Each day of the week receives its title from astrological tradition:

Monday: Day of the Moon. From the Old English  mondæg”.

Tuesday: Day of Mars. From the Latin dies martis”

Wednesday: Day of Mercury. From the Latin “dies mercurii”.

Thursday: Day of Jupiter. From the Latin “dies jovis”.

Friday: Day of Venus. From the Latin “dies veneris”.

Saturday: Day of Saturn. From the Latin “dies saturni”.

Sunday:  Day of the Sun. From the Latin “dies solis”.


Attending institutions of higher education is often considered a mandatory requisite to the unfolding of one’s “success” in life. Go to college and get a degree, and you will land a job that will provide financial security in a field that you enjoy. This is the conditioned truth.

While it is blatantly evident that college graduates do gain an edge in the job market over the less “educated”, what is not readily deducible is whether the aforementioned conditioned notion of financial success contains an epistemology of what education is all about.

Can earning a piece of paper from a 2 or 4 year institution stand as evidence that an individual is more “educated” than a commoner that studies independently at a public library? What is it exactly that is gained by attending and laboring through collegiate level coursework? Whatever it is, can it be attained without going to college? If it can be attained without attending college, why do colleges exist? As a person who has attended three higher education institutions (a community college and two universities), I have the experience that may help answer these questions. Before I share my experience though, there is one question that bears fundamental significance to the whole idea of college: What is education?

Training Men as Animals

The word ‘education’ has some interesting etymological roots. The term originates from the latin educare which means to ‘draw out’, which is why some contend that education originally meant the development of one’s mind. The transitive verb educare, informs the noun education, which first appeared in the 1530’s as a term signifying ‘training’, and ‘rearing’ (as with raising a child). An earlier beginning of the word, arriving from the French tongue around the 14th century, has an association with the ‘training of animals’. It can be attested then, that the term originally meant “training” of some sort.

This definition comports well with the contemporary usage of the word. When we go to college, an educational institution, we are trained.

The verb train etymologically means “to discipline, teach, bring to a desired state by means of instruction,” or to “draw out and manipulate in order to bring to a desired form”. Therefore a deeper understanding of the term education must include the purpose or intent of one’s training.

The Educative Method of College

By what method does educative training take place in college? Pulling from my own college experience, education proceeds in the following manner:

The student purchases books, is assigned chapters to read of said books, is given a lecture by a professor of the subject, may or may not perform physical tasks or complete preliminary paper assignments associated with the course material, and is then required to take a standardized (multiple choice or essay format) test that supposedly assesses the student’s grasp of the material.

There are a number of problems with this method of teaching.

First of all, the student must assume the course textbooks are accurate and unbiased. Second, the student assumes the professor is either aware of dissonant truths that impact the veracity of the course material, or will divulge the nature of errors to the student as they are identified. Thirdly, the student is compelled to assimilate the specified course material in order to pass the standardized tests, despite any fallacious, distorted, or outright biased content the course material may cover. These problems will be addressed in their respective order.

1.Supposing that a full-time student has the time to dissect and a verify each source cited in support of the conclusions of say, a textbook on Minorities and Criminal Justice, it is unlikely that any spurious reasoning the student identifies in the text will contribute to changing the standardized test items. The simple truth is, students who concern themselves with getting a good grade do not have the time to assess the truth of what they are compelled to read. In other words, the veracity of the course material is taken on faith (is college a faith-based institution?).

This is not meant to suggest that all coursework is spurious. I merely suggest that the possibility exists that students may be mislead by what they are taught. Discovery of fallacy depends on the thinking of the student, but again, the regimented training of the student does not permit much time for this.

2. I have personally experienced how cognitive bias of the professor can contradict what is taught in the book curriculum.

Once, a few years ago, I attended a prestigious medical university to get a Baccalaureate degree in Nursing. One of the classes required for this degree was termed ‘Evidence Based Practice’. Because the care process is more and more predicated on existing scientific research, this class was purposed to train the student on how to distinguish between highly reliable (meta-analysis) medical studies and those that were hardly reliable at all (i.e. survey studies).

Over and over the professor repeated how meta-analysis was the gold standard of medical research, and that nurses should use this study type in construction of care plans for their patients. One day i came across a meta-analysis respecting research into whether fluoride compounds affected brain development of children.  This study was not only a meta-analysis and systematic review of some 27 epidemiological studies which queried the relation between fluoride exposure and the developing brain, but was performed by members of the Department of Health in conjunction with Harvard University. The clear conclusion of the study read, “our results support the possibility of adverse effects of fluoride exposures on children’s neurodevelopment.”  I held on to the study until the next class period, when I would observe the professor’s arrogance.

I do not remember the exact details of how I presented the study to my professor other than I was responding to a question she asked about levels of reliability relating to medical literature. I asked her if the study I had come across vindicated a choice to disavow fluoride treatments until further research was conducted. “You mean fluoride drops given to kids?” She scoffed at me, despite the fact it was she who had taught us to respect meta-analysis as the highest standard of research. Here she was catering to an exalted paradigm of “truth” that down-played anything that rendered her authority and the paradigm itself suspicious.

3. If I wanted to get a good grade (and I got quite a few with a 3.7 GPA over some 90 credits), I knew I had to tell the professor what he/she wanted to hear by memorizing the truths they advised. I remember all the huddles of students hunched over index cards, their lips moving in silent iteration of each recorded point. This sort of behavior is hardly conducive to freeing the human mind, but rather could be construed as a form propagandizing the self.

Don’t get me wrong, this educative method does evince truths and produce ‘professionals’, but you would be wrong in thinking that college graduates are free-thinking. Quite the opposite, they are conditioned to not think outside the parameters of their specified role in society.

A Free Mind or a Trained Mind?

Just by argument of the term’s etymology, it can be asserted that education historically meant to train one’s mind for a specific purpose.

Can it be assumed that ‘educators’ wish to train minds to think freely? Possibly, depending on who teaches. But using a run-of-the-mill college as an experimental model, it may be observed that its curriculum seems to de-emphasize counter-cultural/revolutionary/innovative (however defined) motifs in favor of training an individual to serve the purposes specified by the society, for if this were not so, we could expect to observe students taking courses on deviant things such as radicalism, anarchism, Felon Techniques 101, and other anti-national subjects.

A college curriculum keeps pace with the needs of society. Rather than requiring students to learn astrology or basket-weaving as core components to the general coursework, any respectable college expects the student to learn and display proficiency in rudimentary subjects that have contributed to the development of the existing scientific paradigm (i.e. mathematics, reading, etc.). The student, then, is not being trained to think freely but to think in accord with the paradigm that serves the society. The student is inculcated with truths that enable him/her to become a “part” of the national machine; a manufactured functionary of the modern world.

A free mind contrasts with the trained mind in that it is characterized by an unmitigated pursuit of any intellective that volition warrants. A free mind does not necessarily support the existing social structure or economic prerogative. It nurtures the capacity to question it. A free mind is not ‘fitted’ to a functionary role in the “productive” machine. It willfully examines the parts and studies the logic of its mechanics.

I knew i could not do this within the invisible confines of collegiate study.

To be continued…





Transcript: As promised in my last video, this present piece will revolve around the 13th chapter of Sun Tzu’s Art of War and its relation to ninjutsu. To begin, I first want to advise anyone out there who has been actively training in so called “ninjutsu” dojos and/or those who have a genuine interest in the deeper secrets of the art you must know that the study of Sun Tzu’s 13th chapter, if not the whole of the text, is indispensable to your understanding of what a shinobi agent was all about. But don’t take my word for it, consult the historical figure of Chikamatsu Shigenori who studied ninjutsu (then called shinobi-no-jutsu) with masters of both Iga and Koka lineages during the 18th century. What does Shigenori say of the centrality Sun tzu’s 13th chapter holds in relation to ninjutsu? He says in the preface to the Yokan Denkai that Master Kimura of Iga with whom he studied, considered the 13th chapter to be source material for the highly recondite aspects of ninjutsu. Master Yorihide of Iga with whom Shigenori had also trained likewise regarded this chapter of Sun Tu’s text to be of greatest import to the art of the shinobi. In fact, these masters assert more or less that skills such as the creation of Yo-nin disguises, deception, secret means of scaling walls, and navigating rivers are actually very shallow derivatives of ninjutsu and even go so far as to claim the only text one must thoroughly understand to retain the fundamentals of deep ninjutsu is the Art of War. So, when we have two lineal masters of ninjutsu coming forward to regard Sun Tzu’s text with such high acclaim, going so far as to say its contents are the predication of deep ninjutsu, we must ask ourselves, what does this chapter contain? The title of the chapter is “the use of spies”. The title alone presages much about the profession of a ninja. At this time I am not going to be covering the full content of the 13th chapter as this video is intended as an introductory “lesson” for those interested in the deeper secrets of ninjutsu but do not know how to go about instructing yourselves. I advise that you get a copy of Sun Tzu’s Art of War and begin studying it.

What is martial “science” and how does it differ from martial “arts”?

Creation and intuition is to Art what knowledge is to Science.

Creation gives expression to our inner knowing, and thereafter, science allows us to test this knowing with reality. You can’t have martial “science” without art first.

We are here to create first….then know.

Advice: Dont evaluate your worth by comparing yourself to others.

One reason why so many people become depressed and fall into the practice of self-sadism is because they have not cultivated a sense of self-worth. They cut themselves up inside for not being as rich, smart, fast, or strong as another. This is akin to burning your own house down because it doesnt look as good or have as many rooms as the one across the street. You end up with no house and lament in the cold..jealous of the one still standing.

Instead of cutting yourself up, cherish your ability to transform yourself and your inner world. To use the dwelling metaphor again: You can paint your house and build on to it to suit your own needs. The only person that has to live inside is you. If you push yourself out of your own being in a paroxysm of self-dejection, where will you live?

It is important that people learn to love themselves. Your internal environment matters more than the superficialities we present as a measure of success in society. You live in your own mind and will die in it. Why not renovate?

See document here

This interesting document delineates a number of behaviors associated with imminent terrorist activity.


Class A Indicators are, by themselves, diagnostic of imminent terrorist action

Class B Indicators are diagnostic of terrorist action when combined with other indicators.

Class C Indicators are minimally diagnostic of potential terrorist action, but may inform a deviant profile of a suspect when combined with other indicators.

The following text (in color) has been pulled from a document entitled “How to Train in Ninjutsu” by A. Cummins (he has provided permission to freely distribute this document). I have added my own examples of training to each point. This post will be updated periodically with videos as I fill in each area with real world experiences and examples:
The following list is a set of basic areas you should cover to acquire the
basic skills of ninjutsu, while each seems separate, when assimilated into one individual
person, the essence of ninjutsu can be seen. Remember, ninjutsu has no end,
Natori says that ninjutsu is running into the void, it is shapeless and adapts, you must “grow”
ninjutsu within yourself by tempering your heart. Use the following list as a guideline to your training and explore the endless areas of each one, creating ninjutsu within yourself as you go along. Always remember to separate what is historical ninjutsu from your own adaptation and the context you use it in.
•I have begun my study in this area by purchasing and reading meteorological textbooks, in addition to learning the normal patterns of weather in my area and outside my state.
An understanding of the night sky and the constellations.
•At present, my knowledge only extends through a few constellations. Nothing significant to note here.
Navigation by the stars and sun.
•The sun rises in the East and sets in the West. You can also orient yourself to a relative north direction by using a stick and shadow method observed here:
On a clear night, look to the Big Dipper constellation and then veer the gaze leftwards to observe the North Star (aka Polaris), a guide to compass North. This star can be found by looking to the left of the Big Dipper.
Understanding the phases of the moon.
The Lunar cycle was once used in place of the Gregorian Calendar. Learning the phases of the moon will let you track the 28 day cycle.
Buddhism and world religions and how they affect people’s lives.
• Buddhism is the single most appealing religion to me, but I do not consider myself a devout follower. That said, throughout the years I have adopted many Buddhist precepts for their sensibility and practicality. I will share these with you at another time. Presently, I am reading Shingon: Japanese Esoteric Buddhism by Taiko Yamasaki.
The use of fire construction and fire transport.
• You may have seen my videos of unconventional fire-starting. While the historical methods of doing this are interesting, know that Fujibayashi himself stated one should adapt the principles of the old ways to suit differing circumstances. Therefore, learning to start fires in diverse, modern ways is aligned with the cultivation of ninjutsu. I have used an old grill ignitor in combination with isopropyl alcohol to start fires, and I transport my fire by carrying lighters and matches (and even flint w/ steel). If you want to stick with historical methods, make a donohi and fill it with char cloth. Don’t hesitate to learn the primitive fire-starting methods as well (i.e. bow-drill), the more skills you have, the better prepared you will be.
Wild camping and wilderness survival without a portable shelter.
• For this one, I have learned how to use cordage and a tarp to make a shelter. I have also built shelters out of forest debris, and have built a wilderness kit that can be carried on me at all times should I find myself in deplorable situations (this kit is constantly changing as experience teaches me). There are even methods of sleeping on the ground that can be added to your skill set.
Lock picking and breaking & entering skills.
•I have learned and can execute three methods of escaping from handcuffs in addition to other amateur locksmithing skills (i.e. picking locks with metal shims or bobby-pins). These skills have come in handy on a few occasions. Knowing how locks may be bypassed also increases your own security awareness (certain models of Master Lock I will not purchase because I have been able to pick them with ease- this is not a denouncement of Master Locks in general).
Trap setting.
• While not proficient in catching small game with snares, I do have a few techniques of ensnaring people. I will share one with you: spiked boards. You may have viewed these in my post on caltrops (tetsubishi). These cheap traps can be hidden among dead vegetation or laid out against the fence of a perimeter. Nails are better than screws.
Enemy camp Infiltration skills.
Underwater and swimming skills.
Have a profound understanding of espionage, the study of spying should be your
fundamental goal.
The psychology of the mind.
The psychology of lying.
Linguistics, regional dialects and eloquent speech
The Japanese language.
Guerrilla warfare.
All forms of climbing skills.
Become proficient in rope work, knotting and single rope skills.
Memory games.
Attend an acting school or club to help with
Knowledge of cryptology.
The art of eavesdropping and “listening in”.
Stealth and camouflage.
Signalling and hidden signs.
Scouting as a single person or as a party.
Weapon construction.
First Aid.
Martial arts training.
Core strength training.

Why do I do these things? I’m sure some of you wonder.

I do them because for all I know, this is the only life I will ever live, so why not do what I enjoy doing? ( Do what you enjoy in life! Unless you are Adolf Hitler, Pol Pot, and the like). Ok, well that reason falls apart pretty quick in the light of what may be considered virtuous and moral.

In this vid., Bob takes a few books to the face while I brush up on some open movements: