenly, a horse and rider come riding up to Masakado.
MASSAKADO SCOUT (20)
Master, Master (riding up quickly) There are troops waiting in ambush up ahead by the Kino river.

TAIRA NO MASAKADO
It must be my Uncles trying to steal my father’s land from me. Let me think. The wind is behind us so our arrows will travel forty or fifty yards longer than the hidden troops. Let us pretend we are not aware of the lurking thieves. Ah, there I see the flags of the Manoru clan. What a surprise? My own Taira clan come to kill me.
Shouting and screaming with blue flags flying the Mamoru brothers charge Masakado and his escort with red and white butterfly flags flying and horn blasting. The blue flags of the Mamoru brothers clash with the red flags of the Masakado Taira flags. Each Samurai wears a flag attached to the back of his armor. Shouting they charge toward one another.
Masakado’s warriors are fewer in number, but they wait for the Mamoru warriors to come within range of their arrows. Cleverly, Masakado considers the wind carrying their arrows further than the attacking Mamoru warriors.

MASAKADO,
Wait until they are closer before you shoot your arrows. Ready, Hold, now shoot. Spare no one. Kill them all.

Hundreds of arrows flew into the air like starlings swarming.

SAMPEE, MAMORU CAPTAIN (25)
Shields, shields. Incoming arrows.
The arrows bounced of the shields, and then there was a sudden silence, and the sound of screeching arrows fills the air.

TIARA NO MASAKADO
Charge and kill everyone. They are retreating. Follow them. We will burn every farm and home in Hitachi province as we chase these bandits back to their homes.

TAJI TSUNEAKI
Lord Masakado we are not far from your Uncle Kunika’s home. Should we spare him or raid his home.

TAIRA NO MASAKADO
Burn his home to the ground. No mercy. Ahh I see the coward running out of his house now. Shoot your arrows and force him back into his home. Light up his home with torches Taji.

TAJI TSUNEAKI
As you command Lord Masakado. Burn the homes to the ground men. Force the old man Kunika back into his home to die along with his family.
Taji and several other Masakado warriors force Uncle Taira No Kunika back into his home as they throw fire torches on the home burning it to the ground.

TAIRA NO MASAKADO
Is my Uncle Kunika dead?
TAJI TSUNEAKI, MASAKADO’S LIEUTENANT
He committed hari kari Lord. After He burned to death in his home Master Masakado when we torched it.

TAIRA NO MASAKADO
Good it is fitting that he die a coward hiding in his home. Let us ride on and scorch the Earth with fire to remove the crops from my Taira cousins.

FADE TO BLACK.

14 ACT THREE- YOSHIKANE’S REVENGE 14

15 SCENE 1-EXT.-FLASHBACK TO AMBUSH AT KOGAI RIVER-DAY. 15
FADE IN:
Note: Yoshikane with a large army of several hundred warriors attacks Masakado at the crossing of Kogai river near the border of Shimosa and Hitachi provinces.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
One night my master Masakado told me how he was attacked yet again by his father in law, Yoshikane who sided with the Mamoru clan because my master had killed his Uncle Kunika. He told me that everyone in his clan were out to take away his land he inherited from his father and he was forced to defend his family and farm. God I am so cold.

FLASHBACK to 936 CE

TAIRA NO YOSHIKANE, 50

FADE OUT.

Today we will kill the rebel bastard Masakado and revenge my brothers and nephews death. Line the troops along the Kogai river crossing so that we can kill Masakado as he crosses the river.

TAMACHOI-YOSHIKANE LIEUTENANT, 35
Yes Lord. We are ready for the rebel to appear.

FADE OUT.
Later several hours away Masakado is returning from appearing in the court at the capital Kyoto with a small group of warriors never expecting Yoshikane to attack.

FADE IN:

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
Lord Masakado our scout has reported a large army led by your Uncle Yoshikane waiting in the woods by the Kogai river crossing. We are greatly out numbered Lord. What are your commands?

TAIRA NO MASAKADO
So, my Uncle Yoshikane has finally decided to avenge Kunika’s death and Minamoto’s sons. We will challenge them on our side of the river with arrows. If their numbers are too large, we will retreat instead to fight yet another day.

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
As you command Lord. I will inform the men to have their arrows ready when we approach the river crossing. Look there, I see the sun shining off of something metal.
They are hiding in the woods on the other side of the Kogai river. Do not cross the river. Ready aim, fire your arrows.

TAIRA NO YOSHIKANE
Here comes the rebel Masakado. Hold your horses until he crosses the river. Sound the drums and whistles.

TAIRA NO MASAKADO
He comes their first wave. Hold your arrows until they are within range. Ready, hold, now fire your arrows and drop back out of range of their arrows. It looks like we got some of Yoshikane’s officers. God they have more troops than I imagined. Fall back there are too many. Head for the Hitachi mountains. We will regroup there. Ride for your life.

TAIRA NO YOSHIKANE
The cowards are fleeing. Chase them across the river. Hurray they are getting away. Damm we have to many troops to chase such a small group of warriors and cross the deep river at the same time. Masakado has fooled me once again.

FADE OUT. FADE IN:

16 SCENE 2-EXT.-DAY-ELEVEN DAYS LATER.

16

FADE IN:

Note: Yoshikane attacks Masakado at Shimo-okata in the Toyota district and disperses Masakado’s forces again leaving the area defenseless against Yoshikane troops.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
My master told me one day when we were having tea that the attacks from Yoshikane never stopped coming. He had to constantly recruit peasants to become soldiers for him to defend against Yoshikane. I remember the look of fear in my Master’s eyes when he spoke of Yoshikane.

Flashback to 936 CE.

TAIRA NO YOSHIKANE

FADE TO BLACK.

FADE IN:

We will attack Shimo-okata in the Toyota district today after eleven days of searching for Masakado. My spies tell me that Masakado is hiding in Shimo-okata. We will attack and burn the place down.

Meanwhile in Shimo-okata.
TAIRA NO MASAKADO
What do we hear of Yoshikane’s troops Musahi?

MUSASHI, YOUNGER BROTHER OF MASAKADO 24.
He is coming to Shimo-okata brother. We must flee before his large army kills us all.

TAIRA NO MASAKADO
Tell my wife, Katsumi to prepare to leave immediately for Yoshikane is coming with his army. We will flee to the Sashima district. Ready your horse brother Musashi.

MUSASHI
As you command brother.

Taira No Satsuku was a beautiful young Japanese girl with long black hair and high cheeks with pure white skin and green eyes like her mother. Her thin elegance filled a room with her essence.

TAIRA NO SATSUKU, DAUGHTER OF MASAKADO, 14
Where will we hide father?
TAIRA NO MASAKADO
Do not worry daughter. I will send some of my best warriors with you and your brother. Tell your mother to hurray. We have little time to escape for Yoshikane is but an hour away. I will take some of my warriors and set a separate trail for Yoshikane to follow.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
So it was that my master Masakado had to fee again from the wrath of Yoshikane’s army. He and his men fled to the Hitachi mountains, and his wife, Katsumi, and children headed to Sashima District to hide with a relative

FADE IN:
TAIRA NO YOSHIKANE
My spies tell me that Masakado’s wife and children are on the way to Sashima district to hide with relatives. We can cut them off on the road to Sashima and take them as captives. Let us ride fast.

NIKOMO, CAPTAIN OF YOSHIKANE GUARD 30.
I will take six warriors with me and ride ahead to cut off Masakado’s wife and children from getting to Sashima.

TAIRA NO YOSHIKANE
Go quickly. I want my daughter to learn a lesson.

FADE OUT.
An hour later Nikomo, Captain of the guard, and six Yoshikane warriors ambush the four Masakado warriors protecting

Masakado’s wife and two children.
FADE IN:

NIKOMO, CAPTAIN OF YOSHIKANE GUARD 30.
There they are down in the valley below us on the road to Sashima. If we ride fast we can catch up to them.

One hour later.

NIKOMO, CAPTAIN OF YOSHIKANE GUARD.
Ready your bows. We almost up to Masakado’s warriors and family. Do not kill any of the family, especially his wife who is the daughter of Yoshikane. Now, shoot your arrows and kill the warriors.

TAIRA NO SATSUKI, DAUGHTER OF MASAKADO
Mother look behind us. Yoshikane’s soldiers are overtaking our caravan. We must ride faster or they will kill us.

NATASKI NO COMO, SAMURAI, 33
Shields incoming arrows. Yoshikane’s soldiers are right behind us. Protect Lord Masakado’s family. Ride fast my brothers.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
Suddenly an arrow pierces Nataski’s back, and he falls off his horse dead.

TAKIYASHA HIME, SON OF MASAKADO 11.
Natashi is dead. What are we to do? Help someone. They are gaining on us.

NIKOMO, CAPTAIN OF YOSHIKANE GUARD 30.
Stop or die. You are our captives. Do not try to escape or we will shoot you down with our arrows.

TAIRA NO SATSUKIU, DAUGHTER OF MASAKADO, 14
I am the daughter of Masakado and granddaughter of Taira No Yoshikane.
(MORE)

TAIRA NO SATSUKIU, DAUGHTER OF
Do not touch me or my mother or brother will hunt you down.

NIKOMO, CAPTAIN OF YOSHIKANE GUARD 30.
You will follow us to our Lord Yoshikane in Kazusa.

FADE TO BLACK.
FADE IN:

TAJI TSUNEAKI, MASAKADO’S LIEUTENANT (28)
Lord Masakado I have bad news. Your wife and family were captured by Yoshikane’s soldiers and taken to Kazusa. I am afraid he may try to use your family as leverage to get you to surrender.

TAIRA NO MASAKADO
That lowlife of an Uncle of mine will stoop at nothing to get me to surrender. I am not surrendering now or every. Instead I will take the fight to him.

FADE OUT. FADE IN:
KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
In 937 10month of the 9th day, my master Masakado set out to avenge his family. On his way he stops at Yoshikane’s house in Hitachi and burns it to the ground. He told me that he was so angry that he could not speak.
He continued on to Hatori to find Yoshikane, who was hiding with his followers. Masakado attacked and Yoshikane escaped into the Hitachi mountains.

FADE IN:

17 FLASHBACK.

17

TAIRA NO MASAKADO
We will attack Yoshikane’s home while he is in Hitachi with my wife and children. Let us burn it to the ground and destroy his crops.

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
We have recruited more warriors Lord, and are ready to take on Yoshikane’s troops. He will not expect us to attack his home while he is away. Certainly he will come out of hiding in Hitachi when he learns of our raid?

TAIRA NO MASAKADO
That is my plan exactly. Prepare the horses.

FADE TO BLACK.
FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
While my Lord Masakado was preparing to attack Yoshikane’s home in Hatori, his wife was pleading with her brothers to release her, and her children. Since she is their sister, they decide to release her.

18 SCENE 3-INT.-DAY–YOSHIKANE’S RESIDENCE IN HITACHI. 18
FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
Katsumi worked hard to be freed from her father.

TAIRA NO KINMASA, BROTHER OF MASAKADO’S WIFE 29.
Sister how did you get yourself into this mess?

TAIRA NO KINTSURA, OLDER BROTHER OF MASAKADO’S WIFE, 33.
You see what your husband has done? He caused Uncle Kunika to commit suicide, and then he burned down Kunika’s home. Who will bring back Minomoto No Maru’s sons? They are all dead now thanks to your husband.

MASAKADO’S WIFE
You are wrong brothers. Minomoto No Maru’s sons ambushed my husband. He had no quarrel with them, but they wanted to steal my husband’s horses and land when his father died. Why am I or my husband responsible for those bandits trying to steal what is not theirs?

TAIRA NO KINMASA, BROTHER OF MASAKADO’S WIFE 29.
You are our sister just the same and father went too far in capturing you and your children to force your husband to surrender. We sympathize with you.

MASAKADO’S WIFE
That is how little you know about my husband. He is a member of the Imperial Troops that protect the Emperor’s summer home, and he has
17 years of military training. Few Samurai can shoot a bow as well as my husband. He fears nothing. This is why I love him. He is tall and strong, and a man of honor, unlike my father Yoshikane who together with my husbands Taira clan are trying to steal pastures that are not theirs to take.

TAIRA NO KINTSURA, OLDER BROTHER OF MASAKADO’S WIFE, 33.
We sympathize with you little sister. You and your children are free to go. Leave now before father returns.

MASAKADO’S WIFE
Thank you brothers. I love both of you. Come children we are leaving.
Masakado’s wife and children return to their home in Soma on

the 19 days of the 9th month of 937. Meanwhile Yoshikane is fleeing Masakado’s surprise attack. Masakado burns all of Yoshikane’s autumn crop to cause him to starve during the upcoming winter.

FADE TO BLACK.

19 ACT FOUR- THE FIRST BETRAYAL 19

20 SCENE 1-EXT.-DAY-THE COURIER.

20
FADE IN:

Note: Yoshikane is frustrated and unable to catch Masakado and his wife who was captured and release by her brothers. In desperation Yoshikane learns of a courier of Masakado’s that he can buy off to betray Masakado by revealing the details o Masakado’s compound and where exactly Masakado sleeps. In exchange for this service Yoshikane promises to promote the courier to a mounted horse soldier. The courier’s name is Haesetsukabe No Koharumaru.

FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
My Lord Masakado was happy when his wife returned from captivity, but little did he know at the time that he was about to be betrayed by his courier Haesetsukabe No Koharumaru. My master told me he did not learn of this betrayal until after Yoshikane attacked his compound early in the morning.

FADE TO BLACK.

21 21

22 SCENE 1-INT. DAY- FLASHBACK: YOSHIKANE’S HOME.

TAIRA NO YOSHIKANE, 50
My spies tell me that there is a courier of Masakado that might betray his master for the right amount of money of position. Bring that courier to me right away.

22

FADE IN:

MASSAYMA, CAPTAIN OF IMPERIAL GUARD
Yes Master Yoshikane. I will bring him to you on the promise of making him a rich man.

FADE OUT.
Later that day Massayma returns with Haesetsukabe No Koharumaru.

FADE IN:
MASSAYMA, CAPTAIN OF IMPERIAL GUARD (CONT’D)
Lord Yoshikane this is the esteemed Haesetsukabe No Koharumaru who is a courier of Masakado.

TAIRA NO YOSHIKANE
Koharumaru I have an offer to make you a rich man. If you can get me the plan of Masakado’s compound, Ishi Eisho in Sashima, where Masakado sleeps and where the weapons are stored I will reward you greatly with a promotion to joba, a mounted follower. You will be richly paid for your services in my army.
Note: Haesetaukabe was not of the Royal family. He was a commoner that had advanced to the level of courier because of his horse riding abilities. He was a short man with short black hair and a clean shaven face. He was somewhat bowlegged.

HAESETAUKABE NO KOHARMARU, (30) COURIER FOR MASAKADO.
I am only a courier Master Yoshikane. My master Masakado had been good to me, and it would be difficult to betray him. Perhaps with a promotion to Joba, a mounted follower, I can be persuaded to reveal the layout and activities of my Master Masakado?

TAIRA NO YOSHIKANE
You would be wise to accept my offer. It will mean a change in rank for you and a place in my army.

HAESETAUKABE NO KOHARMARU.
I accept your generous offer Master Yoshikane if you promise to protect me from my master Masakado.

TAIRA NO YOSHIKANE
You will always been under my protection. Now go, and tell my Lieutenants the layout of the Soma compound. We need to know where Masakado sleeps, and where the weapons are kept in the compound.

HAESETAUKABE NO KOHARMARU,
I will need to observe for a few days my Master Masakado’s schedule and to write down the layout of the Soma compound. As a courier I seldom take notice of such things.

TAIRA NO YOSHIKANE
Good, then be quick about it and report back to me in a few days.

FADE TO BLACK.

23 ACT FIVE CHASING SADAMORI 23
24 SCENE 1 EXT.-DAY- FLASHBACK- TO HITACHI’ PROVINCE 940 CE 2N2D4 MONTH.

FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
My Master Masakado told me he realized that he needed to attack Yoshikane and Sadamori before they collected large armies to march against him. He told me he had assembled the largest army every with five thousand men. He was proud of that fact he told me.

FLASHBACK. Masakado’s Soma home.
TAIRA NO MASAKADO
(Speaking to his troops who are assembled) I have assembled five thousand troops, and we are riding into Hitachi province in search of my cousin Sadamori and Tamenori. I have been invited to attend a banquet by the Governor of Hitachi.

After a day’s ride, Masakado and his army arrive in Hitachi Providence.

GOVERNOR OF HITACHI
Welcome Lord Masakado. We offer this banquet in your honor. Our spied tell us your enemy and cousin Taira No Sadamori has been hiding in different locations in Hibachi. We sincerely hope you track him down.

TAIRA NO MASAKADO
I will do what I can Governor. As you know Sadamori is a coward who attacks, and then runs for his life. He is but a horse trainer, and not a warrior. He wishes to avenge the death of his father Taira No Kunika. Tomorrow, I will fan out my troops and go in search of Sadamori in hopes of catching him.

Ten days later Masakado cannot find Sadamori.

TAJI TSUNEAKI, MASAKADO’S LIEUTENANT (31)
Look there in the distance there is a small caravan of horses and wagons. They are flying the flag of Minamoto Tasuku. Hurray we must ride them down and capture them for our master Masakado. Fan out and ride fast.
After an hour Tsuneaki’s troops catch up to the caravan and are surprised at it’s cargo.

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT (30)
Stop or we will kill everyone in your caravan.

SOLDIER
We are protecting the wives of Minamoto Tasuku, and Taira No Sadamori and you are advised to steer clear of this noble family.

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
Stand down or we will shoot everyone with an arrows.

SOLDIER
We surrender. Do not shoot. We are putting our weapons down.
(MORE)

SOLDIER (CONT’D)
Madam Tasuku and Madam Sadamori, we must surrender to Taira No Masakado’s troops or be killed.
Note: Tasuku’s wife is an elegant woman of Royal stature and Sadmori’s wife is also a distinguished wife and both are short dressed in silk komos.

MINAMOTO TASUKU WIFE (40)
Who are you. Do you know who I am? I am the wife of Minamoto Tasuku a powerful and great man.

TAIRA NO SADAMORI’S WIFE (35)
And I am also a Nobel woman the wife of Taira No Sadamori. How dare you attack our troops?

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
Get down from your horses and out of your carriages. Put your weapons down or die.

SADAMORI’S WIFE
Gentlemen I am the wife of the honorable Taira No Sadamori and my husband will give an award for my safety.

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
Tie them up. We will bring them back to our Master Masakado to decide what to do with them. Where is your husband Taira No Sadamori?

SADAMORI WIFE
I do not know where my husband is and if I did I would not tell you. Please let us go. We mean you no harm.

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
Are you kidding? The wife of Sadamori? We have been looking for your husband for ten days now. You will return with us to our camp where our master Masakado will decide what to do with you.

TSUNEAKI, MASAKADO’S LIEUTENANT
I will ride back to the camp and inform our lord Masakado that we have captured Sadamori and Minamoto’s wives. Take care that they do not escape.
As Tsuneaki rides away the soldiers attack both women and strip them and rape them.

MASAKADO’S SOLDIERS
Strip the woman and let’s take their clothing and jewelry. We will have our way with the woman. They are both quite beautiful.

WIFE OF SADAMORI
Do not touch me. No, no, I am ashamed. My husband will avenge me.

WIFE OF TASUKU
Do not fight. It is useless. These men are crazed pigs. My husband will avenge me.

The soldiers attack and strip the women of their clothing and their is crying and screaming.

FADE OUT. FADE IN:
Thirty minutes later Tsuneaki rides into Masakado’s camp.
TSUNEAKI, MASAKADO’S LIEUTENANT
Lord Masakado we have captured Minamoto’s wife and Sadamori’s wife in a caravan headed into northern Hitachi. What shall we do with them Lord?

TAIRA NO MASAKADO
Be careful with them. Return them to the camp under guard. We will use them as a way to lure Sadamori our of hiding. Bring in the women in our camp.

An hour later the caravan arrives.
TSUNEAKI, MASAKADO’S LIEUTENANT
The wives have arrived Master but I have some bad news. I was not able to sent a message in time to not touch the women.
(MORE)

TSUNEAKI, MASAKADO’S LIEUTENANT
Our soldiers striped, and raped the woman not knowing you wished otherwise.

TAIRA NO MASAKADO
You have to be kidding me. Cut off the heads of the soldiers who raped the woman immediately. Now we have lost the advantage of promising their safety to Sadamori. Damm.

TSUNEAKI, MASAKADO’S LIEUTENANT
Yes, Master. I will take care of it immediately. Line up the men who raped the women and chop their heads off. Knee down fools.
Twenty soldiers are on their knees bowed down about to have their heads cut off. One by one, 14 of Masakado’s soldiers had their heads chopped off.

FADE OUT:

25 SCENE 2-INT.-DAY- HIDESATO MEETS MASAKADO.

25

FADE IN:

FLASHBACK.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
My lover Hidesato told me that he always believed my master Masakado was a great Samurai warrior and he went to meet my Lord Masakado in his soma compound one day many years ago.

Hidesato was a man with many financial problems and got into trouble with several governors in the northern provinces. He was a short man who was seeking fortune in the world.

FUJIWARA NO HIDESATO (28) SAMURAI
I understand that Taira No Masakado is a great Samurai and liked by the people. Perhaps him and I will one day rule all of Japan. I must go to Shimosa and meet this Masakado.

After a weeks travel on horseback, Hidesato arrives at Masakado’s Soma compound.

FUJIWARA NO HIDESATO (CONT’D)
I am here to meet with the great samurai Taira No Masakado. I am Fujiwara No Hidesato.

Masakado meets Hidesato wearing only a white under-robe, and without bothering to comb his hair.

TAIRA NO MASAKADO
Welcome fellow Samurai. Come and join me for dinner.

Masakado sits down with Hidesato for dinner and spills food on his lap and brushes the food onto the floor.
TAIRA NO MASAKADO (CONT’D)
I am sorry I spilt my food, no matter the maid will clean it up.

FUJIWARA NO HIDESATO
No problem Lord Masakado. I understand you have some problems with your cousin Sadamori who tried to ambush you.

TAIRA NO MASAKADO
He is a coward and runs and hides in the mountains when it looks like he is losing a battle. I have been searching for him for some time now. Do you bring information about Sadamori?

FUJIWARA NO HIDESATO
Unfortunately, no, Lord Masakado, but I am considering joining your cause if you will have me.

TAIRA NO MASAKADO
You are welcome to join my army Hidesato. I have a room you can stay in and we will talk tomorrow. Meanwhile, you must be tired, so I bid you good night.

FUJIWARA NO HIDESATO
You are a generous host Lord Masakado. I accept your kind offer to join your cause. Together we will bring this criminal Sadamori to justice. Good night.

FADE OUT.
The next day Fujiwara meets Masakado’s servants and

concubines. Masakado’s wife and children live with her father Yoshikane, who hates Masakado.

FADE IN:
TAIRA NO MASAKADO
Good Day Hidesato. I hope you slept well. I will be taking some of my soldiers out to search for Sadamori today, and you are welcome to ride with us. My servants will bring you whatever you want to eat.

FUJIWARA NO HIDESATO
Where is your wife and children Lord Masakado?

TAIRA NO MASAKADO
They are staying with my wife’s father Yoshikane.

FUJIWARA NO HIDESATO
Who are the beautiful women you have running around your house Lord Masakado?

TAIRA NO MASAKADO
Ahh, no matter, they are just my concubines. They keep me busy when my wife is at her father’s house. They are beautiful are they not?

FUJIWARA NO HIDESATO
Yes they are exceptionally beautiful. What is that concubine’s name over there by the door? (Pointing in the direction of a young lady dressed in a pink kimono sitting by the doorway.

TAIRA NO MASAKADO
Ahh yes, she is one of my favorites. Here name is Kozaisho. I bought her from her father who was a farmer loyal to Sadamori. I spared his farm land, and houses in exchange for his daughter. She is a fine looking woman, is she not?

FUJIWARA NO HIDESATO
Yes she is Lord Masakado. (Hidesato smiles toward Kozaisho from across the room).

FADE OUT.

26 SCENE 3-EXT.-DAY-FLASHBACK-THE TRAIL TO HITACHI MOUNTAINS. 26
FADE IN:
That day Masakado and Hidesato head out with a dozen soldiers to search for Sadamori.

TAIRA NO MASAKADO
I have searched these Hitachi mountains often for the coward Sadamori to no avail. He travels in a small group and is difficult to find the mountainous region of Hitachi. I have heard that he might be hiding in a temple, so we are headed there today.

FUJIWARA NO HIDESATO
What will you do with him if you catch him Lord Masakado?

TAIRA NO MASAKADO
I will cut his head off of course and return it to the Emperor in Kyoto.

After arriving at the Buddhist temple they inquire as to the presence of Sadamori who manages to slip out the back door and run further into the forest.

FADE TO BLACK.

27 FINAL ACT THE DEATH OF TAIRA NO MASAKADO 27

28 SCENE ONE- EXT. THE BATTLE DAY.

28
FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO.
Alas when my Master left on February 14 of the year 940 to do battle with Hidesato and Sadamori who had thousands of soldiers. It was the last time I ever saw him.
(MORE)

KOZAISHO,19, CONCUBINE OF TAIRA NO
I learned of the battle from some of my Master’s Lieutenants that survived the battle and fled into the mountains. I was told that 170 loyal soldiers of my Master Masakado’s army died in his honor. Let me begin with the start of the day the windy morning. A fierce wind coming down from the Nikko mountains was blowing. The trees and grasses were bending over from the force of the wind. My Master told me he knew that the day might be his last for the Emperor had offered a reward for his death and local farmers were being forced to join or beheaded as enemies of the Emperor. As my Master mounted his horse he never looked back at his house as he rode off into the distance with his closest Samurai friends.

29 FLASHBACK: FEB. 14, 940 CE. 29
TAIRA NO MASAKADO
Rather than wait, I will find the opportunity and attack when the enemies. The wind is strong today blowing off the mountains. I am too meet my soldiers on the plain, but where is everyone? I count only a few hundred warriors. Sadamori and Hidesato have at least five thousand soldiers I am told. It is the Hour of the monkey (3:00 pm) now and time to attack.

Meanwhile a few miles away, Sadamori and Hidesato were waiting with their army of five thousand warriors.

FUJIWARA NO HIDESATO
Remember Masakado had seven fake impersonators riding with him. Only the man who casts a shadow is the real Masakado. Kozaisho, Masakado’s concubine revealed this secret to me one evening when I was living at the Masakado compound.

TAIRA NO SADAMORI
So you discovered the secret to the seven Masakado warriors? Lucky you.
(MORE)

TAIRA NO SADAMORI (CONT’D)
No wonder no one ever killed him in battle before. There were always seven Samurai in the same red and white leather armor flying the red and white Tiara flag with the butterfly logo. Soldiers ready your arrows
Note: On one side of the grassy plain stood five thousand soldiers of the Emperor and on the other side of the plain was the red and white flags of Masakado with only five hundred warriors. The ground thundered from the hooves of the Emperor’s army with dust rising everywhere being blown away from the gale winds that day. The drums began to beat and whistling arrows filled the air falling short of their targets. Masakado’s horse led the charge into the middle of the hoard of the Emperor’s archers, foot soldiers and cavalry. Sadamori’s and Hidesato’s soldiers began to panic at the Masakado attack on the middle of the front line. Sadamori fled to the back of the army to be out of range of the Masakado arrows.

TIARA NO MASAKADO
I think I see that cowardly bastard Sadamori. Charge into the middle of the Emperor’s army. We will drive them under the hooves of our horses. Follow me men.

The faithful followers of Masakado charged into the massive five thousand strong army forcing the middle of the line to break and run and making the archers useless to shoot down their own men.

FUJIWARE NO HIDESATO
I see Masakado leading the charge. God he is courageous. There are seven Masakado samurai and all dressed in the same red and white leather armor and the kabuto with the quarter moon on the top. Look for the Samurai of Masakado that casts a shadow and that will be the real Masakado. Archers release your arrows before Masakado tramples our foot soldiers. I will aim for Masakado.

TAIRA NO SADAMORI
I too will aim to shoot one of the Masakado’s decoys. I cannot see a shadow on this windy day.

TAIRA NO MASAKADO
We are cutting them down. Attack! Do not spare Sadamori’s head or Hidesato’s head.
Note: Suddenly an arrow from somewhere found it’s mark and hit Masakado in the eye causing him to drop to the ground dead and lifeless. Hidesato and Sadamori raced to where Masakado fell to claim the credit for killing Masakado.

FUJIWARE NO HIDESATO
At last the real Masakado lies dead on the ground with an arrow in his face. I will cut his head off and give it to one of my men to put on a lance and show everyone that Masakado is dead.

TAIRA NO SADAMORI
Riding up to the dead Masakado on the ground. So Hidesato, you beat me to the body. I think I shot the arrow the killed Masakado.

FUJIWARE NO HIDESATO
No, my fiend I shot the warrior that cast a shadow and the real Masakado fell. We will share the credit for killing Masakado when we take his head to the Emperor.
Meanwhile, have your soldiers collect the heads of Masakado’s soldiers and their shields and bows to bring to the Emperor.

TAIRA NO SADAMORI
I count around 150 to 170 dead Masakado warriors. We will display Masakado’s Lieutenants heads along with Masakado’s head to the Emperor. Soldier pack Masakado’s and his Lieutenant’s heads in salt to prevent them from spoiling until we get back to Kyoto.
A week later Sadamori and Hidesato enter Kyoto with their Kabuto off at the beginning of the Emperor’s army with the heads of Masakado and his loyal men on spears.

FUJIWARE NO HIDESATO
Emperor here is the head of the rebel Taira No Masakado. Sadamori and I take the credit for killing him and beheading him. What shall we do with the head Emperor?

EMPEROR
Hang the heads from a tree in the market place so that all can see what happens to rebels that rise up against the power of the Emperor.

TAIRA NO SADAMORI
As you wish Emperor. What about Masakado’s family and brothers?

EMPEROR
A reward is on all of their heads. Spare no one in the Masakado clan in his family, brothers and loyalists. I will disperse the land to you both and give you new titles in my court. You will be richly rewarded for your efforts in killing the rebel Masakado. Now go and take the heads to be hung in the marketplace.
So Sadamori and Hidesato take the heads of Masakado and his soldiers and hang them from an apple tree in the marketplace in the city of Kyoto where they hung for weeks.

THE HEAD OF TAIRA MASAKADO
Where is my corporal body? Bring my body to me so that we may be one again. I curse the Emperor, Sadamori and Hidesato and all those who betrayed me.

FARMER
Look Masakado’s head is crying out. Run it is a ghost talking.

KYOTO CITIZEN
I cannot believe it, Masakado’s eyes are still open. I think I heard the head talking. What witch craft is this?
A month later a soldier of the Emperor reports to the Emperor.

EMPEROR’S SOLDIER
Emperor the head of Masakado had disappeared. The people say the head was crying out and cursing you and Sadamori and Hidesato. What shall we do Emperor?

EMPEROR
Search everywhere for the head and destroy it.
(MORE)

EMPEROR (CONT’D)
Anyone who took the head will be beheaded. Kill any loyalists that had anything to do with taking his head down.

Meanwhile, Masakado’s head appears in the small fishing village of Shibazaki. The fisherman washed off the head and buried Masakado’s head in a mound near the sea.

FISHERMAN
Someone has found the head of the rebel Masakado in our village this morning. How did it get there from Kyoto?

FISHERMAN2
I do not know, but we must bury it before the Emperor’s soldiers find it and blame everyone in the village for stealing his head. Come let bury the head quickly.

So it was that the head of Masakado was buried in a mound near the sea in the village of Shibazaki.

FADE OUT.

30 SCENE 2-INT.-DAY- THE FAMILY ESCAPE.

30

FADE IN:

Masakado is dead and Sadamori has sent troops to kill Masakado’s wife and children and servants.

MASAKADO’S LIEUTENANT
Master Masakado has fallen. All is lost retreat and fend for yourselves. Sound the retreat.

TAIRA NO SADAMORI
Now that Masakado is dead we must kill his brothers and family to prevent them declaring revenge on us. Send ten men on horseback quickly to Masakado’s home quickly and kill all his family and burn down the house. There must be no evidence of his existence.

SADAMORI SOLDIER
Yes, Master. Should we kill the children too?

TAIRA NO SADAMORI
By all means. No one is to survive including his concubines and servants. Ride swiftly before word of Masakado’s death reaches them. I have some rock salt in a bag on my horse. We must pack Masakado’s head in salt to preserve it until the Emperor sees it. Gather up any of the heads of any of Masakado’s Lieutenants so we can show them to the Emperor also.

FUJIWARA NO HIDESATO
Who will take the credit for killing Masakado Lord Sadamori? I was the first to cut off Masakado’s head and therefore I should claim the honor.

TAIRA NO SADAMORI
I shot the arrow that pierced his eye and killed him. We will both share in the honor of having killed the enemy of the Emperor my friend.

FUJIWARA NO HIDESATO
Then let it so be.

FADE OUT.

31 SCENE 2-INT.-DAY- MASAKADO’S HOME.

31

FADE IN:

Riding up to Masakado’s compound a rider dressed in full Samurai dress with two swords and a bow over his body. He is yelling as he runs toward the gates.

SAKANOUE KATSUTAKA, MASAKADO’S LIEUTENANT (30)
Open the gates.

Katsumi is the daughter of Taira No Yoshikane, Masakado’s Uncle. She was Masakado’s cousin and her family was much richer than Masakado’s family. She was a beautiful young woman with long black hair, green eyes, and pale white skin. She was short of stature at five feet and two inches.

KATSUMI, WIFE OF MASAKADO (24)
Who is it?

SAKANOUE KATSUTAKA, MASAKADO LIEUTENANT
Madam, your husband is dead, and Sadamori’s soldiers are coming to kill you and all of your husbands family and servants. You must flee quickly to the Mountains of Hitachi.

KATSUMI, WIFE OF MASAKADO (24)
Oh, my God. They finally killed him. Who betrayed him?

SAKANOUE KATSUTAKA MASAKADO’S LIEUTENANT
I do not know madam, but we must hurray. Sadamori’s troops are close behind us. I will escort you to the caves in Hitachi providence.

MUSASHI, MASAKADO’S YOUNGER BROTHER (25)
I told him not to declare himself a New Emperor, but he would not listen to me. Now we must flee and become ghosts of the Providence. We cannot hide together, so I will seek out a Temple in the mountains to hide. Be safe woman.

KATSUMI, WIFE OF MASAKADO
Come children we must flee. You father is dead and his enemies wish to kill us too. Pack lightly and grab some dried food and water. I will have the servants saddle up the horses. Tell all the servants and woman to flee. We are finished.

FADE TO BLACK.
FADE IN:

TAIRA NO SADAMORI
We are five kilometers from Masakado’s home. Burn all the homes to the ground, and when the inhabitants run out kill them.
Leave no one alive including the children.

SADAMORI SOLDIER (35)
As you command Lord.

An hour later Sadamori’s soldiers arrive at the Masakado compound.

SADAMORI SOLDIER (CONT’D)
Captain there is no one here. All the homes are burning but even the servants have fled. Someone must have warned them.

Takasemi is an older Samurai with a bald head and hair on the sides of his head tied in a knot behind his head. His eye brows are bushy and he has a large mustache on his wrinkled face. He stands almost six feet tall and is an expert swordsman.

TAKASEMI, SADAMORI CAPTAIN (40)
Track them down. They must have fled to the mountains. There is only one road into the mountains and they have a lead already. Gold rewards to the soldier that tracks them down first.

FADE TO BLACK.
FADE IN:

32 SCENE 3- EXT.-DAY- KOZAISHO FLEES TO THE MOUNTAINS. 32
FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
It was a cold day in March 940 CE, and a light rain was coming down as Masakado’s family and servants left the family villa and fled into the woods. Mules were packed with food and clothing and Musashi, Masakado’s son, and Sakanoue Katsutaka, Masakado’s daughter led the long line of horses and mules up the mountain trail in Shimosa Providence. A blinding cold wind smacked them in the face, and there was a mood of fear and anxiety among the family and servants. No one wanted to be beheaded by Sadamori’s troops, and made an example of in Kyoto. My mule headed in another direction with me on it.
(MORE)

KOZAISHO,19, CONCUBINE OF TAIRA NO
I was in love with Fujiwara No Hidesato, without my master Masakado knowing it. I betrayed Masakado, to Hidesato, by tell him how to tell the real Masakado from his imposters in battle. The one who casts a shadow, is the real Masakado she told Hidesato.
I had an old mule to flee on with just the clothes on my back. All the servants and Concubines fled in all directions. Masakado’s wife, and family fled into the Hitachi mountains with one of Masakado’s Lieutenants. They had fast horses and I had an old slow mule. Since I was traveling alone, it would be harder for them to follow me than the many horses of the Masakado family. I have been riding for hours now and the sun was beginning to set. I was scared that Sadamori’s Soldiers will catch up to me and kill me. What am I to do? I hid that night in a cave.

As the sun set Sadamori’s soldiers could not track the fleeing family of Masakado.

SADAMORI CAPTAIN
It is too dark to track them now. We must turn back now for fear of an ambush with soldiers loyal to Masakado and his family. We will resume the hunt tomorrow.

FADE IN:

FADE TO BLACK.
FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
Ahh, the sun is rising and all I have to eat are some dried plums. I need to find a monastery to hide in. I am sure the Monks will take pity on me. Come on mule, faster.

At the end of the day Kozaisho comes upon an ancient Monastery in the Hitachi Mountains.

Thick ivy covered the old exterior walls and the stone building was built on the side of the mountain overlooking the valley below.

FADE IN:

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO (CONT’D)
(Knock, Knock) Hello is anyone there? I am Kozaisho of the house of Taira No Masakado. My master was killed by his evil cousin and not his cousin wants to kill all of Masakado’s family and servants. I served Masakado and I have no where to hide or run. Will you take me in for a short while?

MONK
Who goes there? You say you are of the house of Masakado? He was a good man who gave the land back to the peasants. Enter servant.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
Thank you sir. The Gods bless you.
MONK
Come we have some hot soup and furs for you to get warm. No one will find you here for we will not let them enter.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
I am most grateful.
MONK
What happened to Taira No Masakado?

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
I was deceived by Hidesato who I thought loved me. He betrayed me and his friend Lord Masakado. My Lord forgive me. I told Hidesato the secret to Masakado’s seven doubles. Hidesato sought out my Lord Masakado with cousin Taira No Sadamori and attacked him late in the night and daybreak when he was not expecting them.
(MORE)

KOZAISHO,19, CONCUBINE OF TAIRA NO
His shadow gave him away and Sadamori shot him with an arrow between the eyes and beheaded my Lord when he fell to the ground. It is all my fault. Hidesato told me he was going to take me away and that he loved me.

MONK
Foolish woman.

KOZAISHO,19, CONCUBINE OF TAIRA NO MASAKADO
My life is over. Help me Monk to kill myself in the Samurai ritual of sappuku. Take this long sword and help me make my suffering short. Cut my head from my shoulders that I will no longer suffer from my betrayal of my master Masakado. Let my story end here in disgrace.

MONK
So be it.
The monk swings the katana sword slicing Kozaisho’s head off.

33 ACT TEN-TAKIYASHA REVENGE. 33
34 SCENE ONE INT.- MASAKADO’S COMPOUND -DAY. 34
Fade in
This second part of the story of Masakado is told by his
daughter, Satsuki. Her story is one of fear and revenge for her father’s death.
In the chaos and confusion of the imminent attack of Sadamori’s soldiers. Yoshiakado and his sister ran to catch up with their mother who had already left on a horse with some of their father’s loyal soldiers.
FADE IN: SATSUKI, DAUGHTER OF MASAKADO
My name is Satsuki and I am the daughter of the great Lord Taira No Masakado. This is my story after my father was killed.
FADE OUT

Flashback to 940 CE.

FADE IN: SATSUKI, DAUGHTER OF MASAKADO (CONT’D)

I remember it like it was yesterday. My brother Yoshiakado helped to gather the family after we learned my father had been killed and his head taken to Kyoto to show the Emperor.

YOSHIAKADO, SON OF MASAKADO (15)
Satsuki come quickly, mother has left, and Sadamori’s soldiers are coming to burn down our home and kill us. Grab some clothes, and I will saddle up two horses for us. We must catch up with mother and father’s soldiers.

SATSUKI, DAUGHTER OF MASAKADO (17)
Why do they want to kill us? Is father dead?

YOSHIAKADO, SON OF MASAKADO
Stop asking questions and get dressed. It is cold out.

FADE TO BLACK.
SATSUKI, DAUGHTER OF MASAKADO
Minutes later our family headed north fleeing the soldiers of Sadamori. Our horses carried us into the night with the cold wind of the north blowing in our faces. The next day after riding all night their our horses were exhausted. We stopped at a small stream to water the horses, and give them some rest.

Flashback to 940 CE.

FADE TO BLACK.

FADE IN:
YOSHIAKADO, SON OF MASAKADO

We will stop here and rest for a while. Give me your horse and I will take it to the stream. Sit here and rest my sister.
(MORE)

YOSHIAKADO, SON OF MASAKADO (CONT’D)
We are a day’s ride from Mount Tsukuba. There is a temple at the base of the Mountain. We can seek refuge there. Mother may be headed there also.

SATSUKI, DAUGHTER OF MASAKADO
I am afraid brother. Are they going to kill us?

YOSHIAKADO, SON OF MASAKADO
Not if I can help it. I like my head on my shoulders. Come let us ride until we come to Mount Tsukuba. There is a Shinto Temple there called Tsukubagan. I am sure the monks will take us in.

FADE TO BLACK.
FADE IN: SATSUKI, DAUGHTER OF MASAKADO
A Day later we arrived at the Temple at the base of Mount Tsukuba. Snow had begun to fall and the temperatures were dropping.
Both of us were cold and exhausted, having eating nothing for a day and night.

FADE TO BLACK.
FADE IN:

35 FLASHBACK 940 CE. 35

SATSUKI, DAUGHTER OF MASAKADO
Brother I think I see a temple up ahead at the base of Mount Tsukuba. Let us hurray for I am exhausted.

YOSHIAKADO, SON OF MASAKADO
Hello (knocking on a giant iron gate with a huge iron ring). I am Yoshiakado son of Taira No Masakado who was killed by Taira No Sadamori. Sadamori’s soldiers are chasing us wishing to kill and behead us for the Emperor.

MONANI, MONK (70)
Enter my children. We will provide you food and shelter. Lord Masakado was a great man who saved many a peasant and monastery from the grips of evil men. Come we have some hot soup. I am sorry there is no meat. We are all vegetarians at this Temple.

YOSHIAKADO, SON OF MASAKADO
Thank you. We are most grateful. We have been riding almost two days.
Sadamori’s troops burned down our compound and killed our father. We are declared criminals by the Emperor.

MONANI, MONK
You are safe now. Come sit by the fire and I will get you both a bowl of soup.

FADE TO BLACK.
FADE IN: SATSUKI, DAUGHTER OF MASAKADO
After a month of hiding I decided to become a Nun to prevent Sadamori’s troop from killing me. I was desperate and depressed at the time and despite my prayers going unanswered, I was at an all time low in my life. We seemed helpless to anything to help the memory of my father at the time.

FADE OUT. FADE IN:
SATSUKI, DAUGHTER OF MASAKADO (CONT’D)
Yoshiakado I see no future for us as enemies of the Emperor and Sadamori, so I have decided to become a Nun here at the Monastery.

YOSHIAKADO, SON OF MASAKADO
Are you crazy my sister. Why would you want to become a Nun? How will we keep our father’s memory alive.

SATSUKI, DAUGHTER OF MASAKADO
Our father’s legacy for now is dead. As dead as his sad head hanging from a tree in Kyoto for all to see. I cry for him every night. Save yourself brother and go to another province far away. You are no longer a Samurai since your master and father is dead. You are a ronin now wandering the hills of Hitachi mountain pretending to be a Samurai like your father once was.

YOSHIAKADO, SON OF MASAKADO
Do with your life as you may. I am still the son of the great New Emperor Masakado. Let Sadamori’s troops try and find me. Many are still loyal to Masakado and will help hide me. Stay here at Mount Tsukuba and hide. I will seek my fortune elsewhere.

FADE OUT. FADE IN:
SATSUKI, DAUGHTER OF MASAKADO
Later that week, my brother Yoshiakado encountered a wizard. Yoshiakado was mounted on a horse and was riding through the forests of Mount Tsukuba, when all of a sudden a mysterious figure in a black cloak appeared in front of his path.

FADE OUT. FADE IN:

TOSHIKADO, SON OF MASAKADO
Halt who goes there? Who are you? I have a sword, and will cut off your head if you proceed further.

NIKUSHISEN, WIZARD (60)
Do not be afraid traveler. I am the Wizard Nikushisen, and our life lines seem to have crossed. Are you not Yoshiakado the son of the great Samurai taira No Masakado?
(MORE)

NIKUSHISEN, WIZARD (60) (CONT’D)
I come as a friend. You are the heir of Masakado. I have for you a magic scroll containing the secret of Frog magic. Take this to your sister, the Nun, and give her this scroll. She will know what to do.

YOSHIAKADO, SON OF MASAKADO
Thank You Wizard. May good fortune provide your path and thank you for the scroll. I will give it to my sister.

FADE OUT.

Later that day Yoshiakado returns to the Temple to speak with his sister the Nun.

FADE IN:
YOSHIAKADO, SON OF MASAKADO (CONT’D)
Sister, sister come quick. I met a wizard, and he gave me a scroll containing Frog magic for you.

SATSUKI, DAUGHTER OF MASAKADO
How do you know that this wizard was not a spy for Sadamori brother?

YOSHIAKADO, SON OF MASAKADO
If he were a spy he would have tried to kill me. Instead he brought good news that I am the heir of father’s legacy. Here read this scroll. It looks very old.

SATSUKI, DAUGHTER OF MASAKADO
Give it to me my foolish brother. This looks authentic enough. I will need some time to read it carefully. It is written in old script.

FADE OUT.
SATSUKI, DAUGHTER OF MASAKADO (CONT’D)
(A month later). Yoshiakado, I am changing her name to Takiyasha hime. After reading the ancient scrolls, I understand how to fight our father’s enemies with the dark arts.
(MORE)

SATSUKI, DAUGHTER OF MASAKADO
Brother I have read the Frog scrolls very carefully, and there is much magic and I feel renewed. By adopting my new name of Takiyasha hime I am making a statement that I am now the Mistress of Frog magic. I want you to help me with this Frog magic against the enemies of our father, Masakado.

YOSHIAKADO, SON OF MASAKADO
What ever you want to do my sister. You are now Princess Takiyasha hime. Tell me what to do and I will do it until death.

TAKAYASHA HIME, DAUGHTER OF MASAKADO
I will perform the Curse of oshi no koku mairi. I will visit the shrine at the hour of the Ox every night. There I will perform the ritual at the Kifune Shrine.

YOSHIAKADO, SON OF MASAKADO
It sounds wonderful Sister. I support you in whatever you do.

FADE TO BLACK.

After 21 nights Takayasha awakens the aranitama (Wicked Spirit) of the Shrine.

FADE IN:
ARANITAMA, WICKED SPIRIT
Who has awakened me? (A large black cloud appears before the Shrine as Takiyasha hime is praying).

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
It is I Great One praying for the power to fight the enemies of our father Tiara No Masakado.

ARANITAMA, WICKED SPIRIT
I bestow upon you Princess Takiyasha the power and knowledge of onmyodo.
(MORE)

ARANITAMA, WICKED SPIRIT (CONT’D)
Go and return to Soma Castle in Shimosa and reunite the soldiers of your father. You will raise up an army of yokai.

FADE TO BLACK.
FADE IN:

OYA NO TARO MITSUKUN, SAMURAI (35)
I have come in search of Princess Takiyasha hime. Do you know where she is?

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
(Posing as a prostitute) How may I help you Master? Perhaps it is pleasure you seek?

OYA NO TARO MITSUKUN, SAMURAI
I come to tell the daughter of Masakado had he died and how his head was hung from a tree in Kyoto by the Emperor and Hidesato.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
Hidesato? Wasn’t he a friend of Masakado?

OYA NO TARO MITSUKUN, SAMURAI
Yes, he betrayed Masakado along with Sadamori, Masakado’s cousin. I was there when they hung Masakado’s head up on a tree along with his Lieutenants. His head cried out for his body for weeks and then it flew away to a fishing village were the local fisherman washed it off and buried Masakado’s head in a mound.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
(Crying) I cannot hear this. Forgive me I must go and rest.

That night Takiyasha returned with some skeleton yokai (ghosts) gashadokuro. Takiyasha rode a giant toad.

OYA NO TARO MITSUKUN, SAMURAI
I am not afraid of your yokai. I have power in my sword. Come closer and I will cut you into pieces. (Holding his sword high over his head Mitsukun swung and cut the frog in half with Takiyasha falling to the floor.

After that he fled on his horse into the night.

FADE OUT.

36 ACT ELEVEN-SAVING THE HEAD OF MASAKADO. 36

After Takiyasha Hime’s encounter with Mitsukun she decided to save her father’s head and have it properly buried instead of hanging for weeks from a tree along with his lieutenants.

FADE IN:

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
Yoshiakado I have decided we need to go to Kyoto under disguises and take down the head of our father and properly bury it.

YOSHIAKADO, SON OF MASAKADO
The Emperors soldiers will kill us if they see us trying to take down our father’s head from the tree.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
I have a plan. You and I will disguise ourselves as fisherman and enter Kyoto at night when there is no moon. After we retrieve out father’s head we will take it far away from Kyoto and bury it in a proper manner.

YOSHIAKADO, SON OF MASAKADO
You realize if they catch us, they will kill us and our heads will be hanging along with out father from a tree.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
Do not be afraid little brother for I have the powers of black magic.
(MORE)

TAKIYASHA HIME, DAUGHTER OF MASAKADO
Come let us pack our bags and saddle our horses for the long ride to Kyoto.

So Takiyasha and Yoshiakado ride into the night toward Kyoto.
FADE TO BLACK.

37 SCENE 2-EXT. DAY- SHIBASAKI.

37

FADE IN:

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
There is SHIBASKI in the distance. Let us dismount and wait until darkness before we enter the city. I am not sure where our father’s head is hung so we must take time to search for it.

YOSHIAKADO, SON OF MASAKADO
I am tired from the week long ride to Shibasaki. I did not realize how far it is from Hitachi. It is good that we rest until darkness. I have some old clothes that will help us look like fisherman.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
I will protect us with the powers of the dark spirits so that no one recognizes us.

Later that night Takiyasha and Yoshiakado ride into Shibasaki and leave their horse outside the market gate. They grab two bags of smelly fish they brought with them and throw it over their shoulders to act and smell like fisherman.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS. (CONT’D)
There is a large tree at the end of the market place. Let us investigate if our father’s head is buried there.

YOSHIAKADO, SON OF MASAKADO
The smell of these fish is killing me sister. I hope you are right about the small mound in the market place. Come let us look closer. I am beginning to get nervous.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
Yes, there is our grave. See the Shinto markings on the grave. Give me a shovel quickly.

YOSHIAKADO, SON OF MASAKADO
All right but be quick about it. I am getting nervous. Wait there is an old man waking across the market place. Wait until he disappears.
OK, let’s begin digging

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
I have him. I have our father’s head. Quick wrap it in this cloth and let us be gone.

FADE OUT.

Takiyasha and Yoshiakado mount their horses and ride off into the nearby mountains and wait until sun up to return.

FADE IN:

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS. (CONT’D)
There is the fishing village of Shibasaki We can bury our father’s head there. Perhaps some of the fisherman will help us? Many of the local people and fisherman loved our father and I am sure they will help bury him and set up a shrine in his honor. Look here comes a fisherman now. Sir, how are you this day? I am Takiyasha the daughter of Lord Masakado. Do you follow our father Masakado?

FISHERMAN (50)
Yes he was a great man for plain folk. He restored many of the arms to the poor people.

YOSHIAKADO, SON OF MASAKADO
We have the head of our father old man and we need some help in burying his head properly and setting up a shrine in his memory. Will you get other fisherman to help us old man?

FISHERMAN
It would be my honor to help bury properly the head of the great Masakado. There next to the sea is a great mound that will be the perfect resting place for his head. Come we will wash your father’s head and properly prepare it for burial. I will ask some of my friends to help us dig a hole in the mound.

YOSHIAKADO, SON OF MASAKADO
We must be quick about it old man for the soldiers of the Emperor may not be far behind us when they realize the head of Masakado is gone.

FISHERMAN
Let me get some of my friends and we will help you dig a place in the mound to lay the head of Masakado.

A few minutes later a half dozen fisherman arrive at the mound where Yoshiakado and Takiyasha waited.

YOSHIAKADO, SON OF MASAKADO
Welcome friends. We thank you for helping honor the head of our father Masakado. Let us wash his head off with sea water and bury it in this mound overlooking the sea. Perhaps some stone put in place will mark this shrine.

So they took the head to the edge of the ocean and washed it off and wrapped it in a silk cloth and buried it in the mound by the sea.

FISHERMAN
What will we tell the Emperors soldiers when they arrive?

YOSHIAKADO, SON OF MASAKADO
Tell them the head of Masakado is cursed and it flew here from Kyoto. Once they realize a curse is involved they will not touch Masakado’s shrine. Come let us begin digging. Time is short.

So it was that the head of Taira No Masakado was laid to rest in the little sea village of Shibaski that would one day become Edo, and then finally in modern times, Tokyo.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
Come let us return to Soma our home.

YOSHIAKADO, SON OF MASAKADO
At least our father rests in peace now. I hope the local people come to visit his shrine and keep his memory alive.

FADE TO BLACK.

38 SCENE 3-INT. NIGHT- SOMA CASTLE, HOME OF MASAKADO. 38
When Takiyasha and her brother returned to the burnt out
remains of Soma, their father’s castle, they slept in a cave below the main house which was undamaged by the fire.
Takiyasha had a dream.
FADE IN:
Takiyasha was asleep when the spirit of her father Masakado came to her.

SPIRIT OF MASAKADO.
(The spirit of Masakado talking). Takiyasha you are on my mind and I am on your mind. What you did to resurrect my name and honor will be recorded over time eternal. Because of you my spirit and honor will live on for centuries.

TAKIYASHA HIME, DAUGHTER OF MASAKADO AND PRINCESS OF DARKNESS.
I am sorry father that I failed you. I learned the dark arts to summon the yoki to fight for you. My success was not to be.

SPIRIT OF MASAKADO
For a thousand years, rich and poor will remember what I did to save my family and lands. I returned to the peasants their land from the rich governors that over taxed them. I fought for the rights of the common man against the wishes of the Emperor and it cost me my life.
(MORE)

SPIRIT OF MASAKADO (CONT’D)
Do not cry for me for I have become immortal and my curse in on those that defy me and my clan. Live your life in knowing that my spirit is always with you. I love you daughter.

FADE OUT.

39 ACT TWELVE- THE CURSE OVER HUNDREDS OF YEARS. 39

40 SCENE 1-EXT.-DAY-THE PLAGUE 1874.

NARRATOR
In the early 1300s, a great plague struck Edo. Many people died. The plague was attributed to Taira no Masakado’s anger. In order to appease him, his spirit was moved from his small shrine to the larger and more prestigious Kanda Shrine. He was designated one of the main gods, and his spirit was placated—for a while.

EMPEROR MEIJI (30) JAPAN
I will visit the Kanda shrine today to see why this Masakado has claim to the status of a deity?

SHINTO PRIEST (60)
It is not wise to make any changes in the Kanda shrine, Emperor.

EMPEROR MEIJI
I am the Emperor and I will do as I want, despite any curses.

Later that day at the Kenda shrine.
EMPEROR MEIJI (CONT’D)
I do not understand why an enemy of a past Emperor should be given the status of a deity? I want this kanda shrine moved to a smaller building outside the village.

40

FADE IN:

Later that year a great plague struck Japan and it was blamed on the anger of Masakado in having his kenda shrine moved and reduced in size. As the Shinto Priest warned bad things happen when anyone tries to change the Kenda shrine.

FADE OUT.

41 SCENE 2-EXT.-DAY- THE GREAT KANTO EARTHQUAKE OF 1928. 41
FADE IN:
JAPANESE MINISTER OF THE FINANCE (40)
We intend to relocate the offices of Finance on the old site of the Masakado Kubizuka. Construction will begin immediately and we will remove the old Kubizuka to another location.

SHINTO PRIEST (45)
Pardon, Minister of Finance. The curse of Masakado is upon the Kubizuka for anyone who attempts to move or change it. Those in the past suffered death and pain.

JAPANESE MINISTER OF THE INTERIOR
I do not care about old stories. We are a modern nation now and space is limited in the city, so I have chosen to take the site of the Kubizuka and put the new building on it for the new Finance building.

SHINTO PRIEST
No good will come of this Minister of Finance.

A month later
SHINTO PRIEST (CONT’D)
The minister of finance has become sick and is near death. He should have respected the ghost of Masakado’s Kubizuka.

EMPEROR OF JAPAN
The Minister of Finance has died and his Finance building is not finished.
(MORE)

EMPEROR OF JAPAN (CONT’D)
He attempted to put the building on the site of Masakado’s Kubizuka and the curse of Masakado caused the Minister’s death. It is my decree that the Kubizuka be restored to it’s original glory and the Treasury building is to be demolished immediately.

42 SCENE 3- EXT.-DAY-WWII ATTEMPT TO PUT IN A GARAGE 42

43 SCENE 4-EXT.-DAY-20TH CENTURY INCIDENTS.

NARRATOR
Throughout the 20th century, a number of other accidents, fires, sicknesses, and mysterious sightings were attributed to the curse of Taira no Masakado. Each time, purification rituals were performed. Finally, in 1984, in response to public pressure, his deity status was reinstated. Today, great pains are taken not to anger his ghost. For example, it is common practice for television stations to visit the grave of his head, still located in what is now Otemachi, Tokyo. They pay their respects to him before his character appears on any show. The Kubizuka is maintained by an organization of local businesses and volunteers who have taken on the responsibility of upkeeping of his grave.

43

FADE IN:

FADE TO BLACK.

44 SCENE 5-EXT.-DAY-FUSHIMA NUCLEAR PLANT EXPLOSION, MARCH 11,44 2011.

FADE IN:
NARRATOR
The Fushima Nuclear plant exploded in March 11, 2011 and the ghost of Masakado was blamed.
(MORE)

The END.

NARRATOR (CONT’D)
Radiated sea water spilled onto the local villages and animals within fifty miles all died of radiation poisoning. The wild dogs of the region seemed to have survived, however they became mutant dogs with many radiation illnesses and mutations in their body size which doubled and their faces.

MAJOR OF FUSHIMA (50)
Thirty wild dogs of the fushima region were found with their heads cut off, and hung from nearby trees. A white flag with a red butterfly, the symbol of the Tiara clan and Tiara No Masakado himself was found in each dog’s mouth. It is a mystery to us how this happened except that maybe the ghost of Taira No Masakado has again risen?

45 45

Chapter 5-The 23rd Psalm

written by Dr. Pelham Mead

Chapter 5- “He leads me in the paths of righteousness for his name sake”

It was time to take a new path for survival, thought Pastor Swift. Maybe they could combine forces and join with their Jewish neighbors to a combined effort to survive long-range? A week after the meeting of the Jewish leaders, and the Christian leaders, Rabbi Grossman sent a small group of 5 men back to North Star Mountain to tell Pastor Swift that they had accepted his offer to combine resources, and help one another if they were forced to sail to higher ground.

One of the mothers in the Christian group took some of the seeds from a few rotten tomatoes, and planted them in the ground in the pasture near the village to see if they would grow. She watered the seeds everyday and with the increased heat and limited sunlight they grew into healthy tomato plants in less than two months.

December had come and gone. Christmas was nothing more than a religious ceremony but no one had a presents to give one another. Instead they prayed and thanked God that they had survived the great flood. For the Jewish group they celebrated Hanukah with prayers and services but no presents were exchanged, as had been the tradition.

January was upon them and the weather never changed and remained hot and humid everyday. It was the end of February when the Christian group noticed the ocean was rising faster than predicted. The threat of their village being flooded was becoming a reality that they must deal with. Some vegetables like tomatoes had grown in the past few months. Scavenging everyday at the island shore for food floating by or valuable supplies floating in the ocean tides.

Elijah Ben Juda was the cantor for the Jewish community who sang at all the services. He was a man of slight build, 5ft. 8” tall, thick long dark chestnut colored hair and a full beard. His large nose was a most distinguishing feature on his face causing his eyes to look close together. Ben Juda had a dream or a vision one night. He went to Rabbi Grossman the next day to share this dream. “Rabbi, I am not a man of visions, however, last night I had a most unusual dream or vision. I dreamt that the islands that we were on, and the Christians were under water .We were sailing west looking for other mountains to settle on. I saw a man of Chinese features with a strange looking hat on his head. He held his arms outstretched. Then the dream faded.” Ben Juda said. Rabbi Grossman thought about what Ben Juda said and then he whispered softly, “do not tell anyone else about your dream, it will only make them worry.” “Let us see if the Lord is trying to speak through you in the future,” said Rabbi Grossman. “ If you have any more visions or dreams Ben Juda come directly to me and no one else. Do you understand Ben Juda? ,“ asked the Rabbi. “Yes, Rabbi, I understand it sounds like I am going crazy. I will keep our conversation a secret, shalom Rabbi, “ said Ben Juda.  What troubled Rabbi Grossman was “were they doing God’s will and were they being lead in the path of righteousness?”

Pastor Swift worried about the same thing the Rabbi was worrying about, “were they as Christians doing God’s will, and following in the path of righteousness for his namesake?” It occurred to Pastor Swift that the verse in the 23rd Psalm seemed most appropriate at this time in their lives. “Staying on the path of righteousness for his namesake.” In a sermon that Sunday Pastor Swift asked the congregation to think about whether God had a plan and whether he was leading them “in the path of righteousness for his namesake.” As he quoted the verse from the 23rd Psalm.

On the Jewish Sabbath (Saturday) that same weekend, Rabbi Grossman also mentioned the 23rd Psalm of David. He pondered the same question of following “in the path of righteousness for his namesake.” Perhaps God was trying to show both survivor groups, that he had not forsaken them. Just as God had spared Jonah from the whale in the Old Testament, and Noah from the great flood, perhaps he was doing the same with these two religious communities? They were approaching six months of survival after the comet collision. The skies were finally beginning to clear, but the heat remained and the humidity too.  The oceans had kept rising as predicted and it was inevitable that both communities would have to sail for high ground soon. Some of the women in the Jewish community made fishing net that they used between two rafts to catch fish. On their first attempt they caught hundreds of fish by dragging the net between the two rafts and sailing back and forth a few hundred yards off their island shored. The Christian community tried fishhooks and spears with limited success. The Jewish community sent some extra fish to the Christian community, and explained that a fishing net between two rafts worked very well. So, the Christians began to weave a fishing net they could use to catch fish. It took almost a week to complete the fishing net made from twine, clothe and wire they salvaged from junk that washed ashore. Likewise, when they dragged the fishing net between two rafts back and forth they caught hundreds of large and small fish. It was truly a bounty from God, and food that they needed badly to survive.

Finally there was enough fish to smoke some of it to prevent it from rotting and dry the rest in the sun by handing the cleaned fish on lines. There was very little to salt the fish with so they used local herbs that they found in the pasture near their village. Pastor Swift said his wife Judy, “Judy take charge of drying the fish so that we can have food that will not spoil.” “Sure, I will attend to it, “ said Judy. Elizabeth her 12 years old, and Rob her 10-year-old son offered to help dry fish also. The majority of the Christian community was busy drying fish to preserve it for the future. Each fish was fileted and then laid on rocks or strung from a line in the direct sunlight. Before night all of the fish had to be collected and stored to prevent any wild animals from eating the fish. Xiaolin and Marcus Green were busy monitoring the ham radio. “Xiaolin have you heard anything on the ham radio today/” Marcus asked. “No, there is no chatter today at all, “ said Xiaolin. “OK I am going to check with Judy the ham operator at Heavenly Valley Mountain and see what she has heard from other ham radio operators around the world,” Marcus said. Billy Mandor the 16-year-old boy was busy making a crossbow out of some saplings he had cut down. He had found some wire and string that he was using to help make the crossbow for hunting for food. 

The month of March was almost over, and April was a week away. The leaders of the Jewish community and the Christian community met again and made plans to evacuate their villages before the ocean waves flooded them. The plan was to leave in a few weeks when everything was packed up and there were enough rafts to hold all the people and supplies. Cloth covers had to be made to provide shade so everyone on the rafts did not dehydrate when they were sailing. The ham radio operator, Susan was still sending signals from Heavenly Valley Mountain. The plan was to sail south and rescue her, and then head West to find higher ground. 

In the middle of March, came the first storm they had since the comet collision with earth. Winds of up to 90 mph hit the islands and the waves rose over 50 feet over the shorelines of the remaining islands. Both communities were surprised by the sudden, and deadly storm. They quickly pulled the rafts up on higher ground, and secured them with rope to surrounding trees. Everyone hid in their shelters that day as rain poured down heavily, and winds buffeted the islands causing trees to drop branches, and the ocean to wash up high on each of the islands. The storm lasted a day and afterward there was a lot of damage to the shelters, and many items not tied down had blown away in the winds. Colonel Shepherd worried about being on the ocean, and getting hit by a storm on their meager rafts. The rafts were almost at water level, and any high waves would wash over the entire raft making sailing very dangerous.

Soon after the storm the ocean had risen so high than it threatening to flood both the Jewish settlement, and North Star Mountain settlement. The preparations had been ongoing for months in getting ready to set sail for higher ground and safety. On April 1st, 5661 the Christians set sail to join up with the Jewish rafts. The Christians had completed six rafts in all with 6-7 people onboard, and all their supplies. The Jewish group was a little smaller with only 35 people, and they built 4 oil drum rafts to sail their people to high ground.

The plan was to sail due south, and save the stranded ham radio operator at Heavenly Valley Mountain. The winds were strong that day the rafts move swiftly across the ocean toward Heavenly Valley.  Marcus Green kept charge of the self-charging ham radio that the Christian group had brought with them. He kept up communication with Susan the ham operator at Heavenly Valley. He told her they were coming to get her in a few hours, and to pack her stuff, ham radio, and be ready at the waters edge as they arrived from the north. The voyage only took a little over two hours with the rafts sailing downwind, and the wind at their backs. The Ocean was rising for high tide, and that helped speed up the rafts speed. As they approached a mountain sticking out in the middle of the ocean which they recognized it as Heavenly Valley Mountain. On the shore was a woman waving a red scarf. As they approach the island Colonel Shepherd signaled the other rafts to remain off shore as he guided his raft into the shore. “Slack the sail, “Colonel Shepherd called out to his crew. “Steady as she goes, now drop the sail completely and prepare the push-off sticks,” Colonel Shepherd commanded. The raft slowed as they approached the island. “Billy signal the other rafts to remain off-shore until we pick up Susan and then we will continue to sail westward,” Colonel Shepherd called out.

As soon as they brought the raft onto the shore Susan the Ham Radio operator was standing there waving a red scarf.  She shouted, “Oh thank God.” “Hop aboard,” Colonel Shepherd called out. “Hi there, I am Susan, here is my knapsack and ham radio. Be careful not to drop it. I put some plastic around it to keep it dry,” Susan yelled back. “OK, she’s aboard, push off and back to sailing,” yelled Colonel Shepherd. Marcus Green introduced himself to Susan, “Hi I am the guy you have been talking to and my name is Mark or Marcus Green. Welcome aboard Susan,” Marcus said.  “Boy am I glad that someone else is alive,” said Susan. “I hated living alone in an old ski hut without anyone to talk to,“ Susan commented.  “You’re OK now,” said Marcus. “Where are we going,” asked Susan. “Well we are sailing due west in search of high ground and safety. Eventually if we cannot find any suitable mountain islands that are high enough, we may continue to where the west coast of California used to be. We will be looking for the inter-continental landmass that you heard of from other ham radio operators, “ Marcus stated.

The waves were high that day as the rafts turned slightly into the wind, and headed due west looking for other islands. With the naked eye nothing could be seen that day after they picked up Susan. All the rafts were sailing in a cluster with the Jewish rafts off to the right and the Christian rafts on the left. The rafts seemed to be taking the waves fairly well and so far navigation was working fairly well. It was difficult to sail in a straight line however, because of the cross winds over the bow of the rafts. Five hours went by and still no sight of land. Garbage was floating everywhere and they had to avoid a lot of dead and decaying bodies in the water. About eight hours out on the ocean a small island was sighted off to the left. Colonel Shepherd signaled to the other rafts to steer toward the small island on the horizon. “Head toward that island, “ Colonel Shepherd called out to Tim Dong Wo who was at the tiller steering the raft. “OK Colonel, I am turning the raft toward the island,” Tim responded. There was an air of excitement on the raft for this was the only island they had spotted since they left Heavenly Valley Mountain.

The island must have been five miles or more away and it took them almost an hour to reach the island. As they reached the island, dead bodies were rotting everywhere and they were stuck in the trees and weeds around the shore of the island. They had to push the bodies out of the way with sticks. The approach to the island was full of rocks and treetops, so they had to cautiously approach the island’s shoreline. Once all the rafts landed on the island shoreline, they tied off their rafts and assembled on land to form a plan. General Mandel and Colonel Shepherd took charge and set up search parties to search the island for any survivors and a flat safe place for them to stay for the night. “Let us ask Rabbi Grossman and Pastor Swift to bless us with a prayer for our safe delivery to this island,” Colonel Shepherd asked. “Lord bless our community and watch over us and keep us safe, “ Rabbi Grossman prayed. “Amen,” everyone responded.

Meanwhile, others were delegated by General Mandel to unload the tents and food. The island was sparsely covered with Pine trees, and was very rocky. It must have been the top of a very high mountain jutting out of the water. This portion of the mountain was the part just above the tree line that explained why there were so many boulders and rocks. Colonel Shepherd and General Mandel assigned work groups and patrols to find level group further up the mountain.

After an hour most of the patrols returned. There was a lake in the middle of the island from melted snows probably and it was just over the ridge. Fresh water was something they needed so the decision was to hike over the ridge and camp near the lake and refresh their water supply. All seventy people began the steep climb up the mountain island toward the ridge that hid the view of the lake in the middle of the island. “Wow, a lake in the middle of the island,” exclaimed Billy Mandor. Mary Moon and Marcus Green were surprised there was a lake also. “The snow probably melted from the top of the mountain causing the natural lake, “ Mary speculated.

As everyone climbed up and over the ridge of the mountain the lake came into view looking like a mirror it was so beautiful. There was no evidence of any human survivors on the island according to the patrols that searched the island. After a ½ hour climb everyone descended into the canyon that surrounded the lake. Colonel Shepherd and General Mandel led the group and assigned tasks to everyone in the group when they arrived at the lake. 

“We need to collect fresh water to use and bring with us on the rafts, “Colonel Shepherd commanded. General Mandel instructed some of his community to get busy preparing a meal for everyone for the evening. They would use the dried fish and some greens to create a soup for everyone. Judy Swift and her two children Elizabeth and Rob 

The water seemed to be fresh and pure, so they loaded up their containers with all the water they could carry. There weren’t enough trees to create shelters so the community slept under the stars the first night. Marcus and Judy were monitoring the ham radio and they receive several messages from a few survivors on other mountaintops on White Face Mountain in New York State, the Andes mountains in South America and the Himalayas in Tibet. Again they had a confirmed report about the inter-continental landmass connecting the North American continent with Northern China. Marcus reported these messages to Colonel Shepherd and Genera Mandel.

Feeding seventy people with soup is no easy task but the community was in good spirits and still positive about their future survival. Many of the Jewish community got to know the members of the Christian community as they sat around the fires and talked about the old days before the comet collision.

That night Ben Juda had another vision which he shared with Rabbi Grossman the following morning. “Rabbi I had another dream,” said Ben Juda. “What was it about this time Ben Juda?” Rabbi Grossman asked. “I dreamed that we walked across the entire Pacific Ocean on a land mass that connected North America with the Asian continent,” he replied. “So you too believe there is a continental bridge to Asia, “ Rabbi Grossman commented. “Yes, I truly believe that this reported land mass actually exists, “ Ben Juda responded. “I am going to share your visions with Pastor Swift this time, rather than keep it a secret,” said Rabbi Grossman. 

An hour later Rabbi Grossman approached Pastor Swift who was busy taking inventory of the remaining food. “Good morning Pastor Swift,” Rabbi Grossman greeted Pastor Swift. “Good morning to you Rabbi,” responded Pastor Swift.  “ We need to talk Pastor,” Rabbi Grossman responded. “Sure, sit down and let’s talk, “ said Pastor Swift. “Pastor Swift what I am going to share with you is a sensitive secret, “Rabbi Grossman said. “You probably met Elijah Ben Juda my cantor. He has been having visions, and at first I doubted his new found spiritual visions, but now he has had some visions again.  So far they have become true and that is very strange, “ said Rabbi Grossman. “What do you make of the visions,” asked Pastor Swift.  “I don’t know Jim but I am concerned and confused at the same time, “ said Rabbi Grossman. “I mention this to you because he may be a visionary and he may be just confused. I do not want to cause problems spiritually between our two communities so I am keeping this a secret for know unless Ben Juda has more visions and they appear to come true, “said rabbi Grossman. “I understand,” said Pastor Swift. “I appreciate your sensitivity to this issue, “ said Pastor Swift. “We will keep this secret for now but keep me informed if Ben Juda has anymore visions,“ pastor Swift commented. “Yes, I will keep you informed. Excuse me now I have to return to my people, “ rabbi Grossman responded.

The two communities met the second night on the island to decide what to do about the future. The island they found was too small to support their community and other than the lake it had very few natural resources. Many community members suggested they return to sailing west to find better higher ground. Colonel Shepherd, General Mandel, Rabbi Grossman and Pastor Swift took the recommendations into consideration. It seemed inevitable that they would eventually have to return to sailing west to find higher ground or the inter-continental land bridge to the Asian continent.

After much discussion the communities voted to return to the sea and sail west to try and find higher ground of the inter-continental land bridge the ham radio operators say existed. Travel to higher ground in asia or the Himalayas seemed to be the safest long-term resolution. The group set sail on the fourth day from the little island and sailed west.

My Best Ten Screen script Concepts

by Dr. Pelham Mead

My Ten best High Concepts are: Proseries 60- Pelham Mead

1- Solar Space Pirate– Jake Johnson is an international playboy, and Hawk Space Academy drop-out who reunites with his ex-girlfriend, Veronica Green, from the Academy, and helps her to chase down a Space pirate, Count Von Wertz, who uses a stolen Solar Sailing Space ship called the Green dragon to intercept gold ore cargo space ships traveling from Mars to Earth.
2- I Saved President Lincoln– Based on the true story of  Kate Warne, the first female Pinkerton agent in history, who discovers a plot to assassinate President Elect Abraham Lincoln, and helps to convince President Elect Lincoln to change his train schedule to avoid being killed.
3-Don’t be Square– A story about teaching junior high in the 1960’s and 1970’s amid all the social issues of the civil rights movement, free drug era, free sex era, and the conflict between the administration and the teachers.
4– Captain Retro– An autistic young man plans for, and wins the Powerball lottery for four million dollars, and hopes to become a Super-hero, but that is not in the cards for his future.
5-The Glaive of Light (Sword of Light)- A fantasy story set in Celtia, Ireland, 100 b.c. where a small person, Kenkenny, becomes the Keeper of the Glaive of Light by the Good and Bad Gods and sent on a mission to find a good person of pure heart to use the Glaive for the good of mankind.
6– The Personal Diary of Anne of Cleves– A personal diary of one of the most famous Queens of England and how she survived not getting her head cut off by King Henry VIII.
7- The Seabury Chronicles– A modern day Genealogist and College Professor attempts to track down the personal secretary of his great, great, great Grandfather who lost millions in negotiable bonds when the secretary stole all the bonds, disappeared and was never caught. He takes revenge on the descendants of the secretary when he discovers where they are living.
8– A Teacher Goes to War– Based on a true story, a College Professor from Maine, with no military training, joins the Northern Army in the Civil War, only to find himself in the middle of the Battle of Gettysberg defending Little Round Top Hill.
9-Sister Angelina CIA Nun– Based on the real murder of three Nuns in Burundi, Africa, an Ex-Nun is hired by the CIA, and the Vatican Holy See to investigate the murder of three Nuns in Burundi, Africa from inside the Kamenge convent.
10- Destiny- A Robot self manned space ship heads to the Alpha Centuri system with specimens of the best sperms and eggs mankind could offer to replant a new population on another planet, only to get turned around in a black hole in space, and sent back to Earth in another time. The Robot following its Prime Directive and is confused, and attempts instead, to fertilize major leaders in history to change their original time line.
 
 
 
 
 
 

Professors that Graduate from my Teacher Learning Center tutoring in 2001-2002 at the College of Mount Saint Vincent.

The Castle and Admissions center on the campus of the College of Mount Saint Vincent
DR. Mead
Dr. Pelham Mead III in my Columbia University Doctoral Robes
college logo
student Graduation 2002
Dr. Susan Apold 2002, and Dr. Kerrigan, Chemistry
Kathy, Barbara and Dr. Kerrigan
Smart Classroom teaching
Sister Pat teaching in a Smart Classroom 2002
John the Music Professor and College organist 2002
Sister Edward dressed up as Santa at 2002 Christmas Party
Teaching Biology
Professor Pat Grove, Biology teacher and technology supporter
Kathy and Pel Mead at Graduation 2001
Two Biology professors and a Priest
Bernadette, Professor Sociology and Py Live Sun, TLC secretary 2002
Teaching Assistant Christine working with Professor Kathy Flaherty in the TLC room.
Professor Arlene Moliterno teaching in a Smart Classroom with animated Powerpoint slides.
Nursing snack room converted into a Smart Classroom 4th floor annex, College of Mount Saint Vincent
Py Liv Sun , TLC secretary working hard in the TLC
Dr. Mead and Sister Edward
Fran, Director of Communications 2002
Professors waiting for Graduation 2002
college Provost 2002 Dr. Greene
The first Professor to teach in a Smart Classroom rm. 310
TLC web site the College of Mount Saint Vincent
Professors chatting before Graduation 2002
Bob Coleman, Dean of Communications 2002 Christmas party
President Flynn singing at the first Christmas party 2002
John, Py Liv, Christine and Pel Mead 2002
The Biology Lecture hall after remodeling as a Smart classroom thanks to the Title V grant funds. Note the large electric screen and the wall mounted TV in the background. WIFI was also installed as well as a new ceiling projector.

The College

By Dr. Pelham Mead

The College of St. George of Staten Island

Outline

  1. Introduction

Each and every College and University in the United States whether a Catholic College or Private or Public College always has something to hide. It seems to be standard procedure to sweep problems under the rug rather than deal with the problems in an honest and outright manner. Sadly, faculty and students suffer in the end from the indiscretions of the Presidents, and administrators. When monies are stolen from accounts and the person is caught, most Colleges deal with it internally so as not to let the story get into the Newspapers and produce a bad image of the College. Colleges and Universities are often afraid of the impact of a bad story and how it will affect their alumni contributions. Their justification is when a major bad story breaks that puts the College of University in a bad light; there is a domino effect as to public opinion and alumni opinion. Colleges or Universities are afraid that alumni will stop making contributions to the school because of bad story of embezzlement, violence on campus, child sexual abuse, administrative misdeeds, and other negative stories.

            Take for instance the case of Joe Paterno the Football coach at Penn State University shows that he reported a case of suspected sex abuse of young boys by an assistant coach to his superiors and they in turn swept the problem under the carpet until all hell broke loose in the fall of 2010 and the story came to the surface when one or more victims told their story to the Police and the Newspapers. The story went viral and Penn State was put in a very poor light nationally and internationally.  The first effect of this poor image would be alumni concern and a sudden decrease of alumni contributions. Some alumni are such large contributors that they often have great leverage with the University Trustees. In the Penn State situation the Trustees needed to exercise  “
damage control,” since the case was in all the National Newspapers. They fire Joe Paterno immediately to stop all the News stories. That had a limited effect. It may also have been that the politics of Penn State Trustees had asked Coach Paterno on numerous times to step down and retire. This bad news provided an opportunity for them to finally be able to take action in getting 85-year-old Coach Paterno to step down. While he was coaching he was a powerful man that could tell the President and the Trustees what he wanted to do. Look at the numbers at Penn State. The football stadium seated 65,000 people all paying for tickets. The alumni contributors for the football program specifically and boosters as they are called who always raise funds for the Football program for full scholarships, uniforms, travel funds, coaching salaries, trainers, printing and marketing expenses. Penn State was an empire of Football income and contributions and at Penn state as well as any other campus the bottom line is money.

            This book, although fictional in nature, is based on events that actually happened at many Colleges across the United States over a period of twenty years 1980 to 2011. In no way is this book intended to cause malice toward any College or Institution or President or administrative or faculty individuals. The real intention of this book is to show what really goes on behind the scenes in Colleges and Universities in the United States and how “cover up” is the motto of the day.

            The first story is about a fictitious Catholic College in Staten Island, New York called St. Georges College. This College was on the property belonging to the Sisters of the Holy Cross. Originally, like so many other Catholic Colleges,  St. Georges began  as an all Women’s Colleges in the early 1900’s, and due to declining enrollment became a coed College in 1960. Many small Catholic Colleges that do not have a wealthy alumni base suffer from the same problems, and that is a low or poor alumni funding to help the college survive. Many people do not realize that all Colleges and Universities are tuition dependent as their main source of income. The smaller Colleges public and catholic do not have research departments that generate a lot of federal grants for scientific research, and a lot of funding for faculty, scientists, and facilities. 

Smaller Colleges also suffer from their inability to have good grant writers. They often have only one Development administrator who usually cannot write grants but only organize grants. It is the professors that have to write grants, or knowledgeable administrators that have the time and the motivation.

            One source of income for Catholic Colleges used to be endowment such as naming a classroom for an alumnus contribution. Large million dollar donations would grant an alumnus getting a building named after them. This worked well for a few decades, but after time, each and every classroom, building, gymnasium, pool, sports field, etc. had been named for some alumni that gave money. Even scholarships were named after the alumni contributor. Special graduation awards got to departments where previous alumni funded a Communications Department award, or a Biology Department award.

            Eventually the selling of names on classrooms and buildings much like the selling of pews in churches in the 1800’s and early 1900’s became a thing of the past. Catholic colleges did not have many means of raising funds especially after the Diocese of New York or any other supporting Diocese began cutting funds to Catholic Colleges, and even Catholic Schools in the 1980, 1990, and 2000’s.

            Since tuition is the main source of Catholic Colleges, unlike their Public College counterparts who also get funding from the State, Catholic College try to keep the tuition low so that they can serve 2nd generation immigrant students, low income, and minority students. Small Catholic College realize  they cannot compete with publically funded State Colleges, so they target their students from the lower pay scale of available students. Since their mission is to help the poor or help the minorities, they practically give away the tuition in grants, scholarships, and special financial awards. These scholarships are based on need and usually reduce the already low tuition to 50% less than full tuition. If the housing or enrollment is limited at a small Catholic college then they are in trouble. They will always be capped at the amount of students they can house and enroll. Commuter students comprise a large portion of many College and University enrollment. St. Johns University in Queens had 20,000 students in 2010, and only a few hundred live on campus in the few dormitories. This means that almost the entire St. John University student had to commute everyday.

            At St. George’s College of Staten Island only 20% of the students commuted. There were enough dorms on campus to house 2,000 students. The dorms were all old , rundown, and not very attractive. They were cheap as far as monthly rent goes.

St. George’s College did not make much money on dormitory fees, and in the summer the dorms were mostly empty.

            In the early years of St. George’s College the majority of the college faculty were Nuns from the Order of the Holy Cross. They worked for no pay except a small 10% living allowance, and they all lived in housing on the campus. The College in the early years 1930 through the 1950’s made a nice profit, because it’s faculty costs were extremely low. This changed over time because the Nuns were not getting new novices after WWII, and many were dying off. By 1980 70% of the original teaching staff of Nuns had passed away. Only a dozen teaching and administrative Nuns remained at St. George’s College as of 2000. Many other Catholic Colleges run by Nuns were suffering the same thing with a decline in Nuns on the teaching staff.

The Betrayal of the Nuns

            At an all Women’s College in White Plains, New York the “Sisters of Life.”  ran a College called Northern Westchester College. It suffered a decline in teaching Nuns , and enrollment during the 1960’s, when there was the anti-war, anti-establishment, and anti-church movement in the United States. Their enrollment dropped to an all time low of 300 students. They converted to coed by 1965 but the change came too late, and they were faced with closing. A large University from New York city wanted to locate a Medical School in Westchester on the property the Sisters of Life.  The Northern Westchester College was prime property in White Plains. They negotiated a deal to support Northern Westchester College, and at the same time build their Medical school on the same grounds. By 1970 the Northern Westchester College was closed, and the Medical school was booming with enrollment. The Sisters of Life were left out in the cold when the college finally closed even though the University promised to promote and keep Northern Westchester College open no matter what.

            Another group of Nuns called the  “Sisters of the Humble Poor,” has a viable Catholic Prep school in Westchester that began in 1901. Their school “St. Peters Prep of Westchester,” began to lose Nuns as they died out, and few replaced them. Originally the rich families sent their children to the famous St. Peters Prep of Westchester because it was well known as a good Catholic school that placed many graduates in large well known Universities such as Princeton, Yale, and New York University. After WWII, the teaching Nuns had dropped to only 1/3 of the faculty, and lay teachers had to be hired which increased the costs of the Prep school. The buildings of the late 1800’s were crumbling and the neighborhood around the Prep school slowly became a slum. By 1975 the Sisters of the Humble Poor were forced to sell the Prep school or default to New York City in taxes. They sold it to a Jewish school that promised on the sale contract to never sell the school buildings or property to private housing developers. The Jewish Yeshiva lasted ten years, and then went out of business. They sold the property and buildings to a private housing developer who wanted to put in condo units. The “Sisters of the Humble Poor,” sued the Jewish Yeshiva and after many years in court they won a one million dollar judgment. Unfortunately, the one million dollars came too late, because by the time of the settlement there were only four Sisters of the Humble Poor still alive. They donated the money to St. George’s College of Staten Island in exchange for a home for the four surviving Nuns to retire, and live out their lives. St. George’s College gratefully accepted the contribution and repaired it’s one hundred year old roof on its main administration building.  “Easy come, easy go” became the motto for the “Sisters of the Humble Poor.”

            The “Sisters of The Divine Heart,” of Westchester, New York were another group that was taken advantage of by another College. They had a K-12 Catholic School in New Rochelle, New York for over 100 years having been an orphanage originally. It served  Civil War children of fathers who were killed in the war. During the Civil War the “Sisters of the Divine Heart,” served in the War for both the North and the South in Medical hospitals. After the war they formed a small orphanage in New Rochelle sponsored by a millionaire that wanted to leave a legacy in his name so they named the Orphanage Sampson’s Orphanage. In 1910, the orphanage became an elementary school and in 1922 it became a high school also handling grades K-12.  By the late 1930’s, after the depression, they got a charter for an All-Woman’s College called Mount New Rochelle Catholic College. By the 1960’s, the College was in major financial trouble so it merged with Rochelle Shore College. Rochelle Shore College promised to maintain the Mount New Rochelle College, and its buildings and provide housing for the retired Nuns of the “Sisters of the Divine heart.” By 1972, Rochelle Shore College had become a University, and it closed down Mount New Rochelle College, and sold it for a handsome profit to private housing developers. Unfortunately, the “Sisters of the Divine Heart,” had trusted the Rochelle Shore College trustees, and there was no clause preventing them from selling the property at any time in the future. They were eventually left out in the cold.

            In Tarrytown high on the top of the Mountain was another All Women’s College Called High Mount College, that actually lasted until the 1990’s by providing a weekend college for women, evening programs, and an accelerated three year degree program for women. They refused to become a Coed College, and it cost them. Hartford College made them an offer to rent space on the college grounds, and they accepted. After five years, a problem developed with the Hartford College faculty who were union and the non-union High Mount Faculty. The Hartford College faculty were restricted to only the one building they leased from High Mount College. Problems developed and Hartford College threatened to pull out. As fate would have it High Mount College was going under financially. They could not keep enough all woman enrollment to survive. They made a deal with Hartford College to buy the property and buildings so long as it continued to support High Mount College. Three years later Hartford College got it’s revenge and pulled out of the property and sold everything to a private school and made a huge profit. High Mount College was closed forever.

  1. The Betrayal of the Nuns
    1. The Sisters of Life-College in White Plains-Pace took over
    2. The Sisters of the Holy Cross- Iona closed
    3. The Sisters of the Humble Poor- Sold Prep school to a Jewish Temple only to have them close years later and sell the property to a developer. The Sisters sued and won $1 million dollars.
    4. Heritage- Most Monasteries, Nun supported orphanages began in the 1800’s when there was a need for children without parents. Especially after the Civil War when many children lost their fathers
    5. History- Initially the Orphanages did very well and many later became Girls schools and then eventually even Colleges for Women. Traditionally the Church appointed male administrators to be in charge of these Catholic schools and colleges. By the 1960’s many catholic schools were in trouble of going out of business. The Vietnam War, Civil Rights Movement, the decrease interest in religion and the economy all contributed to the decreased enrollment in Catholic schools
    6. Mission-Many of the Sisters had a mission to help the poor when in fact they themselves lived in poverty. It is difficult to help the poor when the Catholic Church stopped supporting these many Nun supported Catholic schools. Once the Nuns died out there was no one that would work for free to replace them. They kept costs down because they worked for virtually nothing for the Church.

The Catholic Church had it’s own financial problems and could not help the many Nun founded Catholic schools.

Orphanages became a thing of the past. The State of New York moved in the direction of group homes for wards of the state or orphans. Orphanages were in buildings that were built in the 1800’s and were crumbling and rotting away.  They did not have modern electricity and modern plumbing which all had to be replaced over the years. Not having sufficient money to do this maintenance the buildings eventually became unsafe to use and were often condemned by building inspectors.

  1. The dying breedWhere it was fashionable for Italian and Irish families to have a son become a priest and a daughter become a Nun was an honor.Times changed and the Catholic requirement of celibacy for Priest turned many a man away.For the NUNS they were replaced by trained Nurses in hospitals, Teaching changes and technology came into place outdating many NUNs in education. Italian and Irish families changed over the past 100 years to become mixed with other religions and other nationalities. The old world Italian and Irish traditions began to change and were forgotten. So the need for young girls to become a Nun faded. Women wanted equality and got it and they wanted jobs like the men and got that too. Women left behind the role of caregiver, homemaker, nurse and teacher and ventured into the business world. Women became more educated and earned more money and forgot about Nuns tending the poor.
  2. Reduction of Sisters of Life over 100 years of service
    1. The City of New York took over the services for the poor in many ways
    1. Legal challenges to protecting the homeless became the job of the city to find housing.
    1. The Catholic Nuns lost the significance they once had in society in treating the poor, the homeless, and pregnant young mothers. The role switched to the City schools to reach out to help pregnant young mothers with alternative schools. The State of New York provided welfare support to poor families. Orphanages became old buildings just like mental institutions that fell out of favor with society.
  3. Retirement of the Sisters of Life
    1. At some point in time even Nuns become to old to keep working so they must retire. There are very few retirement homes or facilities for Nuns that allow them to retire in some comfort with little or no pension money.
  4. Changing from a male dominant leadership to a female dominant leadership
    1. In the 1880’s the Catholic Church was male dominated and they did not tolerate female interference as in the case of Sister Eliz. Seton who was turned away by the Bishop when she wanted to form a girl’s school.
    1. This trend continued up until the 1960 when Nuns had to reach out side to the secular community to help them with teachers and administrators.
    1. Secular civilians were brought in to replace the Mother Superior to run Girls schools and Girls Colleges.
    1. By the 1960’s all girls’ schools were dying out so they converted to COED and allowed boys to attend. At first the change was good but it did not last long with free public schools providing superior educations with well-trained teachers for the first time in a century.
    1. Those Girl’s schools that did not want to change like Marymount in White Plains eventually lost their enrollment and had to sell out to Fordham University who in turn closed the school and sold it for a nice profit.
  5. The aging of the infrastructure and the inability to prevent deterioration and planned maintenance.
    1. It cost a lot of money for planned maintenance and Nuns traditionally id not have enough money left over to upgrade their buildings.
    1. Natural disasters are bound to happen or simply erosion, storm damage, rusting facilities, aging decay, poor construction, and out of date structures all eventually fall down or become condemned or burn down from poor electrical wiring.
  6. The wolves outside the door of the Sisters
    1. 1980’s Sisters of Life ran St. Mary’s College (a 2 year institution) in Yonkers.  I was teaching there as an adjunct at the time.   They were underwater and IONA stepped in to help save the institution.  Within 2-3 years, IONA closed the school, sold the property and made the money.
    1.  1980’s the Sisters of Loving Care ran College of Sacred Heart in White Plains.  In 1976.   It was taken over by PACE who promised to continue to run the school with the nuns.   PACE put their Law school there, and in a few years closed the college that the nuns previously owned.  The nuns have been in litigation with PACE for years – I am not sure how or if this was ever resolved.  Probably – information available on the web somewhere.
  7. In early 2000’s Fordham took over Marymount in Tarrytown -which was underwater.  They promised to continue the mission of the sisters and improve the college.   Four years ago, Fordham closed them down, sold the property for a good sum.  Marymount sisters were outraged
  1. Administration-Catholic Colleges vs. standard Private colleges, differences similarities
    1. In the Franciscan and Vincentian orders the President works for nothing and that saves a lot of money
    2. In other Catholic orders the Mothers Superior have died out and no one was qualified to take their place. The schools had to meet new NY State Education requirements in both their teachers as well as administrators. Many schools and colleges lacked leadership within and had to seek Educational Administrators outside the Catholic community.
    3. In One Women’s College a new President was being sought. The salary was not high and there were few applicants that wanted to be President of a financially troubled institution. A new male non-religious President was hired and he just happened to be Gay. Sadly, he used his sexual preference to hire boyfriends of his in major College Administrative positions even if they had no previous experience
    4. Gay Male VP of Finance
    5. Gay Male Director of Admissions
    6. Gay Female Director of Athletics
    7. Trustees who had no clue
  2. Looking for a scape goat
    1. The VP of Finance who stole from the Grant and how he met his demise.
      1. In 1999 the College of St. Paul of Staten Island received a Title V Federal Grant from the US Department of Education for Hispanic Serving Institutions. The College needed 25% Hispanic student population to qualify for the grant which was easy since 35% of it’s population was Hispanic coming from Staten Island.
      1. Before a Coordinator for the Title V grant could be hired the College began the grant with no one in place to direct the grant or carry out its goals. The writer of the grant had quit the college and there was no one who understood what the grant required. The VP of Finance at the time saw an opportunity to buy some financial software without informing the incoming President. The VP of Finance also allowed one of the Deans to draw down money from the grant for unrelated stationary supplies for her office and Reading Center. Sixty thousand was spent during the first year of the grant before a coordinator was hired in the spring of the next year.
      1. Two years after the VP of Finance was removed the opportunity presented itself to look into the purchasing records to see where the missing $60,000 was spent on without proper authorization from the President of VP of Academic Affairs who was theoretically in charge of the Title V grant.
  3. The Dean who stood up against the New President’s policies and how she was forced into retirement.
    1. As always the case when a new President comes in he or she sweeps house with all the previous VPs and Deans to put in place people that answer to the new President not to the traditions of old.
    1. One such Dean was quite outspoken and she did not agree in the direction the new President was taking the college. She protested and was eventually asked to retire or resign. She retired and no one replaced her.
  4. The changing of the guard with the VP of Academic affairs, the professor replacement, the Director of Nursing replacement.
    1. When you have a constant change of the VP of Academic affairs, the School Controller, and the VP of Financial affairs then no college or school can operate properly. New Policies and procedures cannot be mandated and expect to be successful. If the finances are so poorly managed that even the President does not know how much money there is in the bank, then there can be no financial plan or mission that will work.
    1. Kicking out the old guard. Sometimes the faculty and department chairperson age beyond the normal retirement age. They become dinosaurs that cannot change their old habits and become fearful of technology and new methods of teaching a whole new student body from the 1980’s and 1990’s and 21st century. The president saw these as a move forward and forced out the old chairman into retirement or cut their positions to part-time. Along with these old-timers when many a dedicated Nun who had no place to go except teach at the college.
  1. The firing of the Director of Personnel (gay man who had no background in finance) and who was hired because he had a relationship with the President. Fell out of favor with the president. Unable to properly manage the renovation of an old building. Blamed for taking retirement funds and using it to fund an elevator in the renovated building due to a summer shortage of funds
  2. Pushing out old Nuns in teaching positions
  3. Phasing out old faculty because they were old
  4. Back stabbing
  5. Inter-College relationships
    1. College of St. George and the College of Holy Essence. The College of St. George of Staten Island was founded around the time of the Civil War and many of its buildings were built before the 1900’s. It began as an Orphanage and then became a Girls Prep School and then Woman’s College by the 1900’s. Nursing and Education were the biggest programs at the College. Many of its graduates became teachers and Nurses who never made a lot of money in their lifetime.
    2. The College of Holy Essence was supported not by a Sister hood but the Franciscan Brothers of Staten Island who were well endowed by private donations. In the 1960’s both colleges were threatened with possible closure when they decided to develop a mutual relationship where they would exchange students and faculty to save on expenses. They also became fully coed and attracted a lot of Staten Island students from Italian and Latino families.
    3. Benefits of cross-enrollment  
      1. The College of Holy Essence had a great Sports program that it gave out many scholarships, whereas the College of St. Mary’s of Staten Island did not have any athletic fields or outstanding sports teams. Both schools were able to share sports facilities to cut expenses.
      1. The College of Holy Essence had a very high academic standard and offered Engineering, Math, Chemistry, Computer Programming, and other difficult academic programs. The College of St. Mary’s of Staten Island was service orientated so from it’s long standing tradition Nursing was it’s number one program and Communications was the second largest program thanks to cross-enrollment from the College of Holy Essence.
  6. Shortcomings of cross-enrollment
    1. Lots of lateness due to the need to catch a shuttle bus
    1. Difference in each college’s Missions
    1. Financial difference between the College of Holy Essence being the richer school and the Poorer College of St. Mary of Staten Island.
    1. The athletes on full scholarships at the College of Holy Essence were not smart enough for Engineering and Computer programming so they all enrolled at the College of St. Mary’s Communications Program in Radio and Television that was a much easier and friendlier program.
    1. The College of Holy Essence always wanted the controlling power when it came to cross-campus policies and enrollment.
    1. The College of Holy Essence was miles ahead of St. Mary’s College of Staten Island in technology since they offered programming and put a high premium on advanced technology, wireless classrooms, Internet access, and smart classrooms and lecture halls.
  7. The deadly President’s letter from St. George to the College of Holy Essence and how the contract between Catholic schools fell apart.
    1. Effects on the Department of Communications. The department of Communications went from a student enrollment of 2000 students to less than 300 without the students from the College of Holy Essence. The Dean of Communications left for the College of Holy Essence when they offered him a major salary increase and a brand new facility and program that he could set up from scratch. Their only problem was a lack of space on campus to house the new Communications department. The assistant to the Director/Dean was promoted to the position not as Director but as Manager that commanded a lower salary. The Department Chairperson retired from Communications and the staff shrunk from over 20 adjuncts and 5 full time professors to less than ten part-time faculty.
    1. Fine Arts, Education, Psychology, Nursing, Math, Chemistry, shared departments, all experience a reduction in class enrollment which translated to many adjunct and full-time faculty being fired.
    1. Effects on enrollment. Initially the enrollment went down but the College of St. Mary of Staten Island loosened up on its enrollment policies and also hired placement counselors in Connecticut to recruit students.
    1. St. Mary of Staten Island had a tradition of not offering Sport Scholarships and this policy prevented the Division III teams from excelling. Instead of sport scholarships, financial grants were given to athletes especially from Connecticut to help improve the Baseball team, basketball team, and Volleyball team.
  8. D. The big Title III USDE grant
    1. Minority serving institutions
    2. Meeting the Federal agenda
    3. Integrating technologies into the classrooms
      1. Installing smart classrooms
        1. The requirements for the smart classrooms were out of date with the installation of Televisions wall mounted with VCRs. By the 21st century computer projectors and electronic white boards were the teaching medium of choice
        1. Previous movie screen and TV mounts were unsafe and not properly installed
        1. Improved TV mounts with “H” brackets that spread out the weight distribution on the wall. Bolted through the brick and plaster walls to the next classroom that plywood base to prevent the bolts from pulling out over time.
        1. Wireless technology in every classroom.
        1. Loaner laptops to access wireless technology
        1. Theft and classroom security
        1. Wireless projects and why they were easy to install but worked too slowly to be effective
        1. Tutoring faculty how to use technology in the classroom
        1. The shortcomings of the IT department.
          1. Part-time college students
          1. No defined mission
          1. No funding
          1. Developed out of Collegis five million dollar contract that ripped the college off blind.  Computers were cheap and did not last three years. Parts were stolen from one computer to repair another computer, resulting in a computer graveyard.
          1. Underpaid personnel
          1. Poor HELP station
          1. Good personnel exit to find higher paying jobs.
      1. Installing smart lecture halls
      1. Installing smart computer labs
      1. Installing new renovated facilities
  1. Integrating technologies into the curriculum and lectures
  2. Writing a curriculum
  3. Finding a facility for a Teacher Excellence Center
  4. Finding furniture
  5. Getting rid of file cabinets
  6. Establishing a relationship with IT
  7. Quid pro quo (one hand wipes another hand)
  8. Personalities to work around
  9. IT Director secrets
  10. IT Director’s inability to install new Banner finance software and his making promises to the President he could not keep.
  1. II. Catholic Stories
  1. The Faculty Stories
  2. Outsourcing
  3. Collegis
  4. Banner
  5. Food Services
  6. Cleaning Services
  1. IV Expose’
  1. Teachers caught having a sexual relationship with their students
  2. Homosexual relations
  3. Sex with female college students by faculty
  4. Scandals in hiring procedures
  5. The hiring of the Athletic Director
  6. The hiring of the Dean of Students
  7. The hiring of the VP of Finance
  8. The replacement of the Director of Human Resources
  9. The hiring of the VPs of Academic Affairs
  10. How the VP of Finance tricked the school into a five million dollar contract with Collegis. She was a previous employee of Collegis and no one knew that until she quit her position at the College.
  11. Pushing out the Education Department Chair who was a Nun
  12. Department chairpersons making overload money
  13. How they controlled the summer school system
  14. How they were over paid even when they were freed from teaching to supervise teachers
  15. The inability to change from the old system to a new system
  16. The old way of doing things, cheapest thing goes
  17. A constant shortage of money
  18. An inability to meet the demands of technology
  19. The inability of the Faculty Council to keep the President in line.
  20. The spies on the Faculty Council.
  21. The elevators
  22. How the large elevator really broke down and why.
  23. The two 100-year-old elevators that constantly broke down.
  24. The lack of safety backup for elevators
  25. The condemning of the stair cases
  26. The surprise inspection that condemned the stair case to the extension as being dangerous
  27. The 6-week disaster as a result of teachers being unable to get to their offices.
  28. The falling down outside porch
  29. The Nuns outside porch that rotted and had to be taken down
  30. The constant repair problems with the remainder of the porch
  31. The Administration building built on rock
  32. The basement erosion
  33. The actual bedrock visible in the basement of the building.
  1. The Castle/ Student Services
  2. The Nun in the tower
  3. How she came to be there
  4. The four story castle keep
  5. Problems with the castle
  6. The ineffective security guard system
  7. Underpaid security guards
  8. A director with no real power
  9. No video cameras installed
  10. No locked classrooms in the administration building
  11. The stealing of smart classroom equipment by a security guard
  12. The Friday afternoon thefts of projectors installed in 18 ft. ceilings
  13. The motis operande
  14. Catching the thief
  15. Losing $10,000 worth of equipment
  16. The administration doing nothing
  17. The break-in to the Communications TV studio and theft.
  18. The opportunity to use grant funds for wireless video cameras in the newly renovated building
  19. The refusal
  20. The eventual break-in and theft of thousands of dollars of TV cameras and recorders.
  21. The eventual installation of the wireless video cameras after the theft
  22. Reported rapes of female students on campus in the dorms.
  23. The lack of safety at night with a poorly lit campus
  24. Outside students from other colleges having access to the dorms
  25. Local gang students roaming the campus at night
  26. The forgotten Point Richard on the Hudson
  27. The piece of valuable land cut off by the Metro-North rail road
  28. The abandonment of the property
  29. The abandoned Metro North Railroad station
  30. The original train stop at the College of St. George
  31. A change in transportation brings about abandonment of the train station and its destruction
  32. The Home for Children of the State next door.
  33. Right next to the St. George College property was a State Home for wayward children who often came around the fence to steal things on campus
  34. The Westchester sewer plant next door.
  35. The smell
  36. The inability to control sewage overflow at the Sewer plant
  37. The Elementary school run by the Nuns and it’s closing
  38. Declining enrollment
  39. Closing of the prep academy
  40. Selling of the property to raise money
  41. The high-rise building that replaced the property that was once the Sr. George Prep School.
  42. The effect of a high rise building overlooking the campus
  43. The loss of vital land that could have been used for campus expansion.
  44. The selling of the first St. Mary Academy to a Jewish organization that folded and tried to sell the property for condos. The lawsuit and the one million the Nuns got which went to repair the administration’s building roof.
  45. Declining enrollment
  46. The decision to sell and the contract prohibiting being sold for other than educational purposes
  47. The lawsuit and the settlement
  48. Easy come and easy go, as one million dollar settlement has to be used to repair a seriously leaking administration-building roof.
  49. The integration of Technology Over the five-year period of the Title III grants.
  50. Hiring a director
  51. Selecting staff
  52. Completing a budget
  53. $60,000 missing before the Director was hired
  54. Tutoring 84 faculty over 5 years.
  55. The Teacher Excellence Center Ambassadors
  56. The Laptop computer loaner program
  57. Balancing the grant budget annually
  58. Grant rules and regulations
  59. The liaison with the Communication Department and its Associate Dean
  60. The relationship with the IT department
  61. The relationship with The College of Holy Essence and its IT staff
  62. The Presidents hiring of the Director of Technology at the College of Holy Essence to work part-time at St George’s College
  63. The College of Holy Essence undermining the St. George College’s efforts in establishing technology.
  64. 22. The end of the grant
  65. The politics regarding promised made in the grant and promise not kept by the President
  66. The desire not to fund the Teacher Excellence Center and staff
  67. Playing it cheap
  68. Finishing the budget on time and on balance except for the $60,000 that was stolen by a previous VP of Finance but never replaced by the President.

Chapter One-from the Novel-“The Junior High.”

by Dr. Pelham Mead, (c) 2012, Xlibris publishers

Chapter 1- In the beginning

The name Cucamonga came from the name of a local Native American Tribe that used to live in the High Mountain area in New York. When the High Mountain school district began to explode in student population in the 1960’s it was decided that an additional Junior High school needed to be built. At the time there was only two junior high schools North JHS and South JHS. The students at South JHS were overcrowded in their school and they were on double sessions for a few years until the Board of Education of High Mountain school district put before the community a bond approval to build a third Junior high school to deal with the overcrowded conditions of the existing schools. The name of the new junior high was put up to the South JHS students to determine in a school-wide vote since ½ of these students would be sent to the new Junior high when it was finished in 1960. The choices were: Central High Mountain JHS, Washington JHS, and Cucamonga JHS. The students in South JHS did not want to go to the new Junior high school so as spoilers they choose the worse name they could and that was Cucamonga JHS.

The current Assistant Principal of South JHS was to be transferred to the new Cucamonga JHS when it was finished. He was given the choice of what teachers he wanted to bring with him, so he chose his best friends whom were all department chairman. They were all older men in the late 50’s and early 60’s. This seemed like a good base with which to start a new junior with experienced teachers. Actually no teachers transferred, only administrators. All of the rest of the teachers were hired new. In 1967 alone 300 teachers were hired in the High Mountain school district to meet the every expanding student population expansion. Cucamonga JHS started with 600 students and by 1975 had doubled to 1600 students in the one building built for only 1,000 students.

When the fall of 1960 came about the construction was not completed however the district moved the students into the unfinished building anyway. Construction delays caused the problem. While teachers were teaching in their classrooms, workers were drilling and nailing walls together in the next classroom. The noise problem was difficult to teach in without distraction. The auditorium was half finished with the seats not completely installed. Technically it was illegal to occupy a building that had not been finished but the district had no Plan B in case the building was not completely finished. Somehow the school district managed to avoid being fined by the local building code inspectors.

No sooner had Cucamonga JHS been built than it became overcrowded, and an extension was planned for and built in 1967. A small gym later was started in 1968 and finished by 1970 to accommodate the increase in student enrollment. A lot of problems developed with the heating and air circulation systems in the new extension requiring more construction and repairs to be made. Some classrooms lost all heat and were as cold as the outside weather in the fall and winter of 1967. Teachers had to move classes to the cafeteria or auditorium or library when the classrooms had no heat. A fire was started in a closet in the large gymnasium when a worker with a blowtorch accidently ignited the insulation in the ceiling while he was wielding metal braces under the roof. Fortunately the damage was limited to the storage closet and the fire department was able to get to the fire fast enough to prevent serious damage. The real damage was water damage to the gymnasium flooring.  The boy’s locker room had showers but no hot water until that problem was fixed. In the 1960’s is normal to give out soap and towels to students to shower after class. It was mandatory at that time. When the 1970’s came in with the concern for individual liberties and student’s rights and many lawsuits to determine student’s rights the required showers were abandoned and a shortage in funds dropped the expensive towel and soap program in Physical Education. Eventually only the sports teams would use the shower rooms and Physical Education students went to class smelling and sweating.

The teaching staff grew from 70 teachers initially to over 120 teachers by 1975. Many part-time teachers also joined the teaching ranks and teachers who traveled from one school to another became another portion of the teaching staff. Para-professionals came into use known as Teacher Aides who needed only two years of College to be eligible for the job. The district used to have team teaching but para-professionals provided a cheaper approach than two full paid teachers to one class. For a few years there was a special education teacher and a mainstream teacher teaching a mixed ability group of students including special education students.

Community voting on public bond issues was always difficult because the majority of the High Mountain school district was represented by Jewish private schools called “Yeshivas.” The private Yeshiva population grew from 7,000 students in the 1960’s to 15,000 in the 1990’s. The Jewish community had to be courted by the Superintendent of High Mountain school district in order to secure their support of the public school budgets. Many trade offs had to be offered the private school community such as universal busing, used textbooks and used school furniture and special professional services. The Jewish community voted as a block against the expansion of the public school bond issues by busing Jewish voters to the voting poles. No public referendum could be passed without getting the Jewish community vote. The Jewish community were paying both for Yeshivas for their children to attend and for public school tax. Under New York State law the High Mountain school district Superintendent was legally responsible for all public and private schools within the borders of the High Mountain School District. Therefore, Yeshivas had to meet NY State Education requirements or they would not be certified. The High Mountain school district was one of only two major Jewish districts in New York State that had a significant number of students attending Yeshivas instead of Public schools. This meant that the formula for repayment to the High Mountain School from New York State did not include the private Yeshiva students. The public school system of High Mountain did not get any revenue from New York State to offset the cost of carrying thousands of Yeshiva students who were not in public school. This also included Catholic Schools that were a much smaller number of students. This lack of funds from New York State would eventually cause the High Mountain School district to develop a major shortage of funds to pay for the school budget every year. The shortage of funds developed into threatened teacher strikes, no teacher contracts for three years sometimes, cutting back in hiring new teachers, cutting back in sports programs such as elementary soccer, softball and basketball programs were cut. Concern Parents had to form their own sports associations to provide sports for elementary school children. This community sports program eventually grew to include Junior and Senior Highs students that could not qualify for the school teams.

The 1960 were a turbulent time in American with the Civil Rights movement taking hold, Black Power, radicalism in student organizations and the anti-Vietnam war movement. Coupled with the “drug generation,” and the Anti-war movement of hippies and beatniks the 1960’s and 1970’s were troubled times in American. These problems translated down to the local level with students mimicking what they saw on TV and what was happening in the media. Student protests were the thing of the day. Fake bombing calls INS were also the fade of the generation. Bomb fake calls came on a daily if not weekly basis and the entire school had to be evacuated every time. No one was every caught. This fad went on for years until a Principal from another school district had enough of the fake bomb threats and decided not to evacuate the building. After that many other school districts follow suit and made changes in their fire alarm systems with a yellow detection spray, video cameras, and a new approach to bomb threats. Twenty years later bomb threats would be a thing of the past, just as the Vietnam War became a thing of the past.

Some teachers were considered militant when it came to anti-Vietnam policies and that was unfortunate because they affect the minds of the children they taught. Militant teachers painted their rooms with psychedelic colors and logos to mirror the slogans of the times. Some of the militant teachers had long hair and dressed in jeans and worn t-shirts with logos like “No WAR,” or “Peace.” Militant song groups appeared on the music scene and could be heard in the militant teacher classrooms. The administrators were useless in being able to stop the militant teacher activities. The anti-War issue divided the faculty but no one would support an administrator trying to make a stand for or against the War or Militant teachers.

The term “politically incorrect, “ came into play. Black student could not longer be called Negro students. Black or Black Americans or African Americans became the buzzwords. The word “nigger” was the ultimate insult for black students when it was used by a white student or white teacher, however it seem OK for one black student to call another black student a “nigger.” It became known as the “N” word for white teachers or white students. There was a lot of racism during the 1960’s and 1970’s and many teachers tried to straddle the line but did not succeed. Expressions such as “your people,” smirked of racism. Black parents and black students were very race conscious during these turbulent years. All of these issues translated to problems at Cucamonga JHS as in all schools in the United States. 

Teachers at Cucamonga JHS had to be especially careful in their language and how they treated black students in regard to how they treated other students. The sensitivity of race issues was on the surface and would not go away. Many teachers got into trouble when they used language that was misinterpreted by black students. Black students would often run to administrators and tell false tales to get a teacher they did not like in trouble because of the sensitivity of the racism issues during the 1970’s and 1980’s. Teaching during these turbulent times was no picnic. The militant teachers twenty years later cut their hair short and became part of the mainstream society as if they were never militant in their lifetime. It was amazing how some militant teachers became moles for the administrators after fighting the administration for so many years. It shows that in time you either conform to the rules and policies or get out. If a teacher wanted to make it to retirement age they all had to change over time and become more liberal or conservative in their philosophical approach to teaching and issues of society.