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Jason Rice

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As a child, Jason Rice had a knack for slipping away unnoticed, earning a reputation as an escape artist. He often wandered off, only to be brought back home by police or concerned strangers. His parents made him wear dog tags with their contact information in case he got lost. But after being returned home by the same police officer several times, his parents were warned that if they didn't keep better control of him, he could be taken into state custody. Terrified by the possibility, they frantically searched for a solution and eventually enrolled him in a behavioral program at a local university.

In this program, Jason was given simple commands, like being told to stay in a chair surrounded by enticing toys and distractions. Of course, as any curious child would, he would get up to explore. The moment he did, they would pick him up, place him in a box, lock it, and wait. Inside, he would scream, yell, kick, and thrash. But the moment he quieted down, they would unlock the box, pull him out, place him back in the chair, and reward him with an M&M's candy.

This was more than just a simple behavior modification program—it was a methodical process designed to shape Jason's personality and control his impulses. The use of candy and toys was their way of enticing him into compliance, conditioning him to follow their commands. It wasn’t just about changing his behavior; it was about molding him for a specific purpose. Unbeknownst to his parents, this program was one of the recruiting arms for a covert military initiative. Known as MILAB, short for military abduction, it was responsible for identifying, training, indoctrinating, and preparing children for specialized roles within classified projects and other black programs. Jason had been identified as an intuitive empath, a rare trait that would shape his entire life.

An intuitive empath possesses the innate ability to feel and understand things without being told or having prior experience. It’s not about reading minds but sensing emotions and intuitively grasping why someone feels a certain way or how a machine is supposed to work. This ability is often mistaken for psychic powers, but it’s more about deep emotional sensitivity and insight.

When Jason entered school, his routine shifted again. Often, someone would arrive in the morning or midday to take him to another location—sometimes to an ordinary building, other times to an underground facility. In these excursions disguised as harmless “field trips,” he underwent training as part of a new program, a continuation of the earlier one and still under the umbrella of MILAB.

In these sessions, he was with other children—usually three to five at a time. They were given simple puzzles to solve, but there was a catch: no talking was allowed. Working in teams of two or three, they had to complete the puzzles using nonverbal communication, relying on their intuitive empath abilities. The exercises grew progressively more challenging, with more pieces and more complex puzzles, culminating in a single-colored puzzle with thousands of pieces. At times, they were even blindfolded, forcing them to fully rely on their intuition and teamwork.

The program was clearly designed to identify and cultivate this quality in the children, honing their abilities for future roles. Intuitive empaths made for better soldiers and operatives—individuals who could enter a room, quickly assess a situation, and read the emotions and intentions of everyone present, all without uttering a word. There was a clear refining process among the children. Some simply couldn’t keep up, their progress lagging behind, and those kids usually didn’t return. Medications were used to enhance intuitive empath abilities and to erase memories of where they had been or what they had done, replacing real memories with false ones. This secrecy was crucial. The last thing they wanted was for the public to discover that children were being taken out of school, subjected to experimental drugs, and trained in clandestine operations. If the truth had come to light—that children were being drugged and manipulated for secretive purposes—the backlash would have been severe.

Trauma was an integral part of the training. It involved identifying each child’s deepest fears and then flooding them with those fears. If a child was afraid of drowning, they would use advanced virtual and augmented reality simulations—decades ahead of what was publicly available at the time—to immerse the child in that very fear. The experiences were so realistic that it was impossible to distinguish between the virtual world and reality. The child would undergo the horror of drowning, or being burned alive, or dying in any number of gruesome ways, repeatedly, until they were desensitized to the fear. This was trauma training at its core, inflicted on children who couldn’t fully comprehend what was happening to them.

After these sessions, mind wipes and implanted screen memories ensured that nothing seemed out of the ordinary when the children returned home. Instead of recalling the horrors they had endured, they might remember a pleasant day at an aquarium or some other innocuous event. However, the trauma lingered beneath the surface. Nightmares persisted, accompanied by bouts of unexplained moodiness or a loss of appetite. To their parents, these behaviors appeared to be typical childhood phases, giving them no reason to suspect the dark truth behind their children’s distress.

The program escalated with nighttime training exercises in abandoned malls or similar locations. Jason and other children participated in combat drills like capture the flag, using pistols and wearing suits that responded to infrared beams. A hit to a limb would freeze that part of the body, while a fatal hit locked the entire suit, simulating death. The children were pitted against each other, quickly learning who was more skilled in tactics and combat. It wasn’t long before alliances formed, turning the exercises into a brutal game of survival where teams would gang up on weaker individuals. This training fostered a form of self-organization, where the children learned to work symbiotically, rather than relying on top-down commands. But the process was deeply traumatic, leaving scars that even mind wipes couldn’t fully erase.

As Jason grew older, an intense and sudden desire to join the military took hold, seemingly out of nowhere. He excelled in high school, maintaining a 3.9 GPA throughout. His efforts earned him both a medical scholarship for the Air Force ROTC and an engineering scholarship for the US Army. He chose the path of engineering and completed his four years, fully embracing the military career that had been subtly laid out for him.

Jason’s military journey took an unexpected turn shortly after having entered the US Army. Commissioned on the same day he graduated from college in December 1996, he initially planned to pursue a master’s degree. However, his request was denied, and he was immediately thrust into active duty. Just two months later, as he prepared to report to Fort Leonard Wood for the officer basic course, his trajectory shifted again. Without any explanation, his orders were abruptly changed, reassigning him to the Army Research Office in North Carolina.

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